Student Teaching Lesson Plan Template 2022-2023

Student Teacher: Molly Ray Coach: Denise Serico Mentor: Andrea Barile Grade: 1st

Context
Lesson Topic & Routine: Expected Date or Week of Focus Students (if any):
Lesson:

Science Lesson- Sounds and September 19th, 2022 First Grade Class
Vibrations

Objective(s): What’s the Point?

Learning
Objective/Skills/Content:
By the end of today’s lesson,
what will students know and be
able to do?
PA Standard(s) Assessment: How will students demonstrate
Please copy and paste. mastery of the objective?  How will you adapt the
lesson for all learners? [Possible strategies: Exit
Ticket + Exemplar] Please include a copy of
anything you’re using.

SWBAT use their body parts (hands
and feet) and other materials IOT
investigates vibrations as a source of
sound effects for movies.
1-PS4-1. Plan and conduct
investigations to provide evidence that
vibrating materials can make sound
materials vibrate.
Students will demonstrate mastery by completing a
worksheet on two ways people make sounds for
cartoons. I am focusing more on the students drawing
proportion than the writing part and having some of
the students share their work.

Logistics: What Do You Need, Where Are You Going, How Will You Get There?
Materials: What materials do Location: Where will you do the Proactive Learner Techniques for Management:
you need on hand before the lesson? How will children be - Stating expectations at the start
lesson starts? positioned? - Reinforcing behavior during the lesson
- Transitions into and out of lesson

PACIFIC tugboat The fog t… The students will be sitting on their I’ll state expectations during my lesson opening
assigned seats on the rug.
How do they make silly sounds in
I’ll verbally reinforce positive behavior throughout
cartoons?
(“Thank you for sharing”, “I like how ___ is doing ___”,
Rulers etc)

Lesson Delivery: What Are You Going to Do?

Lesson Opening / Activating Prior Knowledge
- Include open-ended questions that activate background knowledge
- Provide feedback on students’ responses
- Communicate the learning objective(s) / explain what’s going to happen
Activate Prior Knowledge
● Before Video: Ask the students an open-ended question, “Today we are going to watch a video of a tugboat. Before
we watch the video, can anyone tell me what sound a boat makes?”
○ Possible Answers- Answers will vary, the students will be able to answer by raising their hand.
■ Provide Feedback- A tugboat is, small, powerful watercraft designed to perform a variety of functions,
especially to tow or push barges and large ships
● Play Video
● After Video, Ask the students an open-ended question, “What sounds did you hear from the tugboat in the video?”
○ Possible answers- Clapping hands, stomping, etc. The students will be able to answer by mimicking the noise a
tugboat makes as a whole class.
■ Provide Feedback- Answers may vary, they may have observed the horn of the tugboat, or a speaker
on the boat to amplify any sound. Give feedback to answers.
Instructional Steps (i.e., what you’re going to do)
- Include the specific steps of the literacy routine you’re using
- Include the open and closed questions you will ask and the feedback you’ll offer on children’s responses
- Include ways to check students’ understanding of the learning objectives
- Plan what to say to transition students over to Independent Practice
- Consider how you will model your own thinking
- Consider engagement strategies to keep students involved
Activity:
Be a Sound Effects Artist, as well as the optional extension activities, students will be given time to explore how using their
hands and feet can create a “rainstorm”, the sound of a train, and how different materials like a ruler when hit on a table
produce vibrations that can be used to create a “boing” sound for a bouncy ball.

