SCIENCE METHODS IN EARLYCHILDHOOD, ELEMENTARY, &:MIDDLE SCHOOLEDU 303

DEPARTMENT OF EDUCATION

MISSOURI WESTERN STATE UNIVERSITY

MELODY ELLSWORTH I FEBRUARY 5-7, 20131 SCIENCE: SOUND 16TH GRADE I SOUND ALLAROUND

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DAY I:

LESSON OBJECTIVES

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The sixth grade students will be able to describe sound in terms of their properties with 80%accuracy.The sixth grade students will be able to explain how sounds are made with 80% accuracy .

STATE STANDARDS

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Strand 1: ZAi.) Describe how sound energy is transferred by wave-like disturbances thatspread away from the source through a medium.Strand l:2Aj.) Describe how changes in energy cause changes in loudness and pitch of asound.

ENGAGE

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Start the lesson with discussing sound, to get the students to start thinking about what theyalready know about sound. A KWL Chart will be passed out for each of the student to fillout. The teacher will instruct the students to fill out the K and the W column before thelesson.Then the teacher will give the students a proper amount of time to fill these columns out.After teacher walks around and sees that most of the students have done what has beenasked, she will redirect the class to the front. Students will then share the first column, whichis, ''What do you KNOW?" The teacher will form her own KWL Chart upfront with avariety of answers from the students. After the first column is full then the students willshare the second column, which is, ''What do you WANT to know?" The teacher will add toher chart for this column as well.

EXPLORE

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The students will then be asked to be asked to get into groups of 3 or 4. The teacher willthen walk around to provide each group with a slinky. With this activity the students will beobserving what "sound waves" are and what they look like.In each group, each student will have a job. Two students will be about three to four metersapart. Each student, at the end of the slinky, will hold the ends firmly. One student, holdingon to the slinky, will represent the sound source, while the other student will represent thesound receiver (the ear).The third student will have a datal question sheet that they will follow along and record theirresults on. Having the datal question sheet will give the students some guidance and a tool torefer back to when participating in the whole class discussion after the experiment.As the students are following the datal question sheet, they will be able to see the followingobservations; when different amount of force is put into the slinky, which will show thewave changing. Which direction does the slinky travel when pushed, away from one person

- toward another? Etc.

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EXPLAIN

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At the end of the Slinky activity each group is asked to stay in their groups but come closerso that we, the whole class, could discuss the different things they saw. By having this wholeclass discussion, the teacher will be getting an idea of what the students have learned and ifthere are any students that are not following very well, which may mean, the teacher willneed to adjust her lesson accordingly.After the whole class discussion on what they have seen from their little experiment, theteacher will put on a short video on how our ears hear. By showing the video, it will justclarify the meaning behind the Slinky activity. During the short video the teacher will havethe students take notes, in their science notebooks, about the connections they madebetween the activity and the video. The teacher is hoping the students are able to collect theinformation in more than one way.

ELABORATE

• As an extension of this lesson the student will be given a diagram of an ear to take home orto complete in their free time. By having the students completing the diagram, the teacherwill be able to clarify the students understanding of the lesson. The teacher will be able toadjust the rest of the lessons accordingly.

EVALUATE

• Formative:

o The teacher will observe all the groups by walking around the room and making surethat she is available to the groups for questions. Also the teacher will redirect anydiscussion as necessary.

• Summative:

o The summative assessment is in the wrap-up when the students are explaining theobservations they had made during the Slinky activity. If they are not grasping theconcept, the teacher knows that there was disconnect in the lesson. Also, the teacherwould have the students take home or complete in their free time an ear diagramsheet.

MATERIALS/RESOURCES• KWLChart• Writing Tool• Lap tables (if necessary)• 6 Slinkys• Ear Diagram Sheet• "Sound Houndz" YouTube Video• Slinky Activity Sheet• Science Notebooks

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ADAPTATIONS

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The teacher will provide extra time to complete assignments or test, and the teacher will bebreaking up testing over several days.The teacher will allow students to work in small groups with peers and with the teacher .The students will have highlighted text/study guides to use with lessons, and they willreceive note taking assistance (sitting next to a peer during instruction).When going over the instructions, students may have a student/peer tutor. Plus, theinstructions will be read orally.The teacher will allow answers to be given orally or dictated by ill/Sped teacher .The teacher will provide a quiet setting for test taking (LD /Sped classroom) .

NARRATIVE REFLECTION

February 5-7, 2013

Today, I implemented my first lesson on sound. I thought I did well, but I do know thatthere are some things that I can definitely work on. Now that I know how this class functions, I canbetter prepare my furure lessons. The things that really stuck out to me were some control,direction, and clarity.

With control, the students were tough because I was a new furure teacher in the room. I wasdoing well starting the lesson, which was doing a KWL chart. But when I had other students sharetheir KWL, the class would get into side discussions. Side discussion is good to have becausestudents can learn from each other as well. When the host teacher stepped out of the room, I was abit lost because I didn't know the signal to get the student back on track. But some of the studentswho were ready to learn stepped up and helped me out by asking the others to quiet down. Which Iwas thankful for, but now I know what is needed to happen, which is using the 'count down by 5'method. I realize that I really need to assert myself in the position of 'teacher' so that the studentswill respect me, because I respect them and what they have to say. Control is definitely somethingthat I can work on and I can learn from this lesson.

With directions, I need to make sure that I go over the directions before having the studentsget into groups, or do the activity of the day. I noticed today that when I let them get into groupsfirst, I lost some of the student's attention. For future lessons I can go through the directions beforethe activity and ask them questions on what the steps are. By asking the students about thedirections I just went over will tell me that the student were either listening or they weren't,depending on if they were able respond correctly. This is another part that I definitely can learnfrom and grow from while in this classroom.

With clarity, I need to make sure that have the students verify what I have said. This can dealwith directions and with written directions of worksheets. While the students were doing the activitywith the Slinky's, I had more than one group who asked for me to come and explain what was being

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asked of them. I responded to each group and walked them through what they needed to do to beable to answer the questions. After clarifying what was being asked of them, the light bulbs went on.

The things that I thought that I did well on was walking around and talking with the studentswhile they were in groups. When I walked around the room I made sure that the students werestaying on track. I showed the students what was supposed to happen with the slinky. They werenot sure what they were looking for, hut I had one student read the question and walked thestudents through. I made sure that the students chose the roles they wanted to be and that theydocumented what they saw. Overall, for my first lesson it was not the smoothest but I am able totake away a lot from this ftrst experience.

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Name ---------------------

Slinky Activity

Date ----------

Directions:

• Stretch the Slinky out on the floor or a table about three to four meters with a partnerfirmly holding the other end.

• One of you represents the sound source and the other represents the sound receiver (theear). Caution: use the Slinky carefully so it does not get kinked.

• The third partner will fill out the questions and observations that the group has discussedduring the activity.

Questions:

I. If the sound source partner gives the slinky a push. What happens?

2. Put more force into the push this time. Does the wave (slinky) change?

3. Do the coils of the Slinky travel away from one person toward the other?

4. What is moving from one end of the Slinky to the other?

5. Additional observations:

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Directions:• Fill out the K and the W column before the lesson.• When the lesson is over, take a few minutes to fill the L column.

Name ------------------KWL:Sound

Date

What do you KNOW?

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What do you WANT toknow? What did you LEARN?

Name r-ate _

1 Fill in the label boxes in the diagr wtUlwords from the box.

drumS9~~ wayes trayelling

auditory Den"eear canal

outer earear bODes cochlea

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