Lesson Title: Sounds We Have Heard
Elements of the Lesson
I. Standard
Common Core State Standards
Or Essential Elements
II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the
end of the lesson?
What formative assessments are used to
inform instruction?
What challenges might students
encounter?
III. Lesson Management: Focus and
Organization
What positive strategies, techniques and
tools will you see?
What ideas for on task, active and focused
student behavior?
Evidence that Documents the
Elements
PS4.A: Wave Properties
Sound can make matter vibrate, and
vibrating matter can make sound.
The students will be able to formulate a
hypothesis based on observation from
experiments about why a tuning fork
makes water splash and why a tuning
fork on a pie pan makes a sound.
I can formulate a hypothesis based
on observation.
Formative assessments used will be:
● Teacher observation of
experiments and peer
conversations
● Post card
● Specific Praise
● Calling attention to positive
behaviors
● Explicit instruction/ conversation
on expectations
● Collaborative Group Work
● Teacher Modeling
IV. Introduction: Creating Excitement and
Focus for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
The teacher will ask the students to
recall the experiment with the salt on
can in front of the speaker. We will
recall how the louder the music got, the
more the salt moved. The teacher will
explain that today we are going to use
more tools to teach us information
about sound.
V. Input: Setting up the Lesson for Student
Success
Task analysis:
· What information does the learner need?
If needed, how will it be provided?
Webb’s Depth of Knowledge
· Recall/Reproduction
· Skills/Concept
· Strategic Thinking
· Extended Thinking
Accommodations: Differentiating to
meet students’ needs
· Remediation/Intervention
· Extension/enrichment
Methods, Materials and Integrated
Technology
· Instructional techniques
· Engagement strategies
· Materials and Integrated Technology list
Task Analysis
1. The teacher and students will
engage in a conversation about
expectations.
2. The teacher will explain each
person’s job in the
groups(Observer, Recorder,
Technician, Reporter).
3. The teacher and students will
engage in the anticipatory set.
4. The teacher and students will
read the I can statement.
5. Teacher will introduce tuning
fork and how to properly use it.
6. Teacher will distribute 1 tuning
fork to each group and group
members will take turns
practicing proper use.
7. Teacher will distribute cups of
water to each group.
8. The teacher will model how to
strike the fork against the heel of
the hand and then insert the fork
into the water (without actually
putting it in the water- it will ruin
the effect of doing it for the
students).
9. The technician will perform the
experiment. The observer will
confer with the rest of the group
members about what happened,
and the recorder will write down
the group’s observation.
10. The teacher will model for the
students how to hold the pie pan
and that they should strike the
fork and gently touch the pan
with the fork (model, don’t
actually do it).
11. The technician will perform the
experiment. The observer will
confer with the rest of the group
members about what happened,
 and the recorder will write down
the group’s observation.
12. The class will participate in a
parking lot activity for why they
think the water splashed and the
pan made a sound.
13. The teacher will share some
ideas or take volunteers to
share their answer. The teacher
will then explain the tuning fork
and water show how sound is
created by by moving or
vibrating objects.
14. Ask students what vibration
means. Have them stand and
demonstrate vibration.
15. Wrap it up with asking students
to think of something they have
felt vibrate in a Whip Around
Pass.

DOK Knowledge
Recall/ Reproduction: Recognizing a
cause and effect in an experiment.
Skills/ Concept: Make observations on
what is happening during an
experiment.
Strategic Thinking: Formulates a
response as to what the students
observed happen.
Extended Thinking: Applies concept of
vibration to real life experiences.

Remediation/ Intervention:Teacher
will lead a mini lesson for anyone not
understanding the concept of vibration
the next day.

Enrichment/Extension: Remind
students we began talking about words
that are describing the sound they
make- onomatopoeia. Bang, buzz, roar,
growl, howl, snap, crash etc.
Materials List
● 6 tuning forks
● 6 cups of water
● 6 pie tins
● Paper towels
● Journal paper
● Pencils
● Sticky notes
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be
engaged
Formative assessment strategies to be
implemented
VII. Guided Practice: We Do
What do the teacher and student do
together?
How will a gradual release of responsibility
be accomplished?
IX. Collaborative (You Do Together) and/or
Independent Practice (You Do)
What practices will be
demonstrated/modeled?
● Use attention grabber to get
students settled to listen quietly.
● Discuss expectations and
introduce the anticipatory set.
● Model by how to use the tuning
fork.
● Model how to place the fork into
the cup, and how to place the
fork onto the pan.
● Explain the experiment was
showing how sound is created
by moving/ vibrating objects.
Can you explain your thinking?
What did you see that made you think
that?
Does anyone have the same answer
but a different way to explain it?
Formative assessments used will be:
observing/listening to the conversations
surrounding the experiment, reading the
parking lot sticky notes, listening to the
Whip Around Pass..
● Together with the teacher,
groups will discuss the parking
lot sticky notes.
● Together within groups, the
students will perform their jobs
and collaboratively perform the
experiments.
● Independently, students will use
their knowledge and observation
of vibration to answer the
parking lot questions: Why did

X. Closure
How will the ‘I can’ statement(s) be
reviewed?
How will students be involved?
What connections to future learning will
occur?
XI. Assessment
What evidence supports that the
objective(s) were met?
What do my students know, understand
and are able to do?
What formative assessments will be used
to inform instruction?
the fork make the water splash?
Why did the fork cause the pan
to make a sound?
● The students will engage in a
Whip Around Pass on object
they have seen or felt vibrate..
The parking lot notes and the Whip
Around Pass will be used to assess if
students are understanding the concept
of sound being caused by vibration.
Further Unit Assessment will follow
upon completion of the Sound and
Waves Unit.
Reflection
How do you know that the ANSWER ON A SEPARATE
objective(s)/target(s) was met? What is your DOCUMENT
evidence?
Based on the data gathered, what will you
do next?
How well did the students perform/respond?
How did students show they
were engaged?
What evidence do you have?
What aspect of the lesson was particularly
challenging for students? What
will you do to help the student(s) who
struggled?
What will you do to extend the learning for
those students who met
target?
Were there any surprises? What would you
do if you taught this lesson
again?

(Edited by Elementary Team, 2014)

Revised July 2016