Names: Emily Kelly, Nicole Odishaw, Amanda MacLeod
Focus of the Lesson Plan: Grade 3: Physical Science: Sound
Universal Design for
Learning
Representation
1.1: We will have stations
with the questions printed
and the agenda on the board
for students to have a
visual.
1.2: Using different sounds
for students to identify what
they hear.
1.3: Have questions and
instructions displayed for
students.
2.4: We will use sounds that
every student will
understand, despite the
language they speak. The
activities are universal.
2.5: We will illustrate
different sounds through
different multiple medias
during our lesson
3.1: Our APK will activate
students prior knowledge
about sounds and how
sounds are used in their
everyday lives.
3.2: We will highlight the
big idea on sound to
introduce students to the
topic.
3.3: We will do different
stations to let students
manipulate objects to learn
what sounds they make.
3.4: We will generalize the
topic of sound to get
Outcomes Required Materials,
GCO: Science, Technology, Society, and Tools and Technology
the Environment, Skills, Knowledge, Worksheet
Attitudes Computer for
SCO: Powerpoint
303-9: Identify objects by the sounds
they make Computer for
107-1: Describe examples of sound sounds
technologies used by people to meet SMART board
their everyday needs Water bottles (one
full, one empty, one
SWBAT:
half full)
Students will be able to identify
objects by the sounds they make A coin
Students will be able to explain why Cup of water
sounds are important to everyday life Cereal in a baggie
A book
Balloon
Assessment (formative/summative,
self/peer) A soup can
What prior data is informing your A pen
instruction? Science Journal
APK: For our APK, we are going to play 10 Sticky notes
sounds. The item that we are playing will be Cue cards
hidden so the students cannot see what is
being played. Individually, the students will Flashlight
have to identify the object that made the Mini Broom
sound. They will have a piece of paper Keys
labelled 1-10 and they will write their Spray sunscreen
answers by the corresponding number.
Vitamins
1- coin in water
2- cereal in baggie Pencil
3- flipping through a book
4- popping a balloon
5- pen against a ribbed can Special Concerns
https://www.youtube.com/watch?v=6itvFbD Our lesson will
yHAY have a PowerPoint
6- :09-:013 toilet to assist with the
7- :26- :34 vacuum presentation. If the
8- :45-:52 kettle boiling
technology fails, we
9- 1:03-1:11 brushing teeth
10- 3:14-3:22 iron are able to continue
on with our lesson
What assessment strategies will measure the using the white
learning from the outcomes? board to write
We will be using for and as assessment. information down if
students engaged
Action and Expression
4.1: There will be multiple
ways for students to express
themselves. They will be
writing in their science
notebook, reflecting on their
own lives, participating in
group discussions, and
doing scientific
observations.
4.2: Each station will have
different tools needed to
participate in the
investigation (water bottles,
whiteboard and markers,
etc.)
5.3: Opportunities to
discuss and ask questions
within their small groups.
6.3: One of the teachers will
be acting as a facilitator at a
station, helping to guide
discussions and learning.
6.4: The teacher at each
station will be responsible
for monitoring progress at
the table and ensuring
students are on task.
Engagement
needed.
FOR: During activity
303-9: The APK will cover this outcome. times, the teachers
Students will have to identify the object that
will be roaming
made the sound.
around the room
AS: assisting when
107-1: For the exit ticket, students will be needed, and
required to reflect on their own lives and ensuring that all
think of a sound that is important to their students are on task.
daily lives. They will have to write down
their example and explain it.
Differentiation
Linguistic: writing
Timeline / Elaboration predictions, reading
Before (APK) 10 minutes powerpoint
Greeting Students: One of the teachers will Logical-mathematical:
direct students to sit at the three front tables figuring out the sound
as the back three are for an investigation later based on past experiences
on. Bodily-kinesthetic:
manipulative objects to
Focus Question: Can you identify these make sounds
sounds? Musical: identifying
sounds, songs of
Do: Nicole will go over agenda, attention advertisements
getter, and outcomes. Interpersonal: work as
groups to predict sounds
APK: Identifying Sounds Intrapersonal: reflect
upon important sounds for
Do: Students will be sitting at their assigned exit ticket
table. Emily will be presenting a series of 10 Naturalistic: sounds of
sounds produced or played off of a computer. nature
The students will have around 10 seconds to
figure out what the sound was and write it on
the cue card in front of them. After the 10 In-Class Support
seconds is up, another sound will be played This lesson will
or produced, and the routine will continue have three teachers.
until all sounds have been played.
While one is
Say: Could everyone write the numbers 1- teaching, the other
10 on their cue-cards please? I am going to two will be
produce or play 10 sounds. After you hear stationed at
the sound, you will have 10 seconds to guess different points in
what the sound was. Write down your best the room to ensure
guess on the cue-card! We will have 10 that all students are
different sounds for you to identify.
listening.
(Students will complete the task)
Do: After all the sounds have been played,
Amanda will go over the answers. A student
Cross-curricular
7.1: With the exit ticket,
students can choose which
object theyd like to
explain; students will be
responsible for their own
notebooks.
