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University of Houston

Science for ELLs

Basic Lesson Components

Grade Level: Kindergarten

Time Estimate: 45 minutes

Science Content: Sounds are vibrations that travel through the air or another medium and can be
heard when they reach a person. There are different ways in which sound travels such as through
vibration and feeling it or juts listening to it. Sound can be made in multiple ways or without objects
as well.

(6) Force, motion, and energy. The student knows that energy, force, and motion are related and are
a part of their everyday life. The student is expected to:

(A) use the five senses to explore different forms of energy such as light, heat, and sound;

Content Objective(s):
1. TSW describe what sound is
2. TSW compare different ways to make sound.
3. TSW will complete a graphic organizer where they draw out three different forms of sound.

C3G: Express opinions, ideas, feelings ranging from communicating single words and short phrases
to participating in extended discussions on a variety of social and grade appropriate academic topics.

Language Objective (s): The student will distinguish sound by listening to a variety of materials
that make sound.

Vocabulary: Definition: Cognate (T or F):

Sound Vibrations that travel through the air or another (T) Sonido
medium and can be heard when they reach a
person's or animal's ear.

Vibrate (of a sound) resonate; continue to be heard. (T) Vibrar

Pitch the quality of a sound governed by the rate of (NA) Tono

vibrations producing it; the degree of highness
or lowness of a tone.

1. Loudness and pitch of sounds are confused with each other.
2. You can see and hear a distant event at the same moment.
3. Hitting an object harder changes its pitch.
4. Human voice sounds are produced by many vocal chords.
5. The pitch of a tuning fork will change as it "slows down.”

Materials/Resources/Technology Needs:
• Can Do! Science Kit: Sound
➢ Tuning forks
➢ Wooden blocks
➢ Funnels
➢ Plastic tube
➢ Jingle bells
• Oso polar, oso polar, ¿qué es ese ruido? By: Bill Martin Jr/Eric Carle
• Anchor chart
• Guitar

• Oso polar, oso polar, ¿qué es ese ruido? By: Bill Martin Jr/Eric Carle


• Students will not put any of the items in their mouth.
• There will be no pushing or running when switching table stations.

5E Instructional Procedures
What Teacher Does What Student Does:
Engage • The teacher will read the story, • Sitting in whole group, actively
Oso polar, oso polar, ¿qué es listening to the story
ese ruido? By: Bill Martin • Participating by making the animal
Jr/Eric Carle noises.
• After reading a couple of pages, • Transitioning from table to table
the teacher will ask the when asked to switch to look at all
students, what sound the the items.
upcoming animal in the story
will make.
• Once the story is over the
teacher will show the class the
items inside of the “Can Do!”
container, and go over each
• The items will then be placed at
different tables in the room and
students will go around the
room and rotate as instructed.
Explore • The teacher will walk around • The students will go back to their
and elicit student thinking as tables and explore the sound that the
they are interacting with the item on their table makes.
sound items. • Students will explore sound
• The items and questions the independently at each table and listen
teacher will ask will be: to different sounds.
1. Cubes: TSW shake the • Talk with the people at their table
cubes and listen. What over the items and the sound they
do you hear? What hear.
might be inside each
cube? Why do you think
2. Bells: TSW compare the
bells. Will they sound
the same if you shake
them? Why or why not?
3. Funnels and tube: TSW
connect the funnels to
the end of the tube. Can
you use them to hear
yourself speak? What
happens when you hold
the funnels in different
4. Tuning fork: TSW strike
the tuning fork and hold
it near their ear. What
do you hear?

Explain • The teacher will have students • Sit back down as a whole group on
come back to whole group on the carpet.
the carpet and share their • Share thoughts over their table
thoughts over the sounds that explorations.
they heard with the different • Listen to what the definition of sound
objects at the tables. is.
• Teacher will introduce and • Call out different items that make
explain what sound is with an sound to put up on the anchor chart.
anchor chart.
• The teacher will draw out
different items which the
students name that make sound
on the anchor chart and label

Elaborate • Once the anchor chart is done, • Listen and answer the questions the
the teacher may ask: teacher is asking.
1. What are some different • String the guitar to feel sound.
types of sound? • Come up with ways to make sound
2. Can you feel sound? with classroom items.
❖ Teacher will
bring out a guitar
and allow
students to string
it so that they
can feel it.
3. How does sound travel?
4. How can we make
5. What senses do we use
to observe sound?
6. What are sound you
may hear inside versus
• Teacher will make sound with
common classroom items.
➢ Tapping a pencil
➢ Open and close a
➢ Roll up paper and speak
through it.
• Teacher will ask the students
for their thoughts on different
ways to make sound with
classroom items.

Evaluate • Teacher will go over, what • Students will go back to their tables
makes sound trifold. and draw three different pictures of
• Teacher will go over the anchor things that make sound.
chart they made together as • If able too, the students will label the
reference for trifold. picture at the bottom.
• Teacher will have students go • Once they are finished, students will
back to their tables and work turn in the paper to the teacher and sit
independently on their trifold quietly on the carpet.
which will be used as their
• As they are working, teacher
will walk around and monitor to
make sure everyone is on task.
• There is a student who needs extra assistance and has an aide with him in the afternoons.
• If the aide is not there, the student will try to work on his own but may receive help from the
mentor teacher as needed.