Name:Whit Hatton Obs.

3
Subject Area: Science/ IB unit Date: March 4, 2024
Time Duration: 45-60 minutes Grade: 1st grade
Lesson Title: Sound and Light is Used to Communicate
Unit: How the World Works: The natural world and its laws
Content Standard Alignment: (Please also include the description of the standard, rather than just the
“code”)
- Plan and conduct investigations to provide evidence that vibrating materials can make sound and
that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials
that make sound could include tuning forks and plucking a stretched string. Examples of how
sound can make matter vibrate could include holding a piece of paper near a speaker making
sound and holding an object near a vibrating tuning fork.]
Lesson Objectives/Instructional Outcomes: (Statements of student learning, not student activity)
- Students are learning about how sounds can make matter vibrate and how vibrating matter can
make sound.
Learning Target: (Usually written as an I can statement)
- I can use sounds to communicate hear sounds that are used to communicate and I can explain how
sounds are created.
Success Criteria: (How will students demonstrate that they achieved/met the target?)
- Students will be able to identify a sound they hear that is used to communicate and understand that
it can either be a sound that is created from matter vibrating or vibrating matter that is creating a
sound.Students will be able to have a deeper understanding of how communication affects the
world we live in and that communication can be in various forms.
Instructional Materials/Resources: (Please include teacher materials and student materials. If you are
using a book, include the title; if you are using a video/video clip, include the link and/or title)
- Slides
- Anchor chart
- Marker
- Group norms chart
- 6 Tunning fork
- Laser pointer
- Glass bowl
- Plastic wrap
- Confetti
- String
- Metal fork
- Two tin cans
- Observation sheet
- T-chart
- Index cards
- Post it notes

Methods and Instructional Strategies

Anticipated Student Misconceptions:
- Sound is only made to communicate by people talking or yelling.
- Sound can only tell us when something is urgent or dangerous
- Sounds is only made to communicate when we press buttons and a noise goes off.
Concept Prerequisites:
- Exposure to various sounds in their daily life
- Student should know or have an idea of what communication is.
Introduction- Engage:
Anticipatory Set: (The - Tell the class that we are going to put on our “scientist lab coats” and
“Hook”)
10 min
Instructional
Activities:
(Begin with how you will
inform the students of
the Learning Target for
this lesson. It is
recommended that you
write what you will do
step-by-step or as a
numbered or bulleted
list, at least for your first
few lessons. Be sure to
include key questions/
prompts that you will
use)
do some investigating.
- First I am going to ask them “What are ways of communicating with
eachother?”
**I will record these on our anchor chart.
- I will then ask the class can you think of a way we communicate
without using words, writing or physical movement( body language)
to communicate?
** We will talk with shoulder partners about their ideas, then come
back together and share.
- sign language (not in the parameters of the questions but
included it becasue kids still share.)
- Sirens
- alarms
- bells
- radios
- speakers or microphones
- I will use a digital sound board for kids to come up and press a sound
and tell us what they hear and what that sound tell them.
- We will go through some images on slides that share ways we use
sounds to communicate.
Experience:
- We will come up with a definition of what sound is together. (We will
revisit this later to adjust based off of what we learn.) I will explain
that we are going to learn what sound is and how we use it to
communicate
- I will go through and explain to students some layers of what sound is
using slides such as what sound can be ( soft or loud, high pitch and
low pitch and how the size of a object can effect the sound).
- I will ask students how is sound made? I will have them turn and talk
with a shoulder partner on their idea. I will record their ideas on the
anchor chart as we have a whole group discussion.
- Through speakers
- With voices
- Sound can only travel through air and not through solids and liquids
- Sounds is made when you rub two things together.
 - I will take their ideas and focus on those that are connecting to
vibrating. What is something similar you notice about these ideas
here?

40 mins. - This will lead us into a short station activity about vibrations and
contact of vibrating objects cause sound and movement.

Sound stations:

- We will talk about group norms I wil use an anchor chart to remind
them of what they are.

- I will show them the materials in each station and walk them through
each station with what to do and expectations. I will also circulate the
room as kids work at the stations. I will use classroomscreen.com with
a timer so we 5 minutes at each station. Students will be presorted into
groups ahead of time and assigned groups prior to starting the stations.

- Stations include:

#1 Tunning fork and laser

#2 Confetti and tunning fork

#3 Fork and string

#4 Tin can telephone

 - After the stations we will come back together as a class to see what we
noticed and gather that information on a chart.

- I will use a slide that asks students which student do they agree with:
A: I think sounds are made when things touch each other.
B:I think sounds are made when things vibrate.

Explain:

- I will reference back to the table we created of sounds that are used to
communicate.
- Then we will talk about how vibration can cause sounds and sounds
can cause vibrations and then compare this to the sounds we hear or
use to communication. Using a video in slides to help navigate.
- Formative Assessment: Using a pre-made t-chart and labels, I am
going to give every students a card that has something on it.
Everything on the cards are either vibrating matter that makes sounds
or sounds that make matter vibrate. They will all pick which side to
put their item on and we will review it quickly.
- Using a video and slides to help navigate, we will come back together
edit our definition if sound.

Wrap Up- A cool down activity to close out the lesson:

Synthesis/Closure:
(What will you briefly - Every student gets a post it and pencil.
do to “end” the lesson, - We will take a sound walk around the hall.
to inform your
subsequent instruction, - Before we do this we will have a quick conversation about how we act
correct any possible in the hall and being quiet in a sound walk is important.
misunderstandings, - Students will gather one thing they hear that is a form of
and/or tie up any loose
ends. A list of ideas will communication using sound.
be provided) - When we return to class they will write their names of it and turn it in
as an exit ticket.
10 mins
Transition(s): (How will you move the students from this lesson to the next? Brain Break, GoNoodle
break, bathroom breaks, snack, or just put away materials and get out the materials needed for the next
lesson?)
- I will use points in my teaching the i have sturcuted to flow into the next part of the lesson.
- I will use the moment after engage and before experience to explain the activities, the expectations
of behavior and the procedures of how we work in groups and work in stations.
- This lesson will be our final lesson for the day before art so we will come back from the sound
walk and gather at the carpet and then I will gather the sticky notes and have the class line up
quickly and quietly to get ready to go out in the hall and head to art.
Differentiation According to Student Needs: (Be certain to consider struggling students, as well as
students who catch on very quickly – be sure to thoughtfully plan learning groups to facilitate learning for
all)
- Students will be partner up during stations and I will make sure to pair those who need more help
with those who are more independent.
- I will also be rotatii ng around the room so if I notice students struggling I am able to easily focus
on them in the moment.
- I pull from what students are sharing and if they are struggling I can use that to navigate the lesson
or put more emphasis on something before we start our next lesson in science the next day.
Assessment (Formative and Summative): (This is not necessarily some type of formal
assessment, but how do you plan to check for student understanding? Exit slips, Turn & Talk,
Thumbs Up/Thumbs Down, making rounds around the room are all examples, or consider creating
a quick quiz using Plickers, Kahoot, or Socrative. In addition, how will you document your
findings?)
- I am using turn and talks, noting student thinking on anchor chart, whole group
conversations, observation sheet, exit ticket, and rotating around room when they are doing
their stations along with a t-chart sort for whole group participation.
Personal reflection on the lesson:
(Be thinking about questions you will ask yourself after you teach the lesson. There is no need to
type out your reflection – you are welcome to simply write your reflections at the bottom of your
lesson plan)
- Is this lesson to packed with activities, is there a way I could break this up into more than
one lesson?
- How could I design this to be more UDL friendly?
-