Discovery lesson plan
INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT
Does Size Make a Difference?
Elementary Science
______________________________________________________________________________________
Big Idea:
How sound can be altered by changing the size and shape of an object.
Grade Level:
2nd grade
Rationale:
This is important for students to learn because sound is important. When we hear a loud, high pitched noise, like a siren or tornado drill alarm, we know that something is wrong and we need to get to a safe area. Without sound and pitch, we would not be able to speak or listen to music.
NC Essential Standard(s):
2.P.1 : Understand the relationship between sound and vibrating objects.
National Science Education Content Standards Reference:
K-4 Content Standard B: Physical Science (Position and motion of objects)
Instructional Objective:
Students will be able to describe and record the differences they hear when they strike a ruler against a desk. They will also be able to create a pan flute that will help them understand and hear the differences between the pitch of a smaller straw versus a larger straw.
Prerequisite knowledge and skills:
The student must have background knowledge of what sound is. The teacher must know that frequency is the number of waves produced per second which is the same as the number of vibrations produced per second. High and low pitches are affected by sound wave frequencies. The more vibrations, the higher the frequency there is. The less vibrations, the lower the frequency is which means the pitch will be lower. Larger things make larger vibrations and have a lower pitch. Smaller things make smaller vibrations, but have a higher pitch
Materials/Resources:
-Pictures of animals
-10 rulers for each pair of students
-Flat desk tops
-4 straws per student
-20 index cards
-Scissors
Source of your lesson:
Self and cooperating teacher
Estimated Time:
45 minutes -1 hour
Accommodation for Special Needs/Different learning styles:
For students with autism, I would make sure to have them close by so I could help them whenever they have any problem For ESL students, I would have them pair up with a group of 2 other students so that they can see what is being done.
Safety considerations:
When talking about the animals in the beginning of the lesson, students should be reminded that they must use their inside voices. Students should be reminded not to throw rulers or hit each other with rulers. They also must be reminded that scissors must not be thrown.
_____________________________________________________________________________
Content and Strategies
Engage:
Bring in pictures of animals (cat, dog, elephant, whale, bees).
-Ask students:
o What kind of animal makes high pitched sounds?
o What kind of animal makes low pitched sounds?
o Does your dog make a high or low pitched sound?
o What kind of sound do you think these animals make?
Have the children imitate the sounds the animals make. Discuss the animal sounds they make and how they sound the same and different. Make a list of those that make a high pitched sound (usually small) and those that make a low pitched sound (usually larger ones)
Explore:
Give each pair of children a wooden ruler with no metal strip. Students will place it on their desk so that 9 inches is hanging off. With one hand, and using two fingers, strike the end of the ruler pretty hard. It should vibrates and sound low. Move the ruler so only 6 inches is hanging off the desk. Again, strike it with two fingers. It should have a little higher pitch than the 9 inch. Move the ruler so only 3 inches is hanging off the desk. Again, strike it with 2 fingers. It should have an even higher pitch. After each time the student strikes the ruler and changes the length, they will record their answers. Students will also be asked the following questions after each time they strike the ruler:
-What do you hear?
-Is it a high or low sound?
-Do you feel any vibrations?
Now slide it back out to 9 inches is hanging off the desk. Strike it and compare that sound to the one where 3 inches is hanging off the desk.
Each pair of students will record their answers.
Explanation:
Bring students back together on carpet to explain concept.
“When things get smaller, the pitch goes up or is higher. When things get bigger, or in this case, longer, the pitch goes down or gets lower. This is important for us to know this because sound is important. When we hear a loud, high pitched noise, like a siren or tornado drill alarm, we know that something is wrong and we need to get to a safe area. Without sound and pitch, we would not be able to speak or listen to music."
Elaborate:
Make a pan flute. Cut 4 straws so that you have 7 different lengths. Line them up from longest to shortest and tape them to the edge of the index card. Students will blow across the tops of them, so make sure that when taping them that they are even. Gently blow across the tops of the straws and listen to the sound.
-Ask students
o Which end has the higher pitch?
o Which end has the lower pitch?
o Why do you think they sound different?
Evaluate:
Students will come together as a group and discuss what they found. This will be an informal formative assessment. The teacher will collect the students’ results and look over what the student has observed. If the pair of students have recorded their results and understand the concept of pitch, they have mastered the content.
Closure:
Students will be given an index card. They will individually write one thing that they learned from the content taught that day.
