LaKC+Intro+Lesson+1


 * LaKesha Curtain**
 * Shady Lane Elementary School**
 * Science: 3rd Grade - Physics of Sound Lesson #1**
 * Instructional Model: Backward Design**


 * Lesson Title: Introduction to Sound**


 * Content **

C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations The students will understand that sound is a form of energy and that sound is only sound if it can be transferred from the sound source to a sound receiver. Students will understand that, the movement of particles in the air cause sound. What is sound? How does sound get to our ears? How do animals and people use sound? //__Students will know__// Vocabulary words associated with sound: vibration, medium, volume, pitch, echo, onomatopoeia //__Students will be able to:__// Explain what sound is and how sound travels. Physical Science Video on Sound Markers Construction Paper (1 per student) Scratch paper 1. At the end of the lesson, students will be asked to write down at least two things they learned from the video about sound.
 * __Established Goals__:** [|http://dpi.wi.gov/standards /]
 * __Understandings__:**
 * __Essential Questions__:**
 * __Knowledge and Skill Objectives__:**
 * Materials/Resources/Technology:**
 * Product**
 * __Assessment of Student Outcomes__**__:__

“Today we are going to investigate sound. To start, we are going to watch a video that is going to tell us what sound is, how sound is transferred, how sound is used by people and animals and learn about the best way sound travels. 1. Watch Video 2. Review information learned in the video by asking the class questions. 3. Call the students to the carpet (pull sticks with names on them) to talk about onomatopoeia, words that imitate sounds associated with objects that they refer to. Such as buzz, hiss, crack, thud, etc… Tell the students when reading words like this we can visualize what object the word is describing. 4. Create onomatopoeia poems. The poems will begin with Hear and end with Hear. Share 2 poems written by the teacher Example 1: Hear Crack, vrumm, vrumm, bang, bang Crash, clunk, pow, pow, pow. Hear Construction workers on the street.
 * __Process__**
 * Students will be introduced to the physics of sound by first watching an informative video.

Instruct the students to come up with their own “Hear” poem. They can use scratch paper for a rough draft. All final drafts should be written on construction paper. When they are finished they should write out 2 things they learned from the video on back of the construction paper they wrote their poem on. .
 * Wrap Up**

Lakesha Curtain Shady Lane Elementary School Grade Level: 3 Subject: Science Date: March 14, 2011 Instructional Model Lesson Title: Introduction to Sound
 * Post Lesson Analysis Reflection **

1. **As I reflect on the lesson,** the students were actively engaged from the very beginning. The video made the subject really interesting to the students. It was kid friendly and used language that the students could comprehend. The students really liked writing the poems at the end of the lesson. If I were to do this lesson again, I would show the video and assign the poems again. However, I would have instructed the students to write what they learned from the video first before going on to write the poems. I think the students were so excited about compiling the poems that they really did not focus on the content they heard from the video.

2. ** My instructional goals were met ** in a way because the students did learn a lot of background information. I still would have liked the students to write a little more about what they learned from the video.

3. **If I had the opportunity to teach this lesson again, I would** incorporate a short story that would go along with the lesson. I would have the students split up in groups, read, and write down what they learned. Then I would discuss what they learned and add any information they missed. I would also model how I would write down what I knew or learned about sound.

** Range of abilities of student work from this lesson: ** Over half of the students understood what sound was and could explain how it was transferred, how people and animals used it, and what caused sound. About 3 out of the 19 students that were present had some difficulty remembering and writing some facts about sound from the video. The students worked very well after I modeled the second activity.