Play video Mystery Science Video: How do they make silly sounds in cartoons?
● Pause the video at 4:00 and ask the students a question.
○ “Have you heard of the word vibration before? If not, do you know what the word may mean?”
■ Possible Answers- Vibrations are quick back-and-forth movements that create sound waves that travel
to our ears for us to hear. Students will be able to answer by raising their hand and getting called on.
- Provide Feedback: Depending on the answer I could confirm, the child’s response – for
example, saying Yes or You’re Right, correct an incorrect response, repeat what the child has
said, extend what the child has said into a complete sentence, add a new idea to what the
child said, and/or ask a follow-up question to continue the conversation.
● Open Doug’s Letter and discuss the prompt.
○ “What does rain sound like?”
■ Possible Answers- Rain sounds like water falling on the ground. Sometimes you might hear it really
hard, or sometimes it is very light (pitter-patter), sometimes you might hear thunder, etc. Students
will be able to answer by raising their hand and getting called on.
- Provide Feedback: Depending on the answer I could confirm, the child’s response – for
example, saying Yes or You’re Right, correct an incorrect response, repeat what the child has
said, extend what the child has said into a complete sentence, add a new idea to what the
child said, and/or ask a follow-up question to continue the conversation.
○ “How would you make the sound of rain?”
■ Possible answers- Clapping hands, stomping, etc. Students will be able to answer by showing me what
they would do by getting called on.
- Provide Feedback: Depending on the answer I could confirm, the child’s response – for
example, saying Yes or You’re Right, correct an incorrect response, repeat what the child has
said, extend what the child has said into a complete sentence, add a new idea to what the
child said, and/or ask a follow-up question to continue the conversation
● Step 1: Stand up and practice the sounds of rain. Afterward, you’ll match it to the video
○ Stand up
○ Rub your hands to make the sound of the wind through the trees before it rains
○ Slowly tap two fingers against your hand to make the sound of the first drops of the rain slowly falling
○ Clap your hands to make the sound of the rain falling harder
○ Clap and stomp your feet to make the sound of the rain pouring down
● Step 2: Now, we will show you a storm, and you’ll be the sound effects harder
○ Stand up
○ Rub your hands to make the sound of the wind through the trees before it rains
○ Slowly tap two fingers against your hand to make the sound of the first drops of the rain slowly falling
○ Clap your hands to make the sound of the rain falling harder
○ Clap and stomp your feet to make the sound of the rain pouring down
○ Clap your hands to make the sound of the rain falling harder
○ Slowly tap two fingers against your hand to make the sound of the first drops of the rain slowly falling
○ Rub your hands to make the sound of the wind through the trees before it rains
● Step 3: Discuss
 ○ Ask the students a question: “How could you make it sound more like a storm?” and then play slide.
■ Possible Answers: Snap fingers, slap thighs, jump up and down, use your voice for thunder, etc.
Students will be able to answer by showing me what they would do by getting called on.
- Provide Feedback: Depending on the answer I could confirm, the child’s response – for
example, saying Yes or You’re Right, correct an incorrect response, repeat what the child has
said, extend what the child has said into a complete sentence, add a new idea to what the
child said, and/or ask a follow-up question to continue the conversation
● Step 4: Adding sounds to the ball falling and bouncing (using voice)
● Step 5: Holding a ruler on a table with one hand. With the other hand, I push the end down and let go
● Step 6: Get a ruler and go to the table. You have 1 minute to find your favorite “boing” sound for the bouncing ball.
(Give students five minutes to go back to their seats and experiment)
● Step 7: Match the ruler sound to the cartoon. Play it every time the ball hits the ground.
● Step 8: Did you make the sound stop completely when the ball stopped bouncing? Try it again. Make the sound stop.
● Step 9: Discuss these questions.
○ “What does the ruler do as it makes a sound?”
■ Possible Answers: The ruler moves up and down when it makes a sound, it relates to the door stopper
at the beginning of the lesson. Students will be able to answer by raising their hand and getting called
on.
- Provide Feedback: Depending on the answer I could confirm, the child’s response – for
example, saying Yes or You’re Right, correct an incorrect response, repeat what the child has
said, extend what the child has said into a complete sentence, add a new idea to what the
child said, and/or ask a follow-up question to continue the conversation
○ “What happens when you stop the sound?”
■ Possible Answers: The ruler stops moving, nothing happens, etc. Students will be able to answer by
raising their hand and getting called on.
- Provide Feedback: Depending on the answer I could confirm, the child’s response – for
example, saying Yes or You’re Right, correct an incorrect response, repeat what the child has
said, extend what the child has said into a complete sentence, add a new idea to what the
child said, and/or ask a follow-up question to continue the conversation
Independent Practice (i.e., what students will do on their own)
- Lay out the steps and directions of the activity students will complete
- Include an assessment that evaluates student learning
 Reflection: How Did It Go?
1. What went well about the lesson? (Clarity of your teaching, evidence of students’ learning, students’ engagement)

The lesson's activity and the time I had the students do it. The students were on the rug listening and sitting still for 15
minutes so it was good that the students were able to get up and be actively participating for the activity part in the
lesson. The students were very engaged during the activity so I thought the choice of activity was great for this lesson.

2. What would you change for the future?

Classroom management. I should have a better plan for having the student's attention. I found myself hard to get all
their attention since it was the end of th day and they were excited having their first hands-on science lesson. So, I
would use some call and responses for the students attention. I would also take the rulers away from them when they
were finished because some of the students were playing with them.

3. How could you modify the lesson for students with different needs? (Consider advanced and struggling learners.)

I scaffolded the students who were having some issues with handling the ruler and making the correct noise. Maybe
not those students who have no developed fine motor skills I should have had them work with a partner.