Georgia Southwestern State University Lesson Plan

Created by GSW School of Education

Classroom/Lesson Context

____ Whole Group _____ Small Group _____ One-on-One

_0___ Students with IEPs/504s __1__ ELL Students

___ Other (Please specify:)

____________________________________________________________________________

Please specify the number of students:

__13_ Girls __9__Boys

Learning Central Focus

Lesson Plan Title: _______Chicken in a Cup_____________________

Grade Level: __4th _____

Central Focus:

The central focus is for the students to investigate how sound is created and recognize how
sound can be made louder

Content Standard:

S4P2.

Students will demonstrate how sound is produced by vibrating objects and how sound can be
varied by changing the rate of vibration

a. Investigate how sound is produced.

Student Learning Goal(s)/ Objective(s):

The student will be able to demonstrate an example of what amplitude is and be able to tell how
it is produced with 90% accuracy.

Skills/procedures:

The student will investigate how pulling the string on the cup makes the vibrations louder while
the wet paper towel provides friction to create the sound.

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Concepts and reasoning/problem solving/thinking/strategies[1]:

The students will have to think and use reasoning to understand why the cup amplifies the
sound the string makes.

Prior Academic Knowledge and Conceptions:

Students will have learned that sound is caused by vibrations and that sounds can convey
information. A sound source is an object that is vibrating. Pitch is the measure of how high or
low a sound is. Differences in pitch are caused by differences in the rate at which an object
vibrates. The class is almost complete with the sound unit, so the students understand how
sound is made and that sound is affected by the type of medium it travels through. Sounds with
low amplitude are soft, sounds with greater amplitude are loud.

Common Errors, Developmental Approximations, Misconceptions, Partial

Understandings, or Misunderstandings:

Students may confuse amplitude with pitch. Amplitude is the measure of energy a wave carries.
Pitch is the measure of how or low a sound is. In my PowerPoint, I plan to show students
through images and a comparison chart how they are different.

Instructional Strategies and Learning Tasks

Launch: ______5____ Minutes

To begin the lesson, I will have the PowerPoint I created open to slide one, this will allow the
students to read the directions as I tell them what they are going to be doing. I will ask the
students to spread out in the classroom quietly. I will tell them when I count to three I want them
to make a constant sound and it can be whatever they want but as soon as I put my hand up in
the air, they must stop and return to their seats. While they are making the noises, I want them
to be listening to the other noises in the classroom. Once they all return to their seats I will ask
them what they heard. Slide two will have the questions listed. Questions include: What did you
hear? Did you only hear your partner? Did you hear high/low sounds? Was your partner soft
speaking or loud? They will hear higher sounds and lower sounds. I will explain to them that the
characteristic of sound is called pitch. The loudness of their voices is referred to as amplitude.
This activity will transition easily into instruction.

Instruction: ___15_______ Minutes

To begin instruction, I will go to slide four on the PowerPoint. We will discuss what amplitude is
in greater detail. Students will already know what the definitions of amplitude and pitch are, but
in my lesson, I intend on making a way for them to understand it, and not just have it
memorized. Amplitude is the measure of energy a wave carries. I will show them an image that
is a wave and on the wave amplitude and wavelength are labeled. This will show them how
amplitude is carrying the energy whereas the wavelength is measuring one point on a wave to
the next point on the wave. On the next slide amplitude and loudness are compared. Like I said
before, amplitude is the size of the wave. Loudness on the other hand is linked to the size of the
vibration which the sound produces. I will then provide the example that we cannot see
amplitude, but we can hear loudness. Loudness is when we are turning up the volume in the
car. On the slide, I have a link to YouTube where it shows amplitude and loudness. As the sound

