Lesson Plan

Teacher Candidate: Emily Pappas Date: 2/9/24

Group Size: 20 Allotted Time: 40 minutes Grade Level: 1st

Subject or Topic: Science: Sound and Vibrations

Common Core/PA Standard(s)

3.2.1.A Plan and conduct investigations to provide evidence that vibrating materials can
make sound and that sound can make materials vibrate.

Learning Targets/Objectives
1. The students will be able to create sounds using objects the teacher has given them.
2. The students will be able to understand what a sound receiver and a sound source is.
3. The students will be able to understand that vibration causes sound.
4. The students will be able to understand that a vibration is a back and forth motion that
creates sound.

Formative Assessment Approaches Evidence observation or method of collection

1. Exit slip 1. The teacher will collect the students
…. exit slips.
…
Assessment Scale for any of the assessments above if needed
Assessment Scale

Summative if applicable
1. End of unit test.
Subject Matter/Content to be taught in the lesson

Prerequisites
- Basic understanding of loud and soft sounds
- Basic understanding of sound

New Key Vocabulary

- Vibrations: a rapid back and forth motion.
- Sound: sound is created when something vibrates and sends waves of energy into our
ears.
- Soft sounds: Quiet sounds that can be heard by ear at a very low or faint level.
- Loud sounds: Sounds that can be easily heard.
- Volume: How loud or soft a sound is.

Content/Facts
Introduction/Activating/Launch Strategies
1. The teacher will recap what the students had done the previous on loud sounds and soft
sounds to keep the material fresh in their minds using the anchor chart.
- “Yesterday we listened to both loud and soft sounds. Which was easier to
identify and hear?”
Student response: “It was easier to identify the loud sounds. I could hear them
better.”
2. The teacher will then announce the following statement.
- “Today you will be sound Scientists you will be creating sound using these 3
objects; a rubber band, cup and tongue depressor. We will investigate today
what causes sound.”
3. The teacher will hand out the students a rubber band, cup, and tongue depressor and
these students will have to make sounds using these objects in any way that they can.
The teacher will prompt the question “I want you to make sounds using these three
objects in any way that you can!”

Development/Teaching Approaches
1. The teacher will observe the students by circulating and observing their sound
creations.
2. The teacher will guide the students to the point where they are plucking the string on
the cup as well as using the tongue depressor as a pick.
3. The teacher will ask “what did you observe during this experiment when trying to
make sounds?”
Possible student response: “The tongue depressor was moving back and forth making a
sound when I hit it with my finger.”
4. Then the teacher will guide the students in observing the back and forth motion is
called a vibration created to make sound.
5. The teacher will call the class in with a call back.
6. The teacher will explain that making a sound is caused by a vibration. Then proceed to
write it on the anchor chart.
- Example: “Sounds are caused by vibrations which are a back and forth motion.
All sounds are created by vibrations.”
7. The teacher will then ask the students to demonstrate their sounds while watching for
the back and forth motion.
8. The teacher will collect all the objects from the class.
9. The teacher will then call the students to the rug to add vibrations to the anchor chart.
10. The teacher will explain that our ears receive the sound. The sound goes into our ears,
our ears are the sound receiver.
- Example: “I can hear the sound that was coming from the banging of the tongue
depressor on the cup. My ear is the sound receiver.”
11. The teacher will then explain what a sound source is. A sound source is what is making
the sound.
- Example: The sound that came from the thumping of the rubber band was the
sound source.”
12. The teacher will add these to the anchor chart as the students go over their experiment.
 13. The teacher will then dismiss the students from the rug.

Closure/Summarizing Strategies
1. The students will be given a 3 question exit slip on what they had just learned from the
experiment on sound and vibrations. “What is a sound receiver?” “What is a sound
source?” “What is a vibration?”
2. Exit slip sound day 2

Accommodations/Differentiation
1. Students with ADHD will have their aid present.

Materials and Resources:

- Exit slip
- Rubber band
- cup
- Tongue depressor
- Anchor chart

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts

The students enjoyed this experiment so much! They enjoyed being hands on and exploring on
their own and finding the sound and vibrations by guiding them through it and observing it! I
believe the hook allowed for students to really visualize the scientific aspect of what we were
doing within the experiment as well as how much they needed to take care of the objects and be
careful not to mistreat the objects.