Lesson Plan Title: Sound Challenges – The Physics of Sound Activity 4 (Foss)Key Concept(s) in this lesson:Physical ScienceSound ReceiverSound SourceSound TravelWHAT YOU WANT STUDENTS TO KNOW, BE ABLE TO DO, OR FEEL/UNDERSTANDLesson goal(s)Specific ObjectivesSummative Assessment [Did they get it?] – end of lesson or unit. Attach any applicable instruments.Instructional Materials NeededRoom Arrangement:Accommodations: (e.g. ELL students, special needs, 504, etc.)TimeIntro: Start with a Whimper Activity:Seth VanzantFoss Lesson05/13/07Lesson Plan Title: Sound Challenges – ThePhysics of Sound Activity 4 (Foss)Grade 3Key Concept(s) in this lesson: - Physical Scienceo Sound Receivero Sound Sourceo Sound Travel- Key Vocabularyo Amplifyo Megaphoneo Inner-earo Outer-earWHAT YOU WANT STUDENTS TO KNOW, BE ABLE TO DO, OR FEEL/UNDERSTANDLesson goal(s)In Sound Challenges the Students Will:- Observe that the outer ear is designed to receive sound.- Compare different ways to make sounds louder and travel farther.- Record observations of how sounds travel.- Organize and communicate findings.- Learn concepts that will contribute to understanding of the following theme: Structure and Interaction.Specific Objectives- Students will work in groups of 4 to complete sound challenge worksheets.- Students will follow their assigned group roles to complete the worksheets and plan presentations.- Students will understand how volume changes from source to receiver (ear) and how to amplify the source/reciever.- Students will prepare presentations on their assigned sound challenge worksheets.Standards addressed (EALRs, GLEs)ScienceEALR: 1. SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems. - Component: 1.1. Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. - GLE: 1.1.3. Understand the behavior of sound in terms of vibrations, sound sources and receivers, and the behavior of soundo Students will describe experiences with sound (i.e., vibrations, volume, and sound travel).o Students will apply scientific concepts to understand that ways in which sounds travelo Students will EALR: 2. INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry. - Component: 2.1. Investigating Systems: Develop the knowledge and skills necessary to do scientificinquiry. - GLE: 2.1.5. Understand how to report investigations and explanations of objects, events, systems, andprocesses. - Summarize an investigation by describing (student worksheets and presentations):o reasons for selecting the investigative plano materials used in the investigationo observations, data, resultso explanations and conclusions in written, mathematical, oral, and information technology presentation formatsCommunicationEALR: 3. The student uses communication skills and strategies to effectively present ideas and one's self in avariety of situations. - Component: 3.1. Uses knowledge of topic/theme, audience, and purpose to plan presentations. - GLE: 3.1.1. Understands how to plan and organize effective oral communication and presentation.o Selects a topic for a specific purpose (e.g., to describe and/or to explain a process or procedure, such as in a science experiment).EALR: 4. The student analyzes and evaluates the effectiveness of communication. - Component: 4.1. Assesses effectiveness of one's own and others' communication. - GLE: 4.1.1. Applies established criteria to identify strengths and weaknesses of own communication.o Seeks feedback from teacher and/or peers to improve communication (e.g., rubrics, checklists specific to type of communication: group work or presentation types).Primary Learning targets: which of these, a-e? (Be sure learning activities are congruent withtargets chosen.)a/ Knowledge b/ Reasoning Proficiency c/ Performance Skill HOW WILL YOU KNOW THAT THE LEARNING TARGETS WERE MET?Pre-assessment: [What do they “know” already?] Start with a Whimper: I will tell the students to listen closely as I play side 2 of the Physics of Sound tape. I will begin by playing the tape at a loud volume, and then slowly decrease the volume until it become quiet. I will then tell students:- “We have a problem here… The tape is on, but the volume is very soft. I want you to hear it better, but I will not increase the volume. Is there anything you can do at your seat that will make the sound louder?”I will allow students to think about this problem. If they do not think of cupping their hands behind their ears,I will encourage them to give it a try. I will tell students that making ears bigger is one way to hear sounds better.- Introduce megaphone (see procedures)Formative Assessment(s) [Are they getting it along the lesson?] (e.g. planned comprehension checks). I will circulate throughout the room to observe how groups are working together. I will have a clipboard witheach students name on it + unit EALRS and GLES. I will make note of each students’ success with communication (groupwork) and science concepts.Summative Assessment [Did they get it?] – end of lesson or unit. Attach any applicable instruments.- I will present the class with 4 questions to help guide their reflections.1. Look over the summary list of the different challenges and solutions. Were any solutions similar? In whatways?2. What kinds of solutions to challenges made sounds louder at the receiver? At the source? 3. What sound challenges might you encounter at home, at school, in the future? Anywhere or any time? How would you solve those challenges?4. Explain how different instruments can play together to make music. - Reflection worksheet- Student presentations will also be part of the summative assessment.Instructional Materials Needed- Cassette Player *- 1 Physics of sound Cassette Tape - 12 Plastic Cups- 8 Megaphones (tagboard)- 50 Paper Fasteners- String (5 Meters)- Alcohol- Cotton Balls- Masking or Scotch Tape *- Kleenex *- Paper towels *- Sound Devices From Activities 2 and 3o 2 Long Gongso 2 Tuning Forks with a wood Blocko Waterphoneo Xylophoneo String Beamo 2 Mini Gutbucketso 2 Foss-Uleleso 6 Listening Tubeso 4 String Telephoneso 4 Stethoscopeso 8 Wood Dowelso 1 Garden Hose (optional) *- 1 Set of Student Challenge Sheets
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