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gets louder, the students will be able to see how amplitude is changed versus when the sound
gets softer. We will then move on to slide six where pitch will be discussed. Before showing the
class the definition of pitch, I will ask the students if they can define it. Pitch is the measure of
how high or low a sound is. There will be two images on the slide, one is a wave showing low
pitch, the other showing a higher pitch. I will ask the students what is an example of low pitch
(bass) and what is an example of a high pitch (squealing pig). Next, we will watch a video on
pitch. For this video, we will listen to a hearing test. The hearing test starts off with a very low
pitch that we are not able to hear and will go all the way through to an extremely high pitch that
we are not able to hear. The students should like this video because it is an activity seeing how
high or low they can hear. Slide seven is a graph comparing pitch to amplitude. I know that my
class loves compare/contrast charts, so I feel like this will be a good add-in. I will go over the
chart with them. Under amplitude it says: Sound is a form of energy. Two images are shown,
one of people whispering and the other of someone screaming. The one whispering is labeled
Low energy= quiet sound and screaming one is labeled High energy=loud sound. Next it
goes on to say Intensity of sound is indicated by the height (amplitude) of the wave on an
oscilloscope. The students will know what an oscilloscope is because it was in a video that we
watched the day previous. Next two images of waves are shown. One showing a low amplitude
wave, the other showing a high amplitude wave. Underneath it explains The further away you
are from the source of the sound, the quieter the sound gets. This is because it spreads out and
becomes dispersed. The second half of the graph is labeled: Pitch. Pitch defines how high or
low a note sounds. There are two images for pitch. One is of a person playing a violin, the other
playing a banjo. Beside the violinist, it says For strings that are: shorter, thinner, and tighter=
high pitch. Beside the banjo, it reads: longer, thicker, looser= low pitch. Underneath the
images it reads frequency, which measures the pitch of a note, is shown by the number of
vibrations per second on an oscilloscope. Lastly on the graph, are images of two different
waves that show a what a wave with high frequency/high pitch look like and the other shows
what low frequency/low pitch looks like. On slide 8, I will discuss friction. Friction is a force that
holds back the sliding object. I will tell the example of how if we have a box and we want to push
it one way, friction will be pushing it the other. There is an image that will prove my example.

The faster an object is moving, the more energy it possesses. The higher the amplitude, the
more energy it has. Higher the waves, the higher the amplitude. I will inform the class that the
cup is used as a sound board. A sound board is what people put over a stage to make the
audience here them better and is used to reflect music.

Structured Practice and Application: ____15______ Minutes

To begin structured practice, I will go to slide 9 where I will have an image of a cup, yarn, and a
paper clip. In order for them to know and understand the activity, I will explain to them the
purpose of the material that we will be using. I will start by showing them a string. I will ask the
students to listen very closely to see if they can hear anything as I run my fingers down the
string. They will not. I will then ask them if there was anything I could do so that we could hear
the string. Next, I will pull out a cup. I will ask What do you think I could do, if anything, with the
string and the cup so that I can hear the string? I will allow for several different ideas and then
show them how I can poke a hole in the bottom of the cup, and run the string through, then I
might be able to hear something. The paperclip will be at the end of the string, at the bottom of
the cup, holding it in place. I will ask the students to listen very closely for a sound. They will be
able to hear a sound this time. I will explain how the cup amplifies the sound; but first I will ask
the class if they know what amplify means. Amplify means to make louder. This will be important
for them to remember because it will be on their quiz at the end of the activity. Next, I will pull

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out a damp napkin. Using a damp napkin creates a greater friction when rubbing it against the
yarn. The students will hear a louder sound this time. For this activity, I will already have the
holes cut in the bottom of the cup so all the student have to do is feed the yarn through the
bottom. I will ask two students to help pass out the cups and I will ask the students who are at
the end of the row to go to the sink in the back of the classroom to wet the napkins. Once the
material is passed out and everyone is back at their seats I will allow the students to try out the
chicken-in-a-cup in groups of two. Everyone will have their own cup, but I am going to allow
them to have a partner so that if they cannot get it to make a sound, their partner can help them.
I will walk around as the students are doing the activity and ask random questions such as
what is being amplified? How are we creating friction? Are we displaying loudness or
amplitude? Once I feel like they have had enough time I will ask them all to sit down so we can
discuss the activity.

