1. Topic-
Sound Vibrations
 
2. Content-
sound, vibrations, frequency, pitch, tension
 
3. Goals: Aims/Outcomes-
1. Learn ow tension affects pitch.
2. Learn how instruments use tension to create pitch.
3. Learn how to manipulate pitch using tension.
 
4. Objectives-
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.
 
5. Materials and Aids-
Science materials from Good Vibrations Unit kits, document camera
 
6. Procedures/Methods-

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
 

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.
 

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.
 

D. Independent Practice-

Distribute STUDENT RESPONSE SHEET for individual homework.
 

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.
 

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.
 

G. Closure-

1. Students place observations in blue folders and clear desk.
2. Allow time to ask questions about the homework.
 

This Lesson Plan is available at (www.teacherjet.com)