Michelle Wehrle- Grade 4: Introduction to Sound Lesson

Introduction into Sound Lesson: Grade 4

Rationale:  

A brief introduction to the sound unit; should be fun and not introduce to much information. Keep it fun and light so students are engaged and excited. To much information will be overwhelming, try to draw on students current knowledge of the topic.

Prescribed Learning Outcome(s): 

4-3-01: Use appropriate vocabulary related to their investigations of sound.

Include: energy, sound, vibration, vocal cords, pitch, loudness, sound waves, outer ear, middle ear, inner ear, brain, transmit, absorb, reflect, detect.

4-3-02: Recognize that sound is a form of energy.

Instructional Objective(s):

Introduce students to new vocabulary and make sure they are able to recognize that sound is a form of energy, through a fun and interactive lesson.

Prerequisite Concepts and Skills: 

None (introductory lesson) 

Materials and Resources:

Teacher	Students
1.Access to computer with projector and sound for activator 2.Board to write acquire questions on 3.Board or piece of paper to write apply URL on	1.One piece of paper and one pen for each table group to complete acquire 2.Computer to complete apply

Lesson Activities:

Teacher Activities	Student Activities	Time
Activate: Wonderopolis #161 What makes sounds louder? (2mins) http://wonderopolis.org/wonder/what-makes-sounds-louder/ à Show the video clip and do the first part of the reading below video on website. Take time for questions to follow. Acquire: In your table groups answer the following three questions to the best of your ability based on what we just saw. 1) What is sound? 2) What causes one to hear sound? 3) Sound is a form of __________ made by _______________. Apply: “What is Sound Interactive” First link: http://resources.woodlands.junior.kent.sch.uk/revision/science/sounds.html With partners------ Play – Changing Sound (all instruments) (quiz) ------ Play – Sources of Sound (wait for NEXT button to light up to hit it)	Activate: Watch film and participate in discussion Acquire: Answer questions in table group Apply: Participate with interactive sound game on computer	10 mins 8 mins 20 mins

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

For my lesson I focused on using the mode of technology. I showed a video at the beginning and the main activity was playing an interactive computer game exploring with sounds. Using technology was selected for this introductory lesson because it is based more on fun and exploration rather than being taught or lectured. Children when being introduced to a new subject want the chance to explore before teachers direct their ideas and thought. Technology is also a way to teach different learning styles. Interactive games are appealing to auditory, visual and kinesthetic learners. Technology also promotes students taking control over their own learning. They learn how to make their own decisions and think for themselves.

Organizational Strategies:

One of the most effective organizational strategies I find is utilizing effective classroom management and transition times. Quick transitions between activate, acquire and apply activties ensure students spend the majority of their time on task rather than getting oriented. Make sure the lesson and expectations for the students are clear. Working in table groups minimizes the time spent making new groups and relocating. Also to cut down on wasted time have the video pre loaded to watch before the class starts.

Behavioral Management Strategies:

Place students in situations where they will have success. Create strategic table groups to do group work in. Arrange students in computer lab or classrooms in a space where they can work effectively as an individual or in a pair.

Assessment and Evaluation:

My assessment for the first class will be to see what the students learn from the film when they answer the questions with their groups. As a teacher I will base my next lesson on what I have learned from assessing the students. If the students do not understand the basics then I will spend another lesson on developing this understanding. If students understand the key concepts of the new vocabulary and that sound is energy I will then move onto my next SLO’s.

Extensions:

Teacher and educational assistant will circulate around the room assisting students and making sure they are on task.  They will help students long onto the internet and become active on sound website, while answering questions and providing support to the students.