Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Arthea D. Simmons PART I: PLANNING Sound Title of Lesson This lesson was originally the idea of my mentor teacher. However, I made some revisions. Science Subject Area (s) 3rd Grade Level
3-5.5: Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another. 3-1.4: Predict the outcome of a simple investigation and compare the result with the prediction. 3-1.5: Use tools(including beakers, meter tapes, and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. In this lesson, my anticipatory set will be to play a video on sound to grab the attention of my students. I will then preassess them by asking various questions to see what they know about sound. For teacher modeling and demonstration, I will demonstrate by giving interactive explanations about sound. This will also serve as my instruction. I will also conduct various experiments using materials to show how sound travels. I will then ask various questions for my guided practice activity. Next, students will be given an assessment that will be graded for independent practice. We will then end the lesson with closure by engaging in a grand conversation about sound and how it travels from one material to the next.

Date: February 5, 2013

Source

Curriculum Standards

Description and Background Information

Lesson Objectives

95% of students will be able to identify, distinguish, and recall that vibrating objects produce sound and that vibrations can be transferred from one material to another after the lesson, grand conversation, and discussion within twenty five minutes. Depending on the needs of an individual, I will offer one on one assistance and break down the terminology for students. Therefore, my objective will be the students

Varying Objectives for

Individuals Needs

will be able to know and recall that vibrating objects produce sound. For students who have mastered the concept, I will introduce extended content that is related to the original content. I will also offer extra credit for students by giving them the option to do more research on Sound. The purpose of this lesson is to inform students about how sound is produced by vibrating objects and a vibrating object can cause another object to vibrate. Students will need their Standard Test Preparation Workbook and their thinking caps. The teacher will need a computer, SMARTBoard, sheet of wax paper, comb, small container, sand, tuning fork, and aluminum foil.

Statement of Purpose

Materials and Resources

Anticipatory Set

I will play a video on how sound is produced, how sound can travel, and how sound can be transferred from one material to another.

Part II: IMPLEMENTATION I will ask students questions to find out what students know about sound. 1.) What is sound? 2.) What are some places where you may hear sound? 3.) How is sound produced? I will demonstrate by giving interactive explanations about sound. I will show how sound is produced by creating a comb kazoo by using a comb and wax paper. I will also show how sound can transfer from one object to the next by striking a tuning fork on the desk and placing it under or against a small plastic container of sand to show how sound is transferred. In addition, I will also strike a tuning fork against the desk and hold it against a piece of aluminum foil to show how sound is transferred. 1.) I will lead students in brainstorming what they know about sound. 2.) We will watch the video on how sound is produced, how sound can travel, and how sound can be transferred from one material to another. 3.) I will allow students to watch as I experiment to see how sound is produced by creating a comb kazoo. 4.) I will also allow students to watch as I experiment

Pre-assessment

Teacher Modeling or Demonstration

Guided Practice

with the tuning fork to show how sound is transferred. 5.) We will engage in instruction and grand conversation with creating and reading a flip book in reference to sound. 6.) We will also engage in an interactive game on the SMARTBoard. www.engineeringinteract.org Checking for Understanding What is sound? How is sound produced? How is sound traveled? What cause sound to transfer from one material to another? Students will complete the following questions from the following pages of their yellow Standards Test Preparation Workbook: p.49 question 1 p.50 question 7 p.53 question 19 p.54 questions 22 and 24 p.57 questions 33 and 35 p.58 question 40 Closure To wrap the lesson up, the students and myself will engage in a grand conversation and discussion about sound. I will ask various questions to reinforce concepts that were taught during the lesson. 1.) What is sound? 2.) How is sound produced? 3.) How is sound traveled? 4.) What cause sound to transfer from one material to another? Students will demonstrate what they have learned by answering questions in their yellow Standards Test Preparation Workbook. In the classroom or at home the teacher or students can hold an inflated balloon in front of a boom-box speaker with the volume turned up loud. Can you feel the vibration? Where is it coming from? Place a small paper plate with tiny pieces of paper on it on top of the speaker. (Boom box must be turned so that speakers are facing up) Observe what happens to the papers. Explain that all sounds are caused by something vibration, etc.

Independent Practice

Assessment (attach to lesson plan) Extension Activities

Technology

I will use the SMARTBoard to play the educational video on sound and I will also use the SMARTBoard to play an interactive game on sound with students.

Connection Across the I will connect this lesson with music as we produce sound and an instrument by creating the comb kazoo. Curriculum PART III: REFLECTION The strength of my instructional techniques would be finding the educational video on sound. Not only did this provide a different way for students to grasp the content, but it provided great instruction. The students also enjoyed this video. My classroom management strategies were effective as I keptstudents alert and engaged by showing experiments. I also kept the noise level down by taking away incentives. The weakness of my instructional strategies would be not providing clear instructions for students before allowing them to get out of their seats for activities/experiments. To change or improve when teaching this lesson again, I will provide clear instructions for students before allowing them to get out of their seats for activities and experiments.
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Strengths

Weaknesses

Suggestions for Improvement

Revised 1-2012