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5Es Science Lesson Planning Asplin

This lesson plan for 4th grade focuses on understanding sound waves, specifically amplitude and frequency, through hands-on activities and instrument creation. Students will engage in various stations to explore sound concepts and ultimately design their own musical instruments that produce different pitches. Assessment will involve students demonstrating their understanding of sound wave properties through illustrations and discussions.

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3 views

5Es Science Lesson Planning Asplin

This lesson plan for 4th grade focuses on understanding sound waves, specifically amplitude and frequency, through hands-on activities and instrument creation. Students will engage in various stations to explore sound concepts and ultimately design their own musical instruments that produce different pitches. Assessment will involve students demonstrating their understanding of sound wave properties through illustrations and discussions.

Uploaded by

pasplin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Science Lesson Planning Template

Teacher: Mr. Paul Grade: 4 Topic: Waves (sounds waves)


NGSS Performance Expectation: Disciplinary Core Science & Engineer-
Ideas: ing Practices:
4-PS4-1. Develop a model of waves to describe patterns in
terms of amplitude and wavelength and that waves can cause Waves of the same Develop a model to
objects to move. type can differ in describe phenom-
amplitude (height of ena. (4-PS4-2)
Different solutions need to be tested in order to determine the wave) and wave-
which of them best solves the problem, given the criteria and length (spacing be-
the constraints. (secondary to 4-PS4-3) tween wave peaks).
(4-PS4-1)
Specific Learning Objective:
1. Students will understand and demonstrate how amplitude and frequency can be shown as wavelength
2. Students will be able to translate their understanding of volume and pitch into frequency
3. Students will use their understanding of sound to engineer a musical instrument with different pitches!
5E Lesson Development
Engage: access prior knowledge/stimulate interest/ generate questions. (10-15 min)

Opening Question: What is sound?


Turn and talk, share out (3 min)

Now have students repeat the question with their hands against their throat. What do you notice?

So begins a potpourri of sound. Examples:

Pass around speaker. My speaker REALLY vibrates when it plays loudly.

If possible, bring in a string instrument.


How does this instrument make sound?
(1 min)
Have students gather in to see the difference between the highest and lowest string vibration. Pass in-
strument around. ‘What do you notice?’ (4 min)

For brass lovers: I will bring in a trombone, and a student will bring in their trumpet. We will play to-
gether and see what students notice. I will play my lowest note on the trombone, they will play a higher
note on the trumpet(4 min)
EXPLORE: active student engagement / probing or clarifying questions (35 min for exploration, 10 minute discussion)
There will be six stations, students will need to write observations at each station. Students will write down observa-
tions in their science notebook, clearly titling each station ahead of their observation. They will have about 8 minutes/
station. Students will have 2 minutes at the end of each station ton clean it. Students might not get to every station.
You can either have them continue through all stations, and table discussion for next day. We will have a conversation
afterwards, and students should be aware that their observations will be asked for in discussion.
1. Cup talk
Have students with classic cup and string. Have one prepared. Also allow students to make their own, have enough
supplies. See how it changes with distance, with strings loose and taut.

2. Thawp & Straw


Plastic Ruler over the edge a wooden block.
Straw with one side cut into a point and smushed. It makes a vibrating noise through the aperture— think grass
through fingers. The noise changes as the straw is cut shorter. Have a few examples of straws of different sizes, but
have students make their own!

3. Rubber Band Jam


Students will find a rubber bands and a tissue box. There will be one model, and students are also welcome to mess
around with their own. Stretch rubber bands over a tissue box. How do things sound?

4. Play the keys! (2 computers at station)


https://musiclab.chromeexperiments.com/Sound-Waves/
Computer program that has a keyboard and visualizes what the sound wave looks like for each pitch.

5. Oscciscope. (2 computers at station)


Computer programs that show amplitude. They have a variety of songs, while showing h
https://academo.org/demos/spectrum-analyzer/

6. Water waves
Have a tupper full of water. Have students make ripples. Make observations. Why was this included is a valid observa-
tion!
EXPLAIN: Day 2
If class discussion yet unexplained, have quick discussion from yesterday. Ask students to refer to their notes (5-10
min)

Show an oscillator. Look at wavelengths. Show how the volume changes the height of wavelengths. Show how the
higher the note gets, the higher the pitch, which changes the frequency.
Have student define the science vocab words in their notebook. (5 min)
We will play two sounds and look at two wavelengths. We will discuss which one has a greater amplitude and which
one has greater frequency.
Students in their notebook will then use these sentence starters for two more mystery sounds.
Sound ___ has greater amplitude because _________________________
Sound ___ has greater frequency because _______________________
ELABORATE: applications and extensions (30 min)
Luthier Shop
In partners, students will have have 30 minutes to make their own instruments. They will be able to choose from all of
the materials. The only requirement is that the instrument needs to have at least TWO pitches.
EVALUATE: How will you assess student progress toward objective?
Oscillator template (two per page to show difference of pitches)

(10 min)

Students will find another partnership. Students will play their instruments (at least two or three students) and the
other students will draw out their wavelengths comparatively to show which understanding of frequency and ampli-
tude as it relates to volume and pitch. They will answer which tone has greater amplitude and frequency, using their
wavelength illustration as a guide.
Modifications and Supports
Key Vocabulary Academic Language Development Supports
Amplitud- amplitude Using volume and pitch as pathways to ampli-
Volumen- volume tude and frequency. How one leads to the
Frecuencia - frequency other.
Tono- pitch
Longitud de ola- wavelength The volume is _______ which means the am-
plitude looks like:

The pitch is ______ which means the fre-


quency is______ sentence starters.
Supports and Modifications for Specific Learning Needs in Your Class
Lesson will be taught bilingually
Students will work in pairs to assemble the instruments to increase whole class buy in.
Materials (list specific items, quantities, titles of books, everything needed to ensure lesson success)

Elaborate:
Plastic Rulers
Paper straws
Glass Bottles
Rubber Bands
Cardboard
Metal Spoons
Water
Evaluate:
Template for mapping frequency

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