Closure: __________ Minutes

To end the lesson, I will ask the students to raise their hands if they can tell me what they
learned. I want to hear them say things such as defining friction and amplification. I want them
to be able to be able to tell what each material from the activity was used for. Once we have
discussed what was taught, I will pass out the quiz that I created to see if they comprehended
the lesson. The worksheet consists of multiple choice, fill-in-the-blank, and short essay.

Differentiation/ Planned Support

To differentiate learning, I will group students with ability partners when they are doing the
activity. This will help them with the worksheets they will complete with their activity. I will also
have different levels of questions for their assessment at the end. Some of the questions will be
multiple choice and others will be fill in the blank. For students who have a difficult time making
the yarn go through the cup, I will have some premade.

PowerPoint: Students can use the PowerPoint from class while at home to help them with
homework and any material that they need restated for them.
https://docs.google.com/presentation/d/1QYM4WQNnt6IOeBt6TXcnTLIgtTGidRj9dcq1XUE0crA
/edit

Video: This is a video that can be used for a student whom is absent. This will ensure that they
do not fall behind.

MovieMaker_Gerrells.doc.wmv

Enrichment: This activity goes along with the standard in that it is showing through musical
instruments how sound is produced by vibrating objects. I would also incorporate the actual
musical instruments so that they could hear how sound can be varied by changing the rate of
vibrations.http://exchange.smarttech.com/details.html?id=5c0d08e0-1109-4775-897b-
bc1c74477a83

Voice Thread: I will use a voice thread for when we begin centers. This will provide
differentiation in that students will be able to listen to the voice thread as many times as they
need to truly understand the information.

Apps and Learning Modules:

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The apps can be used for enrichment. These apps and modules are to be used to challenge
student thinking and make them think outside of the box.

Apps:

https://www.commonsensemedia.org/app-reviews/sound-rebound

https://www.commonsensemedia.org/app-reviews/sound-uncovered

https://play.google.com/store/apps/details?id=com.learntomaster.vtlts

Module:

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-
sound/sound.htm?eml=SSO/aff/20141015/21181/banner/EE/affiliate/////2-
238950/&affiliate_id=21181&click_id=1975844681

Games:

This is a game that could be used to help students who are struggling with the content of sound
and need remediation. Although this is a game, it is very educational and reviews a lot of
material that students will have needed to know by the end of this unit.

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/sound/play/

Student Interactions

I will allow students to work in groups when putting their cups together. Getting the string in the
holes may be difficult for some, so I will allow them to help one another on this part.

What Ifs

Some things that may not go as planned is there chicken-in-a-cup may not make sound. To help
with this issue I feel like I will need to explain in detail how to hold the napkin to the yarn.
Another issue that may come up is the paperclip coming off. To fix this problem I will double knot
the yarn to the paperclip.

Theoretical Principles and/or Research Based Best Practices

In my lesson, I will use the metacognitive learning theory. This theory allows my students to
benefit from instruction and influences the use of cognitive strategies. For example, when I pull
out the string and the cup, the students have to think about how we can make sound out of
these two materials.

Materials

Materials for this activity will be provided by the teacher and they include:

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 a small plastic cup (cannot be Styrofoam)

12 of cotton string (cannot be polyester)

A small piece of sponge or paper towel, slightly dampened

Scissors

Small paper clip

The students will not need any materials for this activity except a pencil.

Academic Language Demand(s)

Language Demand

Listening (launch and instruction) and performing (guided practice)

Language Function

Students will investigate how sound is made through friction. Students must understand what
friction is and that the cup is amplifying the strings sound.

Content Specific Terms

Sound- The series of vibrations that can be heard

Compression- The area where air is pushed together by vibrations.

Sound Wave- Moving areas of high and low pressure.

Amplitude- The measure of energy a wave carries.

Wavelength- The measure of the distance between a point on one wave and the same point on
the next wave.

Loudness- The measure of sound energy reaching your ear.

Pitch- The measure of how high or low a sound is.

Speed of Sound- The rate of travel of a sound.

