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1. DecideYour name: Jameson Moore

Your Team name: “Good Vibrations”DECIDE Phase outline for your Team Project

Describe the focus (grade, content, topic):Grade: 5th GradeContent: ScienceTopic: Movement of Sound

Identify content standards3.2.B.5.Physics: Compare the characteristics of sound as it is transmitted through different materials. Relate the rate of vibration to the pitch of the sound.

NET-S1. Creativity and Innovation: a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression.

During Activity 2 debriefing and sharing ideas, Pair B Group was asked to brainstorm on how to edit the “Oscope” app to better fit with the experiment. Also during Activity #2 students will be creating original podcast, Voicethreads, or iMovies to represent the material they have learned.

2. Communication and Collaboration: a. Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. d. Contribute to project teams to produce original works or solve problems.

At the conclusion of Activity #2 students are asked to publish findings (screenshots and technology conclusion) on LMS. During Activity #3 Students will participate in a blog and a discussion board by posting links and responding to discussion posts.

3. Research and Information Fluency: b. Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media d. Process data and report results.

Students use app “Oscope” to track sound waves during Activity #2 and screenshot the results. During Activity #3 Students are asked to participate in a blog discussion to discuss their observations of the demonstration on pitch. Then students are asked to provide links to enhance what they learned in the lesson following simple guide. All of these task asks student to expand their references of knowledge and to locate, organize, and evaluate.

4. Critical thinking, problem solving, and decision making: a. Identify and define authentic problems and significant questions for investigation.

During Activity #2 debriefing Pair A Group was asked to brainstorm on which of the following technological tools would be best to present their found information: Voicethread (audio and pictures), podcast (audio only), or iMovie (video). Students will apply their critical thinking skills by participating in a blog discussion of the pitch lesson they will participate using their logged

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observations of the class demonstration by the conclusion of Activity #35. Digital Citizenship: b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Students will need to use the world wide web responsibly during Activity #3 to browse for content that fulfill the requirements for the second portion of activity 3 on pitch.

6. Technology operations and concepts: b. Select and use applications effectively and productively. c. Troubleshoot systems and applications. d. Transfer current knowledge to learning of new technologies.

Students will be interacting with many different technology elements, Ipad, Ipad Apps, Voicethread, iMovie, podcast, LMS, blogs, and web search. They will have to use the technologies to get their thoughts across thoroughly and clearly.

Student learning goals (What will your students know and be able to do by the end of this learning experience?):

1. Students will understand how sound travels (Teacher Presentation)2. Students will understand how different materials affect sound (Activity #2)3. Students will be able to see sound move (Oscope App) and document what it looks like.4. Students will be able to demonstrate understanding of documenting a science experiment via a worksheet during Activity #25. Students will demonstrate abilities to reflect on knowledge gained through the use of the KWL worksheet Activity #1 and Activity #2.6. Students will be able to understand volume and pitch in its relation to vibration during Activity #3.7. Students will be able to apply their knowledge of sound waves and incorporate new information into a class discussion online.

How are the following addressed:Constructivism

The assessment has students creating a Voicethread, Podcast, or iMovie based on information they discovered and gained throughout the unit. As a result “Active” and “Cumulative” approaches will have been taken: students will process the information they have learned and build a project that reflects there gained cumulative understanding. In Activity #3 Students will participate in a Blog/discussion board in which new information will be incorporated and discussed by the students. By incorporating this experience the “cumulative, “integrative”, and “reflective” approaches will have been taken: The students will help each other create a “new understanding”.

Bloom’s Digital TaxonomyCreating: During Activity #2 students are asked to film and/or audio record their findings or create a presentation of their Oscope images.Evaluating: After Activity #2 students are asked to post results on LMS. After Activity #3 students are asked to blog on their observations and post new links.Analysing: In all three possible assessment choices students are asked to clip together their information into a coherent storyline. After Activity #3 students are asked to find

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links that answer one of three questions that were not covered in the lesson.Applying: After Activity #2 students are asked to upload findings and shared information via the LMS. Also, as part of the blog in Activity #3 students are encouraged to share any questions or information to assist other students with any unanswered questions.Understanding: After Activity #3 the students will be required to go to a class blog to post questions and discuss the lesson. After activity #3 students will be required to write a minimum 200 word essay explaining why they chose the link they did.Remembering: As part of Activity #3 students are required to post a link that fulfills at least one of three questions that were not covered fully in the lesson.

Multiple IntelligencesLinguistic: During Activity #2 students are asked to keep a journal during experiment/asks are the recorder in class work. Also, during this activity the pair B group will have to do a presentation on their Oscope images. During Activity #3 Students will participate in a blog and document classroom demonstration. Students will also write a minimum 200 word essay in activity # 3.Logical-Mathematical: Designs storyboard for assessment? Should this B podcast?Spatial: Creating visual media within Voicethread and iMovie during Activity #2. During Activity #3 student will create diagrams in worksheets related to experiments. Provides links to video/resources in post.Bodily-Kinesthetic: helps create dynamic and interesting to watch iMovie, able to move around classroom during experiment and perform the experiments themselves. In activity #2 Group Pair B will have to present in front of the class.Musical: Will have a connection with the “Sounds and Surfaces” video in the Teacher’s Presentation during Activity #1. On Activity #3 One of the options for the post discussion is to provide links to instruments that use pitch like the experiment. Will have a connection with cymatic video in activity #2.Interpersonal: Will benefit from the group work during Activity #2, and will enjoy blogging with classmates in Activity #3Intrapersonal: Edits and corrects assessment video or audio during Activity #2. Will conduct independent research in supplying link for discussion post during Activity #3Naturalist: Will be able to organize thoughts and ideas within the assessment. During Activity #3 one of the options for the post discussion is to provide links to animals/insects that use pitch and/or sound waves.

