KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Lauren Chiarchiaro

Cooperating Teacher:
Group Size:

Dr. Varano

Class

Subject or Topic:

Date: 2/15/16
Coop. Initials

Allotted Time : 1 hour

Sound

Grade Level
Section

205

STANDARD: 3.2.4.B5 Demonstrate how vibrating objects make sound and sound
can make things vibrate.
I. Performance Objectives (Learning Outcomes):
A. The third grade students will categorize sounds they hear throughout the
school by walking around and identifying them as loud or soft.
B. The third grade students will identify the process of sound production by
completing a vocabulary note sheet and by participating in a group
experiment.
II. Instructional Materials
A. Access to hallway, library, lunch room, and classroom
B. 20 pencils
C. 20 pieces of white paper
D. Chalk and chalkboard
E. SmartBoard or projector
F. Link: https://jr.brainpop.com/science/energy/sound/
G. 20 copies of note sheet (attached)
H. 20 copies of hypothesis/result graphic organizer (attached)
I. 16 glasses (same size and shape)
J. 8 metal spoons
K. Water
L. 4 different food colors (Red, Blue, Green, Orange)
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students need a basic understanding of sound
2. Students need to be familiar with working in groups

3. Students need a basic understanding of loud and soft

4. Students need to be familiar with making lists and categorizing
B. Key Vocabulary
1. Sound Energy that helps us hear
2. Vibrate To move back and forth quickly
3. Pitch A high or low sound
4. Hypothesis Educated guess
C. Big Idea
1. There are many different types of sound and pitch
D. Content
1. See Key Vocabulary
IV. Implementation
A. Introduction
1. Greet students and say, We are taking a tripa Sound Walk! Get
out a piece of paper and a pencil. Fold your paper in half (hot dog)
so it makes two columns. One side is for loud sounds and then other
is for soft.
2. The teacher will then walk students to the lunchroom and the
hallway, give the students 3 minutes each to write and sort what they
hear.
B. Development
1. Once everyone is back in the classroom:
a. Discuss the sounds students heard and compose a list on the
board of loud and soft sounds.
b. Then explain why they went on a Sound Walk and introduce
Sound Unit.
1. We went on a Sound Walk because this week we will
be talking about all different types of sound. So far, we
have only discussed loud vs. soft but we will be
learning the definition of sound, how it travels through
our ears, and ways we can change the way we hear
sound.
2. Now, we will be watching a BrainPop video. There are
several questions I would like you all to answer while
watching the video.
2. Teacher will hand out note sheet that accompanies the BrainPop
video students will be watching to further introduce this unit (see
attached).
3. Teacher will express to students that they should fill out their note
sheets while watching the video. The teacher will stop whenever a
question is answered (on the sheet) so students stay caught up.
a. . Dont worry if you dont copy down every word because I
will stop the video for each question so we can answer any
questions.

4. After the video is over, the teacher will define and explain (in this
order) Use Chalkboard
a. Sound- Sound is the energy that helps us hear. It is a type of
energy, like light and heat, and is made by vibrations.
b. Vibrations- When something vibrates, it moves back and forth
quickly. Once the vibrations reach your ear, your brain
interprets the sound.
c. Volume- Volume is how loud or soft a sound is. So the fire
alarm is loud in volume while a whisper is very soft in
volume.
d. Pitch- Pitch is tricky. Pitch is how high or low a sound is, but
thats different then loud and soft. You can make a loud sound
and have it be low in pitch. You can use your voice to represent
pitch. If I make my voice deep (lower voice) and talk really
loud at the same time, the pitch of my voice is low. If I make
my voice squeaky (raise voice) and whisper, the pitch of my
voice is high.
e. Movement of Sound- The movement of sound through your
ear is very intricate. You have three parts to the ear, outer,
middle, and inner. We will go into more detail this week about
all the part of your ear.
5. Next, the teacher will introduce the activity for the day by putting
students into 5 groups of 4.
6. Each group will have 4 same size/shape glasses filled with different
levels of water (each colored differently for visual learners) and two
metal spoons.
a. Cup with water Red
b. Cup with water Blue
c. Cup with water Green
d. Cup filled Orange
7. Teacher will hand out cause/effect graphic organizer to each student
8. The teacher will say, Now that we know what pitch is (high or low
sound), which glass makes the highest pitch, the lowest pitch, and
why the pitch changes using the materials at your table. Use your
hypothesis/result organizer to chart your educated guess (hypothesis)
and what the pitch of the glass is (result). Use the colored arrows so
you know where to record your observations.
9. The teacher will observe the students for 10 minutes to see how they
are representing pitch with the materials provided.
10. Once time is up, teacher will lead a group discussion:
a. What happens when you tap the glass with the spoon?
1. Depending on how much water is in the glass, the
pitch changes.
b. Why the glasses made different sound?

1. The glass with more water makes a lower sound and

the glass with the least amount of water makes a higher
sound.
c. Discuss hypothesis/result graphic organizer
11. Guide students to answering the question, how to manipulate pitch.
C. Closure
1. Have students share ideas, thoughts, and questions
2. Have volunteers share one thing they learned during the lesson
D. Accommodations/Differentiation
1. Lucy, a student who struggles with ADHD will work with her
normal group which she has become friendly and eager to participate
in activities with. Lucy will be provided with the answers already
filled in her note sheet (BrainPop video) and instead will highlight
key points with a blue or green highlighter to help her focus on the
material without being overwhelmed and bored from the
information.
E. Assessment/Evaluation Plan
a. Formative
1. The guided note sheet will be collected to see if
students listened during the video and discussion.
2. The hypothesis/result graphic organizers will also be
collected to see if students really grasped the concept of
pitch and sound.
i. If the students accurately answered 2 out of the
3 questions they will be considered meeting
mastery.
b. Summative
1. There is no summative for this lesson.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
1. What went well during the lesson?

2. What didnt work and could be changed?

3. Did the students enjoy the lesson and seem focused or were they
bored/uninterested in the material?

a. How can I make this lesson more engaging?

VI. Resources (in APA format)

1. Video:
a. BrainPop
1. https://jr.brainpop.com/science/energy/sound/

Name:

Date:

Hypothesis
Result

Please answer the questions in full sentences:

1. What happens when you tap the glass with the spoon?

2. Which glass do you think makes the highest pitch?

3. Which glass do you think makes the lowest pitch?

4. Why does the pitch change when you tap each glass?

Name:
Date:

1. What is sound?
a. Something you can hear
b. Type of energy
c. Made by vibrations
d. All of the above
2. What are vibrations?

3. Volume: Circle the loud sounds and make a Box around the soft
sounds
Car horn

Siren

School Bell

Ticking Watch

Whisper

Mouse

4. What is pitch?

5. How does sound move?

a. Through air
b. Through solids
c. Through liquid
d. All of the above