Does Size Make a Difference?
Elementary Science
______________________________________________________________________________________
Big Idea:
How sound can be altered by changing the size and shape of an object.
Grade Level:
2nd grade
Rationale:
This is important for students to learn because sound is important. When we hear a loud, high pitched noise, like a siren or tornado drill alarm, we know that something is wrong and we need to get to a safe area. Without sound and pitch, we would not be able to speak or listen to music.
NC Essential Standard(s):
2.P.1 : Understand the relationship between sound and vibrating objects.
National Science Education Content Standards Reference:
K-4 Content Standard B: Physical Science (Position and motion of objects)
Instructional Objective:
Students will be able to describe and record the differences they hear when they strike a ruler against a desk. They will also be able to create a pan flute that will help them understand and hear the differences between the pitch of a smaller straw versus a larger straw.
Prerequisite knowledge and skills:
The student must have background knowledge of what sound is. The teacher must know that frequency is the number of waves produced per second which is the same as the number of vibrations produced per second. High and low pitches are affected by sound wave frequencies. The more vibrations, the higher the frequency there is. The less vibrations, the lower the frequency is which means the pitch will be lower. Larger things make larger vibrations and have a lower pitch. Smaller things make smaller vibrations, but have a higher pitch
Materials/Resources:
-Pictures of animals
-10 rulers for each pair of students
-Flat desk tops
-4 straws per student
-20 index cards
-Scissors
Source of your lesson:
Self and cooperating teacher
Estimated Time:
45 minutes -1 hour
Accommodation for Special Needs/Different learning styles:
For students with autism, I would make sure to have them close by so I could help them whenever they have any problem For ESL students, I would have them pair up with a group of 2 other students so that they can see what is being done.
Safety considerations:
When talking about the animals in the beginning of the lesson, students should be reminded that they must use their inside voices. Students should be reminded not to throw rulers or hit each other with rulers. They also must be reminded that scissors must not be thrown.
_____________________________________________________________________________
Content and Strategies
Engage:
Bring in pictures of animals (cat, dog, elephant, whale, bees).
-Ask students:
o What kind of animal makes high pitched sounds?
o What kind of animal makes low pitched sounds?
o Does your dog make a high or low pitched sound?
o What kind of sound do you think these animals make?
Have the children imitate the sounds the animals make. Discuss the animal sounds they make and how they sound the same and different. Make a list of those that make a high pitched sound (usually small) and those that make a low pitched sound (usually larger ones)
Explore:
Give each pair of children a wooden ruler with no metal strip. Students will place it on their desk so that 9 inches is hanging off. With one hand, and using two fingers, strike the end of the ruler pretty hard. It should vibrates and sound low. Move the ruler so only 6 inches is hanging off the desk. Again, strike it with two fingers. It should have a little higher pitch than the 9 inch. Move the ruler so only 3 inches is hanging off the desk. Again, strike it with 2 fingers. It should have an even higher pitch. After each time the student strikes the ruler and changes the length, they will record their answers. Students will also be asked the following questions after each time they strike the ruler:
-What do you hear?
-Is it a high or low sound?
-Do you feel any vibrations?
Now slide it back out to 9 inches is hanging off the desk. Strike it and compare that sound to the one where 3 inches is hanging off the desk.
Each pair of students will record their answers.
Explanation:
Bring students back together on carpet to explain concept.
“When things get smaller, the pitch goes up or is higher. When things get bigger, or in this case, longer, the pitch goes down or gets lower. This is important for us to know this because sound is important. When we hear a loud, high pitched noise, like a siren or tornado drill alarm, we know that something is wrong and we need to get to a safe area. Without sound and pitch, we would not be able to speak or listen to music."
Elaborate:
Make a pan flute. Cut 4 straws so that you have 7 different lengths. Line them up from longest to shortest and tape them to the edge of the index card. Students will blow across the tops of them, so make sure that when taping them that they are even. Gently blow across the tops of the straws and listen to the sound.
-Ask students
o Which end has the higher pitch?
o Which end has the lower pitch?
o Why do you think they sound different?
Evaluate:
Students will come together as a group and discuss what they found. This will be an informal formative assessment. The teacher will collect the students’ results and look over what the student has observed. If the pair of students have recorded their results and understand the concept of pitch, they have mastered the content.
Closure:
Students will be given an index card. They will individually write one thing that they learned from the content taught that day.