Sound and VibrationMegan Czarnecki

The Plan Classroom Considerations

Accommodations Reflection

The Plan

• Timeline

• Outline

Timeline

• Day 1:– Engage

• Introduce sound- 5 minutes

– Explore• Plan experiment-5-10 minutes• Carry out experiment- 15-20 minutes

• Day 2:– Explain

• Record and discuss results- 15 minutes• Collaborative conversations- 15 minutes

• Day 3:– Elaborate

• Guest speaker- 30 minutes

Outline

• Engage• Explore• Explain• Elaborate• Evaluate

Engage

• Engage• Time- 5 minutes• Review with students the previous lesson on how

to do science and how students can be scientists.• Introduce the concept of sound.• Have students brainstorm when they experience

sound.• Students feel their throats as they talk and make

initial observations.

Explore

• Time- 25 minutes• Groups of learners are going to explore items that can make

sound and record what they find• First, students will plan their experiment on a on a blog to

show how vibrating materials can make sound which will include a question and a sequence of steps labeled with "first," "then," and "last".

• Using the provided materials, the student will carry out his/her investigation (to be recorded through pictures or video and uploaded onto the blog) to show how vibrating material can make sound following the steps to his/her plan correctly.

Explain

• Time- 30 minutes• The class will come back together and discuss their results. • The student will gather the evidence showing how vibrating

material can make sound using his/her senses described with appropriate vocabulary terms and recorded on the blog.

• The student will participate in collaborative conversations about their evidence collected through comments on their blogs to be shared with other science class blogs in the 1st grade that includes a conclusion drawn from the evidence gathered and comments on two other students' blogs on how their experiments could be improved.

• Short video on sound from BrainPOP.

Elaborate

• Time- 30 minutes• The student will share their evidence collected

and collaborate with a sound expert through Skype that includes a conclusion drawn from the evidence gathered.

• Reflection to help remember- foldable

Evaluate

• Engage: Observe student participation• Explore: Checklist for student experiment plan.

Students self reflect on their own work for how they carried out their plan.

• Explain: Observe student participation during discussion. Rubric for collaborative participation.

• Elaborate: Observe student participation. Rubric for foldable.

• Quiz

Classroom Considerations

• Desks need to be able to be rearranged to make stations of space for each group to carry out experiment

• Laptops for groups to create blogs and share information (computer lab would work as well)

• Open space near projector screen so students can gather around during Skype discussion

• Laptop/computer capable of using Skype

Accommodations

• For students who struggle with reading and writing: have a helper type/write while the students dictates.

• Explore: For students who struggle academically, put them in a group with a higher achieving student that can help them with the material.

• Elaborate extension: discuss with higher achieving students: Think back to engage and brainstorm what they think was happening with their throats and voice based on their new knowledge.

Reflection

If I were to teach in a first grade classroom in the future, I could use online presentations as a study tool. Instead of having students do boring worksheets to review the material, I could create an interactive PowerPoint that provides scenarios and students must select the correct outcome of the scenario. There could be some sort of point system: if you get a scenario correct you add points and if you choose incorrectly, then points are lost. The points can be totaled and a lower score would show that students need to review more or receive additional help from the teacher.