GCU College of Education LESSON PLAN TEMPLATE

03/2014

Teacher Candidate:Grade Level:Date:Unit/Subject:Instructional Plan Title

Emily FitzgeraldGrades 6th-9th

March 5th 2019

ScienceThe Five Senses/Can you Hear Me Now?

I. PLANNINGLesson summary and focus:

Students will explore their sense of hearing, after watching a short video on sounds and echoes, through a discussion and activity on sound and vibrations. Students will then perform an experiment that requires them to listen to one another through a paper cup telephone by talking in a whisper or louder voice. Students will use the experiment to identify what the video explained.

Classroom and student factors:

This lesson will be conducted in the self-contained special education classroom. There are 10 students in the class, all with an autism diagnosis, and each with varying skill levels and communication abilities.Since all students are on the autism spectrum, their levels of independence are varying. Many students require several prompts to complete tasks and assignments

National / State Learning Standards:

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). CCSS. ELA-LITERACY.RI.7.3

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g. in a flowchart, diagram, model, graph or table). CCSS.ELA-LITERACY.RST.6-8.7

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-LITERACY.RST.6-8.3

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. CCSS.ELA-LITERACY.RST.6-8.6

Specific learning target(s) / objectives:Students will be able to watch and comprehend a procedural video. Students will understand that the video tells the viewer how to make or do something. Students will also follow multi-step directions during the experiment and share their findings.

Teaching notes:This lesson will address students’ ability to follow the multiple directions given during an experiment. Modifications can be made on the spot based on student understanding of the procedures as observed by the teacher.Since students are all on the autism spectrum, their levels of independence are varying. Many students require several prompts from classroom staff to complete tasks and assignments.

*See below for copies of end of lesson assessmentAgenda:Introduce the lesson to the students by reviewing students’ prior knowledge of the five senses.

Students will watch the video “How Far Can a Whisper Travel?” on the classroom SmartBoard at the group table.

Formative assessment:Students will be assessed on their accuracy of writing data on the diagram of the paper cup telephone to explain how it works. Students will also be assessed based on their ability to follow directions throughout this lesson and consistently identify their sense of hearing and their ears throughout this lesson.

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Students will participate in a group discussion about sound and vibrations.

Experiment will be set up on the group table in which students will take turns talking and listening on a pre-made paper cup telephone.

As students complete the experiment, students will identify where they feel the sound vibrations on the telephone.

Classroom discussion will be led by the teacher to talk with students about what happens at different parts of the phone. At this step, students will be asked to record answers on the accompanying worksheet.

Students will take turns listening and feeling the vibrations along different parts of the phone.

Students will be asked to whisper and speak louder into the phone to feel and hear the difference between sound and vibrations.

Additional experiment will occur in which students will listen to a song played on an iPhone to hear if there is a difference between an actual person’s voice versus a recording on the other end of the phone.

Conclude the lesson by connecting the students’ ability to hear sounds and feel vibrations when they are the “listener” during the experiment and which of the five senses was used throughout the experiment.

Students will complete an assessment of what they learned to asks questions about the senses they used to complete the experiment.

The number of prompts given to each student will be monitored to assess the levels of independence needed to complete the lesson.

Academic Language:

Key vocabulary: 5 Senses (Sight, Hearing, Taste, Touch, Smell)TelephoneVibrationsSoundVolumeWhisperVoiceEarsSenseExperiment

Function: Students will use their knowledge of their sense of hearing and relate it to the video and experiment to help identify the key vocabulary words and how they are utilized in the experiment.

Form: Students will identify and understand the key vocabulary terms by following the directions during the experiment.

Instructional Materials, Equipment and

Pencils, worksheet, end of lesson assessment, paper cups, paper clips, 4-foot long piece of string, classroom SmartBoard

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Technology: Grouping: Students will participate in the lesson as a group at the classroom’s group table.

Whole group discussion and participation will occur at the beginning and conclusion of the lesson.Students will complete the experiment as a group, as well as the concluding worksheet.Students will complete the end of assessment worksheet independently.

II. INSTRUCTION

A. OpeningPrior knowledge connection:

Students will apply their prior knowledge of their five senses by identifying the main body part responsible for their sense of hearing. Students will identify their ears as the main body part responsible for hearing sound. Students will be able to recall the difference between a whisper and a shout.

Anticipatory set:

Students will be able to watch and understand the video about echoes, sounds and vibrations. Students will use this concept to incorporate their knowledge of senses and how their sense of hearing was used to connect vibrations to the creation of sounds that we hear. Students will participate in the experiment by acting as the “ears” and “voice” on both ends of the paper cup telephone.