Cooperative/Collaborative learning-During Activity #2 “Jigsaw” groups will be used to walk through the experiments and record data. Pair A and Pair B’s are looking for different information out of the same experiment.-After Activity #2 “Jigsaw” groups will again be used when the Pair B’s meet together and the Pair As meeting together to share information and come to a singular conclusion.-“Group Investigation” groups will be used as the students complete the requirements of the assessment in smaller pairs-Students will “Collaboratively Learn” in the blog and the discussion post by providing new information not covered or discussed in class.

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Identify students’ prerequisite skills-Prior State Standards met:

-2.2.3.B2 Explore energy’s ability to cause motion or create change. Explore how energy can be found in moving objects, light, sound, and heat.-3.2.3.B5. Recognize that light travels in a straight line until it strikes an object or travels from one material to another-3.2.4.B5. Demonstrate how vibrating objects make sound and sound can make things vibrate. Demonstrate how light can be reflected, refracted, or absorbed into an object

-Understanding of LMS (Learning Management System), Schoology.https://www.schoology.com/home.php

-Basic computer skills for use of ipad and apps. Ability to take pictures and upload pictures and documents onto LMS.-Ability to blog and navigate internet/web pages and provide those links.-Ability to interact with software such as iMovie, Voicethread and Audacity.-Lab/experiment etiquette and knowledge of the process of recording findings.-Collaborative work formalities and blog etiquette-Storyboard and brainstorming techniques for assessment planning

Determine how you will monitor and assess student work:The group discussion at the beginning of this lesson will allow the teacher to informally assess the information the students are gathering.

The first formal assessment comes after Activity #2. By asking students to create either a Voicethread, Podcast, or iMovie (of their choosing) to best represent the information they discovered in activity #2, they will be able to demonstrate their understanding of the content.

Information that must be included:-Must use screenshots from Activity #2-Must summarize findings of experiment from Pair A worksheet-Must use terms and definitions from teacher’s presentation-Students will be required to turn in all worksheets as a “lab notebook”

Students will be paired with a person from the opposite experiment group (project groups with consist of one Pair A person and one Pair B person).

The assessment for Activity #3 will consist of a blog and a post/discussion board.-Students must turn in their observation sheets from class demonstration and will be graded for accuracy as well as content.-Students must participate in the blog discussion and post discussion following the guidelines that are given (i.e. required to post (minimum 1X) answer to the discussion topics or/a question related to a remaining question in regards to the lesson and counter-post (minimum 2X) to another student's’ question/answer).-Students will be required to write a minimum 200 word essay explaining why they chose the link they did, and its correlation to the lesson.

How will multimedia be used to enhance the learning process?

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-A Powerpoint presentation (linear multimedia) will be used to enhance the audio and visual experience of the introduction of sound waves for the students. It will do this by giving them visual elements to look at and apply them to their written observations.-A music demonstrations (linear multimedia) using audio and video (via youtube and other sources) will be incorporated as a visual aid for demonstrating vibration (mechanical sources) and to review the elements of sound.-A class demonstration, with the help of a video (linear multimedia), will be done to show pitch and how you can effectively change it.-An ipad app (Oscope) (nonlinear multimedia) and laboratory stations will be used to enhance the students experience by allowing them to interact and “see” sound in a hands on manner than used in the video on vibrations.-Students will also will perform laboratory experiments creating diagrams, documenting, and interacting by creating the sound themselves. Note: There is an option to use Microsoft Word as well.-The laboratory work in small groups will allow them to enhance their interpersonal skills as well as their critical thinking. It will do this by allowing them to collaboratively handle the project, challenging each other to think about it as a group.-The students will also be creating a KWL chart to document their experiences and knowledge throughout the entire lesson. Note: There is an option to use Microsoft Word as well.- A voicethread, podcast, or imovie (nonlinear multimedia) will be used for brainstorming what they discovered. This gives the students an opportunity to express their lessons in their own words and also work with devices that incorporate sound by voice.-The students will be instructed to participate in a class blog and post discussion board (nonlinear multimedia). This is to encourage collaborative learning through group work and hopefully encourage students to assist each other with any unanswered questions.

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2. Design

Content Outline

Project Title: “Sound, Sound Movement, and Pitch”

General Goal: To provide the students the knowledge to understand and dissect the components of sound. To instruct the basics of sound and how it interacts with different mediums. Students understand the vibrations that cause sound and how it affects the pitch. Also to be able to distinguish the difference between volume and pitch. At the end of this lesson students will be able to apply their knowledge to the “living world” around them by providing examples themselves to their classmates.