7.2: We are asking about
real sounds and objects that
make sounds in everyday
life.
7.3: Students will be in
small groups during their
investigations so they can
work collaboratively,
minimizing the risk of
failure; the stations will be
spread out to avoid
distracting the others.
8.1: We will be reinforcing
the same two objectives
throughout the introduction,
APK, and 3 stations so that
they can complete the exit
ticket successfully.
8.2: Some stations will be
more reflective, some more
analytical, and some trial
and error.
8.3: Two of the stations are
collaborative; discussion of
home life.
8.4: Because we are in
small groups we will be
able to give feedback on
students insights and
notebook work.
9.1: At each station, we will
have the question for
students to answer printed
on paper so to self-regulate
their work; SWBT will be
written on the board in
student-friendly terms.
9.2: If a student needs extra
help they can write in in
will be randomly selected to say what they Connections
had written down for Sound #1. A different Music:
student will be selected for Sound #2, and so 4.1.2: explore and
on. identify ways that
the elements of
Say: Now that we have heard all of the
music are used to
sounds, we are going to go over the answers.
This was sound #1. Play sound again and express thoughts,
then call on a student Can you please tell experiences, and
me what you think that sound was? feelings in their
own and others
During 15 minutes work
Do: Amanda will explain how the station
activities are going to work. English:
GCO 1: Students
Say: To start off this unit we are going to do will be expected to
some scientific observations. We are going
speak and listen to
to divide the class into three small groups.
One of us will be at each table and will explore, extend,
explain the investigation at the table, and will clarify, and reflect
guide you in your understanding of the on their thoughts,
concept. You will each have a science ideas, feelings, and
notebook to recording your results as you experiences
work through the different stations. After 5
minutes, you will switch to another table. We Math:
will number you off 1, 2, or 3. Number 1s N1: Represent and
will start at Nicoles station, Number 2s will describe whole
start at Emilys station, and Number 3s will
numbers to 10 000,
start at Amandas station.
and symbolically
Station #1: Water Bottles (Nicole) [C, CN, V]
Do: There will be three water bottles with
different amounts of water in them on the
desk (no water, half full of water, and full of Reflection
water). Students will have two minutes to
investigate the different sounds each bottle This is a reflection of all
makes when tapping on the bottle or aspects related to the
dropping a coin into the bottle. completion of this lesson
plan and lesson itself.
Say: Today we will be investigating the
different sounds that objects make. You will
have two minutes to listen to the sounds each
bottle makes by tapping on them or dropping
a coin in them.
Do: Students will be asked to turn around
while a bottle with varying amounts of water
is tapped on or a coin is dropped into. The
students will be asked to identify which
object was played based on the sounds they
heard. Each student will circle which bottle
their science notebooks, so
to keep it private.
9.3: Science notebooks are
for students own thoughts
and reflections, may write
down thoughts beyond the
posed question
they thought was taped or a coin was
dropped into.
Say: Now I want each of you to turn around
and listen to the sound I play. I want you to
try to identify the different object based on
what you heard then circle which object you
thought it was on this worksheet.
C4U: What are you going to circle of this
worksheet?
Station #2: Everyday Needs (Emily)
Do: At this station, students will find a way
to make noise with the presented objects.
They will work collaboratively to do so.
Then, they will write in their science
notebooks how each of these objects meet
every day needs. Notebooks and pencils will
be at the station. The objects will include a
flashlight, keys, vitamins, spray sunscreen,
and a broom.
Say: All of these things make a special
noise. In two minutes, can you all figure out
how to make the special noise with each of
these things? I will tell you when youve got
it right. Now we have 3 minutes to write in
our science notebooks a way that each of
these objects could be heard every day.
Station #3: Background Noise (Amanda)
Do: At this station, students will be
investigating background sounds they hear,
that they normally might not be aware of.
The students will place their heads on the
table with their eyes closed and listen to what
they can hear for 30 seconds. They will then
take the next 30 seconds to write what they
heard. We will do this one more time. With
the remaining time, we will have a
discussion about what they heard. This
activity is meeting Outcome 303-9:
identifying objects by the sound they make.
Say: Today we will be investigating
background sounds. I am going to time you
for 30 seconds. Within that time, I want you
to listen to what sounds you hear. When the
30 seconds is up, I will tell you to lift your
heads. You will then have 30 seconds to
write down the different sounds you heard.
We will do this activity one more time. We
will spend a couple minutes discussing the
different sounds that you heard.

Opportunity for individual/small group

instruction
Individual: APK assignment where they
identify the sounds.
Small Group: There will be three stations.
Each group will work collaboratively to
complete a scientific inquiry.
After 5 minutes
After the lesson is completed, there will be
an exit ticket to wrap up the lesson. Each
student will respond to the question on the
board using a sticky note. Question: Choose
one sound that you think is important in
everyday life and explain why. This will be
written on the sideboard for students to see.