B. Learning and Teaching Activities (Teaching and Guided Practice):I Do Students Do Differentiation

Teacher will introduce the lesson by discussing the five senses and point to each of the main body parts used for each sense.

Teacher will advise students that they will focus on the sense of hearing for today’s lesson. Ask students to identify the primary sense for today’s lesson and experiment.

Teacher will turn on the classroom SmartBoard and display the video “How Far Can a Whisper Travel?”.

Teacher will play video for students.

Teacher will ask students to put one hand on their neck and say something at the same time. Teacher will ask students what they heard (voice) and what they felt on their neck (vibrations).

Teacher will set up experiment by showing students a pre-made paper cup telephone and demonstrating what they will be doing with it.

Teacher will ask students to make inferences as to how the volume (whisper/normal tone) and vibrations will feel (stronger/weaker) when they

Students will gather at the classroom group activity table.

Students will listen to teacher and recall their knowledge of their five senses and the main body art used for each sense. Students will respond to prompts from the teacher about their five senses.

Students will identify that their sense of hearing will be used to complete today’s lesson.

Students will watch and listen to the Mystery Science video “How Far Can a Whisper Travel?”

Students will put one hand on their neck and say something at the same time. Students will identify what they heard (voice) and what they felt on their neck (vibrations).

Students will observe the demonstration of the paper cup telephone and identify the parts of the pre-made phone.

Students will be called on to make inferences as to what will happen if they whisper or speak at a normal tone into the phone (i.e. what will the vibrations feel like?, what happens to the volume?)

The body parts associated to the five senses will be identified as they are discussed at the introduction of the lesson.

The video will be displayed via the classroom SmartBoard to help students see the video in a larger format with larger pictures.

The paper cup telephone will be made prior to this lesson and activity to save time and keep students engaged.

Students will be guided throughout the entire lesson and experiment with help of the teacher and classroom aides.

The diagram will be adjusted for students with lower skill levels. Instead of writing answers on the blank spaces provided on the diagram worksheet, students will be able to label the parts of the picture as 1, 2 and 3 as the parts are discussed.

Students will be provided picture supports on the end of lesson assessment to help them

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speak into the phone.

Teacher will select students to take turns being the “ears” and “voice” of the experiment, making sure that each student has participated in that role at least once.

Teacher will pass out copies of the paper cup telephone diagram to complete as a group.

Teacher will ask students questions to answer the questions on the worksheet together. Teacher will call on students to answer.

Conclude the lesson by connecting the class experiment to the video about sounds and vibrations. Inferences made by students earlier in the lesson will be discussed to determine if they were correct.

Teacher will pass out the end of lesson assessment for students to complete individually.

Teacher will collect assessments from students to check for understanding.

Students will participate in experiment by switching roles as the “ears” and “voice” of the paper cup telephone.

Students will receive a copy of the paper cup telephone diagram to complete as a group with the teacher.

Students will determine if their inferences are correct.

Students will receive copies of the end of lesson assessment to complete individually.

Students will hand in their assessments to the teacher.

accurately answer the questions.

III. ASSESSMENT

Summative Assessment:

Students will be assessed based on their ability to follow directions and accurately complete the end of lesson assessment correctly and independently.

Differentiation:The video will be played, and students will follow along. Alternative instructions will be given to students to complete the diagram worksheet. Teacher will read the assessment questions aloud and picture supports will be provided on the summative assessment to assist students to accurately identify the correct responses.Students will be assessed on their ability to follow directions and their need for additional prompts throughout the lesson.

Closure: Students will be able to understand and identify key vocabulary terms. Students will use their knowledge of hearing with their ears and the information they have learned to participate in the lesson activities. Students will make connections between their experiment and the video about sound and vibrations. Students will understand how their sense of hearing can help them observe and determine that when a vibration is weaker that the sound is lower, and if the vibration is stronger than the sound is louder. Connections will be made to help students understand the sounds they hear around them.

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Homework: This lesson will be completed during classroom time. No homework will be assigned.

The video that students will watch and listen to is located on the Mystery Science website. I have posted the link and a screenshot to show it.

https://mysteryscience.com/waves/mystery-1/sound-vibrations/50?r=47078627#slide-id-1838

The below is an attached copy of the diagram with directions that students will use and complete during the experiment. Students needing modification on this activity will be able to mark the diagram with a 1, 2 and 3 on the picture of the paper cup telephone instead of writing their answers on the blank spaces provided as the pats of the phone are discussed.

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The final attached screenshot is a copy of the End of Lesson Assessment that students will complete independently.

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What I learned

1. What sense did you use to listen on the paper cup telephone?

2. What happens to the sound when the vibrations get stronger?

Quieter

3. What body part helps you hear sounds?

Ears Nose Eyes

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Louder