Specific Outcomes:1. Students will understand how sound travels (Teacher Presentation)2. Students will understand how different materials affect sound (Activity #2)3. Students will be able to see sound move (Oscope App) and document what it looks like.4. Students will be able to demonstrate understanding of documenting a science experiment via a worksheet during Activity #25. Students will demonstrate abilities to reflect on knowledge gained through the use of the KWL worksheet Activity #1 and Activity #2.6. Students will be able to understand volume and pitch in its relation to vibration during Activity #3.7. Students will be able to apply their knowledge of sound waves and incorporate new information into a class discussion online.

Audience: 5th Grade students in a science class

Content Outline (Abbreviated)I. Activity 1: Information Presentation

A. KWL worksheet about sound, sound waves, and pitch.B. Teacher Presentation (PowerPoint)C. Music Demonstration. “How Sound Travels”

1. Show student’s video, “Visible Sound Waves”, of sounds with visual vibrations2. Show a video, “Science of Sound”, on the elements of sound

D. Revisit KWL ChartII. Activity #2: Sound and Movement Experiment

A. Ticket of AdmissionB. “Brain Spark” YouTube video “Cymatic Experiment”C. Lab Activity. Sound Waves and Mediums (Discover Education)

1. Pair A Worksheet (“Sound Waves Seen”).2. Pair B Worksheet with Oscope app (“Sound Waves Seen”).

D. Pair DebriefingE. KWL worksheet

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III. Activity #3: PitchA. Teacher Presentation: “What is volume and pitch?”

1. Video Introduction “A Clash of Pitch”B. Visual DemonstrationC. Online Work (Blog/Comment)

1. Have students go to class LMS site-Part 1 will be Blog/Discussion Board-Part 2 each kid will be required to post a link that answers one of the questions

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Content Outline Full (Content and Components)

I. Activity #1: Information PresentationA. KWL worksheet about sound, sound waves, and pitch.

1. Procedurea. Students share information via a small group discussion and create group KWL Worksheetb. Student then share ideas with another grouping and add to KWL informationc. Students report back to teacher with final KWL worksheet.d. Prompt students to write down at a minimum of 2 questions they have, or want to learn more about, when it comes to sound, sound waves, and pitch.

B. Teacher Presentation (PowerPoint)1. Information

a. Sound is made when something vibrates and pushes the molecules in the air to create waves (compressional waves). Sound is a type of energy that we hear.b. Type of waves: transverse versus compressional waves

-Transverse waves carry light energy, do not require medium through which to travel, and can travel through space or in a vacuum.-Compressional waves carry sound energy, require a medium (matter that transports sound) through which to travel (important note air is a medium, it’s a gas!!)

c. Matter vibrates in the same direction the wave is traveling (propagates). d. They travel slower than light or transverse waves.

1. Speed of sound 767 mph (343 meters/sec)(1 mile in five seconds), speed of light e. Diagram a compressional wave. f. Sound travels differently in different mediums (i.e. 4 times faster in water, 13 times faster in steel.)

C. Music Demonstration. “How Sound Travels”1. Procedure

a. Show student’s video, “Visible Sound Waves”, of sounds with visual vibrations b. Ask students about sounds that they have heard.

-Prompt: How do they think it gets from the source (i.e. stereo) to their ear?c. Have the class give some suggestions on some sounds and their sources (i.e. voice, vocal chords vibrate).

-These to list can be written down using a smart board, dry erase board, or chalkboard. d. After these lists are created show a video, “Science of Sound”, on the elements of sound

D. Revisit KWL Chart1. Procedure

a. Ask students to fill out information in the “L” section of their chart.

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b. After students fill out what they know in “K” column ask them to come up with question they have about sound and put them in the “W” (wonder/want to learn) column.

II. Activity #2: Sound and Movement ExperimentA. Activating Strategy

a. Students are asked to stand up at their desks. b. They are asked to share one thing that they learned from the lesson yesterday. c. After a student states what they learned, they may sit down. d. Once everyone has been “admitted for entrance” the lesson may start.

B. “Brain Spark” YouTube video1. Procedure

a. Show to students the following YouTube video by “Cymatic Experiment”b. Class discussion: hypothesize about what you saw on the video. How did different surfaces interact with sound?c. How would sound travel in space?

C. Lab Activity. Sound Waves and Mediums (Discover Education)1. Introduction Procedure

a. Explain to students that they will be looking at how sound waves travel through different objects and mediums at six lab stations. As they explore the sound waves created at different stations can record in a booklet/worksheet what they discover. (“Sound Waves Seen”). b. Make groups of four: One pair (Pair A) will document using the worksheet. The other pair (Pair B) will use the app “Oscope” to document the varying movements.c. Pass out “Sound Waves Seen” worksheet to pair A. Point out the two sections to the worksheet: diagram (i.e. students draw a diagram of lab station activity. They label source of vibration), questions.d. Emphasize the students in Pair A should be looking to answer the following information:

-What do you see?-What do you hear?-What is the source of vibration?-What type of medium is the wave traveling through?-In what direction does the wave appear to travel?-What happens to the medium as the wave travels? (i.e. paper clips bounce, fingers vibrate when touching skin near vocal chords, etc.)

e. Next, demonstrate how each of the different lab stations work.f. Describe to Pair B on how they are looking to see how each of the vibrations/sounds make different noise on the “Oscope” app. First students will be asked to screenshot the app when the sound is being processed. On their worksheet they are trying to draw a sound wave the best depicts what “Oscope” is showing on the iPad. They are also required to answer the questions as well on the worksheet, this can be discussed as a group with Pair A.

