Science 2/3 Energy, Lesson #9, November 27-28th

CONTEXT

Grade(s): 2/3- Double block = 1 hour total, 50 minutes of usable teaching time.
12:38-1:40pm
Subject(s): Science

Sequencing and Some students reading and writing skills are weak, so they will need
Scaffolding: additional help filling out worksheets provided. Lesson should be
activity focused, and writing accompanied by art.
GOALS

Curricular Organizing idea: Understandings of the physical world are

Expectations: deepened by investigating matter and energy.

Guiding question: Where do light and Sound come from, and how
do they move?

KUSP’s
Vibration is a rapid back-and-forth movement.
Characteristics of sound include
• volume, which can be described as quiet or loud
• pitch, which can be described as high or low
• duration, which can be described as short or long
Properties of materials that affect the production and behaviour of
sound include
• size
• texture
• shape
• type
MATERIALS & RESOURCES

Crafting centre + additional materials students bring from home

INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES

Activity’s:
- Building an instrument
TIMING AND SEQUENCING /
KEY PROMPTS & INSTRUCTIONS
Introduction / Hook - Reiterate the instructions for the projects they will be building in the
(5 mins) classroom before moving to the materials lab.
Student work time Students will have the remainder of class to work on their
in crafting center instruments in the crafting center. Have them focus on functionality,
35 min and then aesthetics. Once they have finished building the instrument
(push them to go as far as they can with this part) have them fill out
the explanation sheet, in preparation to share with the class.
 ASSESSMENT(S)

See project assessment rubric. Check in with students and ask them to refer to the rubric
while building their projects.

Notes:
- Some students will need lots of support with the fine motor skills involved in manipulating
building materials.

- Be very clear on your expectations for the project, because many students have a
tendency to do the bare minimum expected simply to finish quickly.

- For students who finish faster, challenge them to first improve the functionality of their
instrument, and then to beautify it.

- You can use 1-3 lesson periods to complete these projects, based on how fast the
students work.

Reflection: