EDU218 -Integrated Lesson Plan 1

Integrated Lesson Plan

Name:​ Kate McCarthy​ ​Date:​ 04/16/19

School:​ PCM Community High School

Lesson Plan Outline

1. Descriptive Title of Lesson:

Study of Soundwaves

2. Date of Lesson:
N/A

3. Grade Level(s) being taught:

High School Level → Most Likely Physics

4. Core Subject:​ Science ​ ine Art Subject:​ Music

F
​Core Lesson:​ Understanding Soundwaves ​ Fine Arts Lesson: ​Analysis of Sound waves in
instruments

Brief Description:
- Within this lesson plan, students will learn the science behind sound waves. Using this
information added to previous knowledge (such as the wave equation taught in previous
lessons), students will measure wavelength of specific instruments by measuring the speed of
sound. After experimenting with various instruments, students will then be able to connect this
activity to daily life.

5. 3 Objectives of Lesson: Students will be able to (SWABAT)

1. Students will be able to identify key terms such as vibration, wavelength, and more.

2. Students will be able to determine the following: how sound is produced, how to correctly
practice the wave equation, and how frequency changes depending on specific variables.

3. Students will be able to identify the relationship between instruments and the speed of sound
waves.

6. State Standards: Write out complete information (​https://iowacore.gov/​,

www.nationalartsstandards.org​)
Students are expected to meet the official High School National Arts Standards:
- MU:Cn11.0.C.Ia : ​Demonstrate understanding of relationships between music and the other
arts, other disciplines, varied contexts, and daily life.
- HS-PS4-1.​ : Use mathematical representations to support a claim regarding relationships
among the frequency, wavelength, and speed of waves traveling in various media.
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7. Vocabulary Words: (and definitions)

- vibration: ​periodic back-and-forth motion of the particles of an elastic body or medium and
produces waves
- sine curve: a curve whose shape represents the crests and troughs of a wave
- wavelength: distance between one point on a wave to another similar point on the next wave
- amplitude: energy needed to produce a louder sound

8. List all Materials used in Lesson: (specify what type of handouts, books, ipads, pencil, paper,
etc.)
- Various instruments → guitars, small drum, saxophone, etc.
- Presentation
- Oscilloscope w/microphone attached
- Writing Materials → pencils, etc.
- Handouts/ Worksheet → notes, record information found in experiment, & exit ticket

9. Duration: (Time; Length of Lesson; may be one session or continued for several days with
different parts)
- This lesson is expected to last for one class period (45 mins), but the information will be
retouched on in a later date.

10. Anticipatory Set (Hook): Quick Introduction

- Show the students an example of an image of a soundwave in a popular song. Then, ask the
students: “Have you ever thought about what sound looks like when you play the guitar?”
- The hook will get the desired effect once gaining the interest of the students.

Instruction and Learning Activity

11. Instructional Input: (​Teaching​ the lesson): Describe in list or paragraph form. Include as many
DETAILS as possible.
1. To start, the teacher will introduce the lesson plan of the ‘Study of Soundwaves’ by using the
anticipatory set.
2. Next the teacher will give a lecture (Powerpoint) extending on previous knowledge such as the
creation of soundwaves paired with key terms and more. Students will be expected to take
notes using note sheet already handed out by the teacher.
3. Using the information taught, students will then be able to start the experiment (the
oscilloscope and microphone should already be set up): set up in stations (guitar, drum, and
saxophone station) groups of students will rotate and record their results.
4. While this is being done, the teacher will walk around the classroom, observe, share some tips,
and talk further about soundwaves.
5. Finally, after the students are done recording information and calculating the speed of sound,
the students have the ability to share what they have observed. Then the teacher will handout
an exit ticket made by the teacher, so that students will think further about the implementation
of instruments/music and science. This exit ticket will contain three questions testing the
students’ knowledge on the specific sounds and sound waves in everyday life (songs on the
radio, a teacher communicating, band practice, etc.)
 EDU218 -Integrated Lesson Plan 3

12. “I Do” Modeling: Teacher demonstrates how to do activity BE SPECIFIC

(List is an example – may have more steps)
1. First we will .. . . .
- Introduce the topic of Soundwaves with the key terms.
2. Then we will...
- Take notes while the teacher gives a lecture (Powerpoint) on the creation of sound and how it
applies to music.
3. Next you will . . . . .
- Begin experimenting using specific instruments and record the measurements given regarding
the speed of waves.
4. You then will …
- Use the wave equation to calculate all the variables in the experiment.
5. Finally, we will . . .
- Go over the exit ticket, answer any questions over the lesson today, and if time allows, have
students identify situations in which soundwaves would look a certain way.

13. Checking for Understanding: Teacher asks if all students understand what they are to do. Also,
teacher may ask questions to see if ALL students understand by asking a student to repeat
directions, etc.
Examples → show certain situations on presentation:
- [show example of a child’s voice] Would this be high frequency or low frequency?
- [whisper] What level of intensity would this be, low or high decibel?
- Please repeat the directions.
- What does ____ mean?
- Do you have any other examples of high or low frequency?

14. “We do” Guided Practice: (Teacher and students do together) Can ask individual student(s) to
volunteer or have short all-class “rehearsal”.
- The teacher and the students will together go over the presentation (teacher= teaching and
student=taking notes) and the experimentation with the instruments.
- Students with the teacher’s discretion will discuss the basic information on how sound waves
relate to music. The class will also begin experimenting all at once.
- Lastly, together the teacher and the students will work to complete the exit ticket (separately)
in a controlled environment.

15. “You Do” Independent Practice: Students work on the activities by themselves (in small groups,
etc.)
- Students will independently use the variables given in the experiment to calculate the speed of
sound of various instruments using the wave equation.
- The “You Do” will also take place when the students are actually working on the exit ticket to
check for independent understanding.

Assessment: Formative and/or Summative

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16. Describe assessment strategies BE SPECIFIC (How does teacher measure that students’ have
reached the objectives of lesson; how will work be graded or measured?
- To measure that the students have developed a clear understanding of the lesson and can
demonstrate their objectives, they will finish the experiment and complete calculations.
- Formative Assessment: The students will be given a handout so that they may review
the information gone over during the day and then answer questions regarding certain
situations. (The exit ticket will go over both the art and science aspects. )

17. Closure (Summary - Review and Clarify Key Points) to students:

- To conclude this lesson, students will use the information learned in the duration of the lesson in
order to answer some concluding questions. These questions will be given using the pictures on the
presentation by the teacher. They will also add on to the knowledge as well as be tested over it later.
The teacher may also have to clarify the main points of the lesson and ask how the lesson has modified
their learning of soundwaves.

18. Differentiated Learning: (Modifications for students who learn differently) Examples:
- Preferential seating: In the classroom in general, certain proficient students may be placed by
other non-proficient students in order to create the best learning experience.
- Frequent feedbacks: Make sure that throughout the lesson, the teacher is checking on students
that may need the modifications in order to make sure that they have a correct understanding of
today’s tasks and the lesson as a whole.
More Possibilities of Differentiated Learning:
- Change pace of instruction - Preferential seating
- Defined physical space - Peer tutoring
- Shortened assignments - Highlighted texts
- Frequent feedbacks - Oral tests
- Audio-taped stories - Assistive technology
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