2. Stations

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a. Lab Station #1: Drum with paper clips on the top. (This can be made with wrapping paper over a coffee can if you don't have a real drum available.) Students should tap on the drum and observe what happens to the paper clips.

-Students should tap on the drum. What do you see? What do you hear?b. Lab Station #2: Touch side of your throat and say ahh (try different sounds and see if you notice a difference.)

-What do you feel as you say ahh? What do you hear?c. Lab Station #3: Tuning fork in water.

-Gently strike the tuning fork on the pad and then place it in the water. Describe what you observe. What do you see? What do you hear?

d. Lab Station #4: Rubber band strung between two pegs or nails.-Pluck the rubber band. What do you see? What do you hear?

e. Lab Station #5: Strike a fork with another utensil and bring it close to the ear.-What do you hear? What do you see?

f. Lab Station #6: Steel yardstick or ruler on edge of a table.-Hold one end of the ruler firmly against the top of the table. Snap the other end. What do you see? What do you hear?

3. Pair Debriefinga. Ask students to get into the Pair Groups (All A’s together and all B’s together) b. Ask them to share the information they found in their experiments.c. During debriefing Pair A group should brainstorm on which of the following technological tools would be best to present their information: Voice thread (audio and pictures), podcast with Audacity (audio only), or iMovie (video). Students are asked to come to a unified conclusion with a list of three major factors.d. During debriefing and sharing ideas, Pair B Group should brainstorm on how to edit the “Oscope” app to better fit with the experiment.e. At the end of both conversations, the Pair B individuals will be asked to upload their screenshots onto the LMS. They will be required to break into 6 smaller groups. Each group will be assigned a lab station and will be required to craft a one page explanation of their image related to that lab and present it to the class.(using the Oscope rubric as a guide)f. Meanwhile, Pair A group will be asked to post their findings on which technology is better and create an accompanying “podcast” presentation with the chosen technology with a list of their 3 major factors. They will be asked to break into 6 groups with each assigned a lab station as well for their presentation(using the podcast rubric as a guide).

5. KWLa. Ask students to fill in more information under the “L” portion of their worksheet.

III. Activity #3: PitchA. Teacher Presentation: “What is volume and pitch?”

1. Video Introduction “A Clash of Pitch”2. Volume describes how soft or loud a sound is. Volume is measured in units called decibels (dB).

a. Give audio examples of ranges of sounds and their volumes in decibels.

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-The waves of loud sounds have more energy and can travel greater distances than softer sounds (video demonstration?) A soft sound, like a whisper will measure around 15-20 decibels. A loud sound like a jet engine is more like 150 decibels. The threshold of pain occurs at around 130 decibels.

3. Pitch describes how low or high a sound is.a. High-vibrates quickly and the sound waves move at a fast rate. Low- vibrates at a slower rate so sound waves move at a slower rate. Just because something vibrates slower does not mean that it sounds softer. This is measured in frequency (Hertz).

4. The rate of vibration affects the pitch, but the amplitude, or height, of the sound wave determines the volume (as frequency gets bigger wavelength gets shorter).

B. Visual Demonstration1. Music, like any other sound, is produced by vibrations. 2. Fill eight test tubes (10 cm tubes) with water according to the instructions below. Each

test tube should produce a note close to the one listed below. Measure the height of the water from the bottom of the test tube.

Test Tube Height Note Test tube Height NoteTest tube 1 No water Middle C Test tube 5 5.5 cm GTest tube 2 2 cm D Test tube 6 6.5 cm ATest tube 3 4 cm E Test tube 7 7.5 cm BTest tube 4 5 cm F Test tube 8 8.5 cm High C

3. Blow across or tap the top of the test tube. Each test tube should make a different note. You may have to adjust the height of the water slightly using the eyedropper.

4. Use small pieces of masking tape to label each test tube with the correct note.5. Using the test tubes, play the simple tune below for the class.

6. Do the students recognize the tune? Ask the students if they notice anything different between tubes?

C. Online Work (Blog/Comment)1. (Prior to letting the students know they will have to blog on the classes website). First, distribute

this sheet to each student and have them fill in the length of each air column (notice they are not in order). Using test tube #4 as a reference sound, have the students note if they heard a higher or lower pitch when you blew air across/tapped the top of it.

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2. After the students observe and record. You will inform the students that they will have to participate in a class “blog” and post discussion. It will be a two part on-line experience.

3. Have students go to class LMS sitea. Part 1 will be Blog/Discussion Board

i. Students can feel free to post any questions they have in regards to sound waves lesson plan in addition to the topics below. Each kid is required to post (1) and counter-post (2). Meaningful blogs

ii. There will be a list of discussion topics provided. (See Blog log). Students will be required to turn these in.

b. Part 2 Each kid will be required to post a link that answers one of the questions below: i. Name one instrument that makes sound the same way that the test tube does?

ii. Is there any animal/insect in nature that may use pitch and/or sound waves?iii. Is there any instrument man-made machine that uses sound waves or pitch?

4. Students will be required to turn in their sheets from the classroom presentation observation. These will be graded for accuracy of observation as well as content.

5. Students will be required to read/view other students posts and comment on at least two posts. There should be no duplicate choices to the questions above (i.e. only one fruit bat). Blog will be monitored by teacher. No negativity. (Comments like Cool! I like it! are not acceptable). Be creative and mindful of the content in your comments.

6. The link should demonstrate (show) and/or explain how said animal/instrument/machine uses sound waves/pitch. Students will turn in a one paragraph summary of how their choice uses sound and/or pitch. Remind students that these links are to enhance their sound wave knowledge and understanding.

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Flowcharts

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Specify Screen Design and LayoutActivity 1. Lesson Plan Layout

Activity 1 Powerpoint Design Layout

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Activity 2. Lesson Plan Layout

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Activity 3. Lesson Plan Layout

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APPENDIX (worksheets)

Name: Date:KWL ChartBefore you begin your research, list details in the first to columns. Fill in the last column after your research.

Sound Waves

What I Know What I Want to Know What I Learned

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SOUND WAVES SEEN WORKSHEET

LAB #

Diagram:

1. What do you see? Give a detailed response.

2. What do you hear? Give a detailed response.

3. What is the source of the vibration? Label it as the <source> on your diagram.

4. What type of medium is the wave traveling through? (For example, solid, liquid, or gas). Label this as the <medium> on your diagram.

5. In what direction does the wave appear to travel? Draw its path on your diagram using a line and an arrow to represent the sound wave.

6. What happens to the medium as the wave travels? Be specific in your response.

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Sound waves Blog LogPart 1 will be Blog/Discussion Board

1. The blog should be used to discuss your observations on pitch in the class demonstration. Below are a list of questions that should be addressed (Please fill in the answers, you will be required to turn this in).

a. What does the length of the air column tell you about the wavelength of the sound wave or air inside the column?

b. What caused the sound you heard when the teacher tapped across the top of the test tubes?

c. Which test tube had the longest column of air?

d. Which test tube produced the highest pitch?

e. Which test tube had the shortest column of air?

f. Which test tube produced the lowest pitch?

g. What is the relationship between the length of the air column and the pitch of the sound?

h. What changed when the teacher tapped the tube harder?

2. Feel free to post any questions they have in regards to sound waves lesson plan in addition to the topics above.

3. Each student is required to post (minimum 1) and counter-post (minimum 2). Meaningful blogs. Please try to avoid repetitive posts.

4. Students will be required to turn in their sheets from the classroom presentation observation and this sheet with the answers filled in. These will be graded for accuracy of observation as well as content.

Part 2 post link:

1. Each student is required to post a link to a resource on the web that fulfills one of the questions below

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a. Name one instrument that makes sound the same way that the test tube does?

b. Is there any animal or insect that may use pitch and/or sound waves? c. Is there any instrument man-made machine that uses sound waves or

pitch?

2. The link should demonstrate (show) and/or explain how said animal/instrument/machine uses sound waves/pitch. These links are to enhance your sound wave knowledge and understanding, as well as your classmates.

3. Please read/view other students posts and comment on at least two posts. There should be no duplicate animals, insects, instruments, or machines (i.e. only one fruit bat). These links you are providing are meant to enhance your sound wave knowledge and understanding.

4. Both blogs will be monitored by teacher.  No negativity.  (Comments like, Cool! I like it!, are not acceptable). Be creative and mindful of the content in your comments.

5. The link should demonstrate (show) and/or explain how said animal/instrument/machine uses sound waves/pitch. You will turn in a typed one paragraph summary (minimum 200 words typed) of how your choice uses sound waves and/or pitch.

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Musical test tubes

Test tube:

Length of air column (cm):

Increased or decreased pitch:

Longer or shorter wavelength:

2751386

Diagram and/or observations:

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3. DevelopGroup 2. Good Vibrations. Media.

Graphic

Ulmer. Graphic

Walters. Graphic

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Ulmer. Graphic

Moore. Graphic

Audio

Moore. Audio

Walters. Audio

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Sievers. Audio

Jing

Moore. Jing

Kelly. Jing

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Sievers. Jing

Ulmer. Jing

Animations

Sievers. Animation

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Ulmer. Animation

Moore. Animation

Walters. Animation

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4. EVALUATEAfter reviewing our lesson plan it was decided that there are four rubrics necessary along with the grading of some of the worksheets that will be used in the classroom. Please see the assessment points in the lesson below:

1. KWL worksheets will be turned in for a review and returned for students. This is only to check to see that they did actively participate in the activity (5pts for filling out to entirety).

2. Lab activity Rubric-his will be used to evaluate the students participation in the lab activity. This rubric applies for both students that participates in the pair A and Pair B activities (9 pts).

3. Sound waves worksheet will be turned in these will be graded based on the student’s responses to the questions (15 pts for each lab station (90total) worksheet and point total at end).

4. Voicethread/podcast rubric- this will be used to evaluate the podcast used for the group made from the Pair A’s (40 pts).

5. Oscope Rubric-this will be used to evaluate the images recreated by the group and the presentations associated with it (40 pts).

6. Online blog discussion board rubric- this rubric will be used to score the students based on the quality of their discussion board posts (12 pts).

7. Web page link rubric-This rubric will be used to score the students based on the quality and the link to the class content on sound waves (9 pts).

8. The students will be required to turn in their worksheets from the class demonstration these will be scored on accuracy of observation as well as content (21 pts).

9. The writing rubric- This rubric will be used to evaluate the student’s evaluation of their web link content and the connections they make to the sound wave lesson (9pts).

10. Five bonus points possible if they turn in their Blog log with the suggested topics for discussion answered and with who on the blog posted the answer.

This lesson plan can earn a total of 235 pts. (5 additional bonus points) We can provide final score as points or as shown below:

Scores90% to 100% Excellent80% to 89% Above Average70% to 79% Average60% to 69% Below Average50% to 59% Poor

0 to 49% Very PoorYOUR SCORE 0.00%

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Lab Rubric Total /9Criteria Unsatisfactory =

0 Limited = 1 Proficient = 2 Exemplary = 3 Score

Writing. Descriptiveness

The description left much to be understood. Little to nothing is able to be visualized because the description lacked any type of descriptive words.

Some of the comments were able to be understood and translated. However, most of the descriptions lacked words that explained the material thoroughly.

The comments made on the worksheet attempted successfully in describing the circumstances of the experiment, but maybe lacked one or two key components or pieces of information.

The comments made on the worksheet covered all necessary human senses. The written description is able to be visualized. All of the necessary information was included.

/3

Diagram The diagram was not completed or attempted.

The diagram completed did not follow directions and documented the wrong phenomenon. Diagram may be incomplete.

The diagram attempted to describe the phenomenon of the experiment, but data could be reversed or displayed incorrectly. Not all parts are labelled.

The diagram completed was thorough and accurately developed and explained the ideas within the experiment. All parts are labelled properly.

 /3

Quality of Writing and Proofreading

Written responses contain numerous grammatical, spelling or punctuation errors.  The style of writing does

Written responses include some grammatical, spelling or punctuation errors that distract the reader.  Written

Written responses are largely free of grammatical, spelling or punctuation errors.  The style of writing generally facilitates communication. Mainly formal containing few abbreviations or

Written responses are free of grammatical, spelling or punctuation errors.  The style of writing facilitates communication.  No abbreviations or txt style language.

/3

Good Vibrations 3

not facilitate effective communication. Use of abbreviations or txt style language.

in informal language, abbreviations, or txt style language.

txt style language.

Good Vibrations 4

Voicethread Rubric Total /40Characteristic

s5- Excellent 4-Above Average 3 - Average 2 = Below Average 1- Poor Points

Earned

Content

Students presented content that was on topic, with a list of 3 factors on why they chose this specific media presentation. Students clearly show why they chose the media presentation they did, and what they learned from the activity #2.

Students presented content that occasionally got off topic, but the directionality of the project stayed the same. Students chose a list of 3 factors on why they chose this specific media presentation, but may have left out a detail or two on the specific content they learned.

Students presented content that frequently got off topic. Students may not have chosen 3 reasonable factors on why they chose this specific media outlet to showcase what they learned from activity #2.

Students presented content that very frequently got off topic. Students did not choose 3 reasonable factors on why they chose the specific media outlet to showcase what they learned from activity #2. The content presented lacked detail and clarity.

Students presented, or did not complete a presentation, a project that showcased was entirely off topic. Students did not choose 3 factors, and the presentation did not relate to any content learned from activity #2.

0

Audio

Students articulated clearly the content of their presentation. The audio contained was on topic, and did not contain any "ums" or "uh's." The audio could be clearly heard to the audience.

Students articulated clearly the content of their presentation. The students may have said "um" or "uh," and the audio may have been difficult to hear at times.

Students occasionally did speak clearly into the microphone, and it may have been difficult to hear the information that was being presented. Students occasionally used "um" or "uh" in their audio recording.

Students frequently did not speak clearly into the microphone, and it was difficult to hear this presentation. Students frequently said "um" or "uh."

Students did not present, or did not put, audio into their presentation. 0

Graphics

Students chose graphics that clearly represented the information that was being presented. Graphics were well placed and matched the content.

Students chose graphics that clearly represented the information that was being presented. Graphics may have been misplaced, or may have been missing from the presentation.

Students occasionally had off-topic graphics that did not match the presentation. Some graphics may have been missing from this presentation.

Students frequently did not have graphics, or may have had graphics that did not match the presentation.

Students did not present, or did not put, graphics into their presentation.

0

Good Vibrations 5

Participation

All students in the group participated. All students spoke, or were a part of the presentation in a reasonable way compared to their peers.

All students in the group participated, but some students may have been left out occasionally.

Some students were not included in the presentation, or were included very briefly.

Many students were not included in the presentation. One persona may have done most of the work, while others did not.

