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Internship - Science - Water Wave - Slinky Models

1. Students will use slinky models to explore water waves and answer questions about amplitude, wavelength, and how waves transfer energy without transferring matter. 2. Working in small groups, students will move slinkys in different ways to model water waves and observe the resulting wave patterns. 3. The lesson aims to help students construct the argument that waves carry energy through a medium and create their own wave illustrations using the slinky models and observation sheets.

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226 views15 pages

Internship - Science - Water Wave - Slinky Models

1. Students will use slinky models to explore water waves and answer questions about amplitude, wavelength, and how waves transfer energy without transferring matter. 2. Working in small groups, students will move slinkys in different ways to model water waves and observe the resulting wave patterns. 3. The lesson aims to help students construct the argument that waves carry energy through a medium and create their own wave illustrations using the slinky models and observation sheets.

Uploaded by

api-328819557
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Internship - Science - Water Wave Lesson 2 - Slinky Models

Rachel Sanborn | Grade Level:​ 4​th​ grade

Desired Results
NGSS Performance Expectation: ​Develop a model of waves to describe patterns in terms of amplitude
and wavelength and that waves can cause objects to move. (4-PS4-1) ​[Clarification Statement: Examples
of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and
amplitude of waves.] [​Assessment Boundary: Assessment does not include interference effects,
electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.​]

Unit Phenomenon/Driving Question:


Phenomenon: If you drop a ball into a wave machine (or a real wave in the ocean), the object
bobs up and down but doesn’t move to the other side of the container.

Driving Question: Why doesn’t the object move to the other side of the container when it
is dropped into the wave machine?
The general phenomenon is that waves make objects bob up and down but don’t move
them horizontally.

Phenomenon: Rice moves when a metal is hit a few feet away.

Driving Question: How can hitting metal cause rice to move a few feet away?
Sound creates vibrations through the air in order transfer sound messages.

Lesson Plan 1: Lesson 2 – Water Waves: Digging Deeper


Anticipated Teaching Date:​ 2/7/19

Connection to Framework Function 5E: ​Exploration (provide students with a common base of activities
within which current concepts, processes, and skills are identified and conceptual change is facilitated.
Learners may complete lab activities that help them use prior knowledge to generate new ideas, explore
questions, and design and conduct an investigation)

Learning Objective(s):
1. At the end of this instructional sequence, the students will be able to ​construct an argument t​ hat
waves carry energy (not matter) through a medium.
2. At the end of this instructional sequence, the students will be able ​create​ a model (illustration) of
a wave.
3. At the end of this instructional sequence, the students will be able to ​explain​ how sound waves
can be used to send messages.

Time Estimate:​ 40 minutes-ish


Materials​: Write a detailed list of the materials or handouts you will use/prepare for the lesson(s). Include
how many of each item you will need. Please attach materials that you have in electronic form (e.g.,
handouts, powerpoint presentations) and/or provide links to online materials (e.g., webpages, videos).
1. Wave tank​ ​video of the ball moving in circles​ (just teacher)
2. Wave tank​ ​video for amplitude and wavelength​ (just teacher)
3. Slinkys (6)
4. Small ribbons or colored tape (6)
5. All worksheets referenced can be found at:
https://docs.google.com/document/d/13v-mgVmCt4lZVLbu-rXlNIisnPmTRXf8DrGR8qxuX
oI/edit?usp=sharing​ (26)

Lesson Activity

Introduction
Quick Review - verbal/whiteboard (< 5 minutes)
This is student lead, not teacher led. Students are asked to Whole Brain Teach the class what
they figured out from the previous session.
● What do waves carry?
○ Waves carry energy, not matter.
● Draw wave on board and ask what the top, bottom, and middle straight sea line are
called
○ Crest, Trough, Rest Position

Then teacher shares that not everything can be learned just through video, many times we need “models”
in order to work with things hands on and figure things out more deeply.

Main Teaching Activities (30 minutes) + 5 minute clean up time


● Slinkys – Wave Models Investigation (small group)
● Today we’re going to look at waves in more detail. One way we can do this is by using
other objects as “models” (something simple we use to show a more complicated concept
or to show something we can’t usually see easily)
● We are going to use Slinkys to investigate waves. Your job first job is to figure out HOW
you can use this slinky to model a wave.
● Does anybody have an idea? ​(Randomly pick volunteers to try it out, call on hands for
student suggestions) (Student lead, teacher facilitated)
○ In air: ​remember, what is a wave? (repeating pattern of crests and troughs), so is
it a repeating pattern if we do it in the air?
○ Similar response if both students move at same time
● Form class consensus on how to move the slinky ​(on the floor, one person wiggles back
and forth)
● If students push the slinky, then establish that there are two types of waves (water and
sound) and the models look different. If it doesn’t come up naturally, don’t disrupt the
flow.
● Write that in packets
● Now everybody has a chance to do some wave investigations. Your job is to answer the
questions in your packet as you experiment with how to move the wave.
○ Explain worksheet
○ Considerate grouping - give students slinkies and ribbon
● Read off groups and then call one person per group to come be the “supplies manager”,
countdown for students to get to their groups and get started
○ Now that we know how to use the slinky as a model. We are going to work to
investigate, filling out this observation sheet as we go.
○ Discuss how groups should treat Slinkys (be careful with them!)
○ Observation sheet (with extra scratch paper) – Students fill out as teacher
meanders around room and variates teaching and discussion based on specific
group and where they are at make it higher? Less high? More waves between?
less?

Conclusion (5 minute clean up)


● Call/Response - ​Flat tire!
● Students in groups and discuss what they noticed, make sure that everyone in their group is on
the same page on their findings
● Review what we did today (use slinkys to model waves and discover more about how waves
move)
● For time constraints, we will review/summarize what they have done in this lesson more in depth
in next lesson. Tell them this.
● Material clean up and collect packets

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