Sound and Vibration Megan Czarnecki

1. Sound and VibrationMegan Czarnecki The Plan Classroom Considerations Accommodations Reflection

2. The Plan • Timeline • Outline

3. Timeline • Day 1: • Engage • Introduce sound- 5 minutes • Explore • Plan experiment-5-10 minutes • Carry out experiment- 15-20 minutes • Day 2: • Explain • Record and discuss results- 15 minutes • Collaborative conversations- 15 minutes • Day 3: • Elaborate • Guest speaker- 30 minutes

4. Outline • Engage • Explore • Explain • Elaborate • Evaluate

5. Engage • Engage • Time- 5 minutes • Review with students the previous lesson on how to do science and how students can be scientists. • Introduce the concept of sound. • Have students brainstorm when they experience sound. • Students feel their throats as they talk and make initial observations.

6. Explore • Time- 25 minutes • Groups of learners are going to explore items that can make sound and record what they find • First, students will plan their experiment on a on a blog to show how vibrating materials can make sound which will include a question and a sequence of steps labeled with "first," "then," and "last". • Using the provided materials, the student will carry out his/her investigation (to be recorded through pictures or video and uploaded onto the blog) to show how vibrating material can make sound following the steps to his/her plan correctly.

7. Explain • Time- 30 minutes • The class will come back together and discuss their results. • The student will gather the evidence showing how vibrating material can make sound using his/her senses described with appropriate vocabulary terms and recorded on the blog. • The student will participate in collaborative conversations about their evidence collected through comments on their blogs to be shared with other science class blogs in the 1st grade that includes a conclusion drawn from the evidence gathered and comments on two other students' blogs on how their experiments could be improved. • Short video on sound from BrainPOP.

8. Elaborate • Time- 30 minutes • The student will share their evidence collected and collaborate with a sound expert through Skype that includes a conclusion drawn from the evidence gathered. • Reflection to help remember- foldable

9. Evaluate • Engage: Observe student participation • Explore: Checklist for student experiment plan. Students self reflect on their own work for how they carried out their plan. • Explain: Observe student participation during discussion. Rubric for collaborative participation. • Elaborate: Observe student participation. Rubric for foldable. • Quiz

10. Classroom Considerations • Desks need to be able to be rearranged to make stations of space for each group to carry out experiment • Laptops for groups to create blogs and share information (computer lab would work as well) • Open space near projector screen so students can gather around during Skype discussion • Laptop/computer capable of using Skype

11. Accommodations • For students who struggle with reading and writing: have a helper type/write while the students dictates. • Explore: For students who struggle academically, put them in a group with a higher achieving student that can help them with the material.  • Elaborate extension: discuss with higher achieving students: Think back to engage and brainstorm what they think was happening with their throats and voice based on their new knowledge.

12. Reflection If I were to teach in a first grade classroom in the future, I could use online presentations as a study tool. Instead of having students do boring worksheets to review the material, I could create an interactive PowerPoint that provides scenarios and students must select the correct outcome of the scenario. There could be some sort of point system: if you get a scenario correct you add points and if you choose incorrectly, then points are lost. The points can be totaled and a lower score would show that students need to review more or receive additional help from the teacher.