All of the students did not participate in the presentation. 0

Flow

The presentation moved smoothly from one section to the next with no interruptions. Students clearly had a plan, and executed it consistently.

The presentation moved smoothly from one section to the next with few interruptions. Students clearly had a plan, but might not have had executed it to its entirety.

The presentation did not move very smoothly. Students may not have known what was next, or may have slides or sections misplaced.

The presentation did not flow well. There were many "bumps" in the presentation, and students often times did not know what came next.

The presentation lacked flow completely. There was no directionality, and often students did not know who was to speak, or what came next.

0

Time 4 + minutes 3 - 3:59 minutes 2:00 - 2:59 minutes 1:00 - 1:59 minutes >1 minute 0Professionalis

m Professional X X X Not Professional 0Attitude Great Attitude X X X Poor Attitude 0

Total Points 0Possible Points 40

Grade 0.00%

Good Vibrations 6

Oscope app presentation rubric Total /40Characteristics 5- Excellent 4-Above Average 3 - Average 2 = Below Average 1- Poor Points

Earned

Screenshot

Students used technology to take multiple screenshots of sound waves using the Oscope app

X X XStudents did not take a screenshot(s) using the Oscope app

0

Worksheet Drawing

Students drew a replica of their Oscope app screenshot. Students used a ruler, a pencil, and went over it with a marker to ensure neatness. Drawing was appealing and detailed.

Students drew a replica of their Oscope app screenshot. The lines may not have been straight or curved. Presentation was a little rough, but was appealing and detailed.

Students drew a replica of their Oscope app screenshot, but the presentation was not well put together. The final product was not appealing, and the drawing lacked detail or evidence of neatness.

Students drew a replica of their Oscope app screenshot, but the final product was not entirely complete. The presentation was not well put together, and the students may have over-looked some potential errors in relation to their screenshot.

Students did not draw a replica of their Oscope app screenshot.

0

Explanation/Summary

Explanation consisted of a 1 page typed summary in 12 sized, Times Roman, single spaced, 1" margins. Summary was detailed, on topic, and did not have any grammatical or punctuation errors. Students explained how their screenshot related to their drawing replica and to the sound they recorded.

Explanation consisted of a 1 page typed summary in 12 sized, Times Roman, single spaced, 1" margins. Summary was fairly detailed, on topic, and did not possess many grammatical or punctuation errors. Students explained how their screenshot related to their drawing replica and to the sound they recorded, but may have had some conflicting information.

Explanation consisted of half page typed summary in 12 sized, Times Roman, single spaced, 1" margins. Summary did lacked detail, and may have had some grammatical or punctuation errors. Students had a difficult presentation explaining how their screenshot related to their drawing replica and to the sound they recorded.

Explanation barely consisted of half a page. Font size, style, or spacing may have been changed. Summary lacked a large amount of detail, and had many grammatical or punctuation errors. Students may not have presented, or had difficulty explaining their role and process in their particular project.

Students did not provide an explanation or summary to their Oscope app.

0

Good Vibrations 7

Charisma

Students presented content that was on topic. Students spoke clearly, articulated well, and did not use any "ums" or "uhs" in their presentation.

Students presented content that was on topic. Students spoke clearly, and articulated well, but may have paused briefly to determine what they should say next. Students may have used a few "ums" or "uhs" in their presentation.

Students presented content that was on topic most of the time, but may not have articulated clearly in their presentation. Students often times used the words "um" or "uh" in their explanation.

Students did not present the content in a clear and concise way. Students were off topic, and were not able to clearly inform their audience of their project. Students seemed unsure of what to say in their presentation.

Students did not present their project to the class.

0

Flow

The presentation moved smoothly from one section to the next with no interruptions. Students clearly had a plan, and executed it consistently.

The presentation moved smoothly from one section to the next with few interruptions. Students clearly had a plan, but might not have had executed it to its entirety.

The presentation did not move very smoothly. Students may not have known what was next, or may have slides or sections misplaced.

The presentation did not flow well. There were many "bumps" in the presentation, and students often times did not know what came next.

The presentation lacked flow completely. There was no directionality, and often students did not know who was to speak, or what came next.

0

Time 4+ minutes 3:00 - 3:59 minutes 2:00 - 2:59 minutes 1:00 - 1:59 minutes >1 minute 0Profesionalism Professional X X X Not Professional 0

Attitude Great Attitude X X X Poor Attitude 0Total Points 0

Possible Points 40Grade 0.00%

Good Vibrations 8

Online Discussion Rubric Total /12Criteria Unsatisfactory = 0 Limited = 1 Proficient = 2 Exemplary = 3 Scor

eCritical Analysis

(Understanding of lessons)

Comments are not related to the post. Topics of discussion and are personal in nature. Postings are largely personal opinions or feelings (i.e. "I agree" or "Great idea") No supporting statements.

Simple comments which lack insight. The entry is short and not relevant to the key question, original post or concept. Does not express clearly and shows little understanding.

The comments show some insight, and are connected with original post, topic of discussion, and/or a comment. Entries may contain some irrelevant material. Shows some understanding. Can consider impacts or outcomes as a result of the post.

