ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern:Nathan Walters Date:

Grade Level:3rd Subject/Topic: Sound and Light
Approx. time spent planning this lesson: 1 Hour
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Sound Investigation

Prerequisite Knowledge/Skills: Students know that sound is a form of energy. They also know that
energy is the measure of how much could happen.

Objectives: [Indicate connections to applicable national or state standards.]

TLW identify light and sound as forms of energy. P.EN.03.11;S.I.A.03.12
TLW investigate properties of sound through experimentation with a variety of sound sources.
P.EN.03.31;S.I.A.03.12

Assessment: [Formative and Summative] Formative seeing their responses to various prompts.
Looking at their worksheets they fill out at the centers. Listening to responses at the end of the lesson
when we go over worksheets all together. Also looking at the quiz from the previous day.
Instructional Resources: Ruler, Tuning Fork, Cup of water, Rubber bands, Sound eggs (plastic
eggs)

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception Options for action/interaction Options for recruiting
-Instructions will be spoken out -Hands on activities at the interest
loud. (auditory) centers. -Brainstorm with partners.
-Example will be on the -Hands on stations.
projector. (visual)
-Responses will be recorded on
the white board. (visual)
-Centers give many hands on
experiences
Options for Options for Expression Options for Sustaining Effort
Language/Symbols -Students have chance to talk & Persistence
-Go over questions all together. to their table teams as they go -Work through the worksheet
Apply questions to the through centers. They also can all together as a class.
experiences students had in write answers down on the -Rotating station work
the centers. worksheet.
Options for Comprehension Options for Executive Options for Self-Regulation
-Students can recall their Function - Have classmates who are
experiences from centers. -The information is experienced always at the same spot on the
first hand in centers then worksheet and who move with
expanded on in whole group them through the centers.
discussions.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in
which you plan to build or strengthen relationships and community – student-student & teacher -
student.]
Students will have chances to turn and talk to a partner. Students will work with table groups as they move
through the centers. Students also got the chance to step up and lead the class by sharing their answers to the
question prompts.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,

etc.)
Identify at least 2 ways you will gain whole group attention:
-And a hush fell over the crown
-Give me 5.
Strategies you intend to use to redirect individual students:
Lots of questioning. “Are you doing your job?” “Are you helping others?” “What are you supposed to
be doing?” “Can you please move to a spot that will help your learning?”

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute
to the learning. Students will be up front at the risers for some of the lesson. Then during centers
students will be spread out and rotate through the centers which will be located at various places in
the classroom.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
-Students will take the review quiz.

-Go over the quiz all together on the document camera

- Call students to the risers

Development: [It may help to number your steps with corresponding times.]
-Brainstorm what do you think sound is? Where does it come from?

-Field responses and explain that we are going to investigate this all together by doing various
centers around the room. Explain the directions for centers, 5 minutes at each center, rotate quickly
and quietly, write down answers to the questions in the handout that correspond to each center. Go
around the room and quickly model the activity at each center.

-Let students do the centers. Walk around and observe what students are finding. Help with any
questions that arise.

-After students are all done have students come up to the risers with their worksheets. Go over what
they found at each center and what that tells them about what sound is and where it comes from

-Explain that sound comes from vibrations and moves by sound waves. Focus is on sound coming
from vibrations though as sound waves is another lesson. Ask what is vibrating for all the sounds they
heard and what types of vibrations make different noises.

Closure:
-Ask students to remind you where sound comes from.

-Give instructions for what to do with the worksheet.

-Release students to go get ready to pack up for the end of the day

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your
efforts as a professional.

Worksheet

Name:__________________
Quiz #2

1. How does light move?

A) In straight lines
B) In a zig-zag patterns
C) In circles
D) However it wants to

2. How do you create a shadow?

A) Turn off the lights

B) Blocking the path of light
C) Shining light at a dark area
D) You can’t, they form randomly
3. The definition of energy is which of the following?

A) The measure of what did not happen.

B) The measure of what can’t happen.
C) The measure of how much could happen.
D) The measure of how much breaks.

Name _________________________ Date ________________

Sound Center

1a. Hold the edge of a ruler tightly to your desk with half of the ruler hanging
off. Pluck the end of the ruler that is hanging off your desk. Listen. Make the
ruler shorter. Make the ruler longer. Write your observations below.

I noticed:
_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

1b. Strike a tuning fork against the heel of your hand and observe (watch and

listen).

 Put the vibrating tuning fork into a cup of water. What do you notice?

__________________________________________
  Touch your desk with the vibrating tuning fork. What happens?

_________________________________________________

_________________________________________________

 Touch 2 vibrating tuning forks together. What happens?

_____________________________________________________

_____________________________________________________

2. Make an instrument using a rubber band. You can use a ruler, pencil, or

anything else at your table to help you. What do you have to do to play music with

it? Write about how you made your instrument and then draw a picture of it

below.

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________
 3. Sound Eggs

Shake each numbered egg and use the word bank of items to guess what each egg

holds inside!

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

4. ______________________________________________

5. ______________________________________________

6. ______________________________________________

7. ______________________________________________

8. ______________________________________________

9. ______________________________________________

10. ______________________________________________

11. ______________________________________________

12. ______________________________________________
Word Bank
beans rice paper clips marbles pennies

key macaroni cotton foil dice

toothpicks string

4. Paper Cups
 Put your head on the table and place a paper cup on your ear. The open end should be over
your ear and the closed end should be pointed up. Have a partner tear paper into pieces
and drop them on the top of the cup. Start with large pieces and then make smaller and
smaller pieces. Explain what you heard below.
I noticed:
__________________________________________________________________

__________________________________________________________________

______________________________________________________ Did you ever get

to pieces small enough that you could not hear them?

__________________________________________________________________

__________________________________________________________________

_____________________________________

5. Hangers

Take a hanger and wrap the string a couple times around your finger. Leave enough string
that the hanger is still able to swing. Now place your fingers on your ears and swing the
hanger against the table.
 What do you hear? __________________________________________

 What does it sound like?

_________________________________________________

_________________________________________________

 Where is the sound coming from?

__________________________________________