1. Topic-
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2. Content-
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sound, vibrations, frequency, pitch, tension |
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3. Goals: Aims/Outcomes-
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1. Learn ow tension affects pitch.
2. Learn how instruments use tension to create pitch.
3. Learn how to manipulate pitch using tension. |
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4. Objectives-
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1. MN State Standards Science: 3.2.3.11 Explain the relationship
between the pitch of a sound, the rate of vibration of the source,
and factor that affect pitch. |
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5. Materials and Aids-
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Science materials from Good Vibrations Unit kits, document camera |
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6. Procedures/Methods-
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A. Introduction-
1. 5 min. On doc camera, write definition of Pitch, Frequency, Kalimba,
Xylophone, and Tension for students to copy in notebooks.
2. 2 min. On doc camera, display pre-observation inquiries asking
about the factors of pitch and facilitate class discussion.
3. 1 min. Have 2 students pull on 1 student standing in middle= TENSION=
force of pull on opposite sides |
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B. Development-
1. 1 min. Show equipment.
2. 3 min. Explain how to set up/use equipment.
3. Choose STARTER for each group. Role is to ensure everyone gets
to try equipment.
4. 1 min. Introduce 2 student observation sheets and distribute.
5. I distribute one miniactivity. 10-15 min later, I distribute the
second. |
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C. Practice-
1. 10-15 min. STARTERS start miniactivities. RECORD observations
on appropriate observation sheet.
2. 10-15 min. I distribute second miniactivity equipment. They RECORD
observation on second observation sheet.
3. End. Return to desks. Share observations/ pose processing questions. |
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D. Independent Practice-
Distribute STUDENT RESPONSE SHEET for individual homework. |
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E. Accommodations (Differentiated Instruction)-
1. Accelerated Learners: Students draw original instrument that
makes high pitch or low pitch. An instrument that does not yet exist.
Label/write factors that affect the pitch.
2. Sight Impaired: Verbal presentation/ explanations, provide manipulative
tools to touch.
3. Hearing Impaired: Doc camera projection, provide written handouts
4. Learning Disability: I walk about & support students struggling,
students receive extra support from working in groups. |
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F. Checking for understanding-
1. I'm using the STUDENT RESPONSE SHEET as homework.
2. I can use inquiries for academic feedback to check for understanding
at the intro of the following Science lesson. |
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G. Closure-
1. Students place observations in blue folders and clear desk.
2. Allow time to ask questions about the homework. |
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