Echo- The reflection of sound waves.

Sonic Boom- The sound wave made by an object moving faster than the speed of sound

Tension- The force fulling on an object in opposite directions.

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Language Discourse

The students will be able to discuss the activity while creating sound with their strings. Students
may figure out different ways to make the cup amplify louder, more constant, sounds by
speaking with their classmates and observing what each other are doing.

Language Syntax

Words such as high vs low and loud vs soft are very important when discussing pitch and
amplitude. Students must understand which words go with the correct term.

Support

I will model to the students how I want them to do the activity and I will make sure to use
vocabulary associated with the content throughout my teaching.

Assessments

Describe the tools/procedures that will be used in this lesson to monitor students
learning of the lesson objective(s). Attach a copy of the assessment and the evaluation
criteria/rubric in the resources section at the end of the lesson plan.

Type of Modifications to the Evaluation Criteria

assessment assessment so that all
Description of
students could What evidence of student learning
assessment (related to the learning objectives and
(Informal or demonstrate their central focus) does the assessment
Formal) learning. provide?
This assessment is verbal,
Before we take the I will ask higher and lower
letting me know if they can
quiz, we will go over level questions. Questions
relay what they learned in
different things that may include anything from
Informal verbal detail, whereas the
we learned in the what is an example of a
other assessment I will be
lesson, I will try to low pitch, all the way to
given will be written. This
bring up questions could you explain in detail
gives the students a chance
that I put on the the difference between
to answer who may be better
written assessment. amplitude and pitch?
at communicating verbally.
Informal Students will be The test will be broken up Once the worksheet is
given a worksheet into multiple choice, fill-in- complete, this will better let
that I have created the-blank, and short essay me know how I performed
for the lesson. questions. Some students and what the students
are better at explain understood/didnt
themselves in essay form understand. With the

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 information I retrieve from the
than in multiple choice worksheet, I will know what I
form. need to go back over the
next day.

Analyzing Teaching

Worked/Didn't Worked

What worked? The students really loved the sound the string made when it was wet.
They all referred to it as a turkey call. The worksheet that I made for the activity was
good. The students did well on it, and I dont feel like I made it too easy either.
What didnt? The napkins were not a good call. I had paper towels and napkins, and by
the end of the lesson, after hearing my cup doesnt work!, I realized it was only for the
students who used napkins that it did not work.
For whom? The students whose cup did not work. By the end of the lesson, every
student had a chance to do the activity, some just had to share.

Adjustments

What instructional changes do you need to make as you prepare for the lesson
tomorrow? I will go over common missed questions from the worksheet. One question
that was more commonly missed was the example of a low pitch. Every student who
missed the question circled a whistle instead of thunder. I will explain that whistles are
high pitched and I will play a video with a whistle, then I will play a clip of thunder so the
students can hear how it is low pitched.

Proposed Changes

I ended up teaching this lesson to all three of the classes and by the end of teaching the
three classes I was able to tweak things as I went. One thing that really helped with the
flow of the lesson is to have the cups 100% ready for the kids to use with the paper
towels already wet. The students taught me that the wetter the napkin, the clearer the
sound is. If I were to ever teach this again, I would use paper towels instead of napkins
because paper towels have a greater grip, creating greater friction.

Whole group: This was a whole group lesson that consisted of 21 students.

Group of Students: This was a whole group activity.

Individual Students: This was a whole group activity.

Justification

Why will these changes improve student learning? By changing the napkins to paper
towels, students will be able to make their cups work correctly. I can still use the napkin

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 as an example of what a lack of friction will do versus what great friction will do to the
yarn.
What research/ theory supports these changes? The cognitive learning theory supports
the changes I will need to make to make my lesson flow more smoothly. My students
were the ones who realized that the paper towels would work better because it would
provide more friction. The cognitive learning theory explains how they are influenced by
external factors in order to produce learning in individuals. My students recognized the
lack of friction the napkin was producing and shared their findings with me.

Resources

Attach each assessment and associated evaluation criteria/rubric