The comment shows insight and evaluation. They are connected with original post and subsequent comments. Entries are relevant with references to supporting material. Opinion is expressed appropriately and is clearly related to the thread or post. The comment or post shows a level of evaluation and considers the outcomes or effects of the post or comments.

 /3

Participation in the Learning Community

Discussion postings do not contribute to ongoing conversations or respond to peers' postings. There is no evidence of replies to questions.

Postings are at midpoint or later in the module or are

Discussion postings sometimes contribute to ongoing conversations. Some affirming statements or references. Ask some related questions or oppose a statement with a supporting

Discussion postings contribute to the class' ongoing conversations. Provide affirming statements or references. Ask related questions or oppose a statement with a supporting reference or information.Discussion postings respond to most

Discussion postings actively and create further discussion by building on peers' responses. Creates an argument that is focused on a previous response. As a result of a response asks a new related question or opposes a statement with a supporting reference or information.Discussion postings are distributed throughout the

/3

Good Vibrations 9

only posted on the last hour of discussion.

reference or information.Postings respond to most postings of peer’s hours after the initial discussion.

postings of peers within an hour 2- hour period.

module (not posted only at the beginning or only on the last minutes of discussion).

Etiquette with Peers

Written interactions on the discussion board show disrespect for the viewpoints of others. Student makes comments that are inappropriate or unacceptable.

Some of the written interactions on the discussion board show respect and interest in the viewpoints of others.

Written interactions on the discussion board show respect and interest in the viewpoints of others.

Written interactions on the discussion board show respect and sensitivity to peers' viewpoints.

/3

Writing and Proofreading

Written responses contain numerous grammatical, spelling or punctuation errors.  Written in informal language, abbreviations or txt

Written responses include some grammatical, spelling or punctuation errors that distract the reader.  Written in informal language, abbreviations or txt.

Written responses are largely free of grammatical, spelling or punctuation errors.  The writing generally facilitates communication.  Contains few abbreviations or txt style language.

Written responses are free of grammatical, spelling or punctuation errors.  The style of writing facilitates communication. No abbreviations or txt style language.

/3

Good Vibrations 10

Good Vibrations 11

Web Page link Rubric Total /9CRITERIA Exemplary Proficient Partially Proficient Unsatisfactory POIN

TSRelevance of Content

6 points

The content has a unique theme and includes new unique and useful educational information for their peers.

The content is highly informative and provides information that links the animal/machine/insect directly to the use of sound waves. The website provides links to additional resources. Content is very thorough.

4 points

The theme or main idea of the website is appropriate and provides educational information for peers.

The page points readers to quality information. It is informative and provides useful information that includes the topic of interest and is related to the lesson. Content is thorough.

2 points

The theme or main idea of the website is vague and does not have educational information related to the lesson that students can use.

The page points readers to information that does not link the animal/machine/insect directly to the use of sound waves. Information includes the topic of interest but may not be related to the use of sound waves. Content is somewhat thorough.

0 points

The website lacks a clear central theme and is not related to the lesson. Does not provide educational information and is not useful to students.

The page points readers to some information resources which have no relation to the sound waves lesson. The machine/animal/insect does not use sound waves.

___/6

Use of Photos, Graphics, Sound, Animation

3 points

There are images, photos, and

2 points

Most of the photographs,

1 points

A few of the photographs,

0 points

There are no images or videos that enhance or

__/3

Good Vibrations 12

and Video videos/animation that show and or demonstrate the use of sound waves by the topic of the web page. (or links to such)

graphics, sound and/or video/animation show the topic of the web page using sound waves or demonstrate it.

graphics, sound and/or video/animation show the topic of the web page using sound waves or demonstrate it.

show the topic of the web page using sound waves.

Writing Assignment Rubric Total /9Criteria Unsatisfactory = 0 Satisfactory = 1 Proficient = 2 Exemplary = 3 Score

Writing Detail Writing shows minimal

effort in attention to detail. Content was vague, nonspecific or inconclusive leaving much to be desired for the reader.

Some effort notice in detail. Descriptive language was used in a minimal way leaving some aspects left to question. Writer could use more detail to describe the web link adequately.

Writer had some good use of detail. Descriptive language was applied to the web link to describe it in some detail.

The writer showed good use of descriptive language to give excellent details and provide the reader with a good understanding of the chosen source material.

/3

Applicability to Question

The writing failed to address how the chosen web link was related to sound/pitch or one of the questions.

The writing minimally described the question the material related to and how the content was related to the subject.

The writer did an adequate job explaining how the link answered a question and relating to the source material giving some examples in the

The writer thoroughly answered how the web link was related to sound/pitch citing examples and clearly related their example to one of the three

 /3

Good Vibrations 13

explanation. questions.

Proofreading/Editing

The writer failed to edit the document making numerous grammatical or spelling mistakes leaving much to be desired from the reader. The writing failed to reach the 200 word minimum.

The writer has some errors in grammar and spelling. This type of writing is unclear and the use of grammar or mistakes impedes the understanding of the reader. 200 word minimum met.

The writing was adequate with little grammatical or spelling errors however some may have been noticed. The writing was clear and easy for the reader to understand.

The writer showed a mastery of grammar, spelling and language facilitating a clear understanding by the reader of the material and subject matter.

/3