Name Kristen Slotman

4 Highlight ALL the appropriate statements I wrote the lesson after observing my teacher deliver the lesson I planned the lesson after my mentor teacher gave me the topic, materials, and standards I revised a lesson from my teacher or the Internet I observed my teacher teach this lesson during one class, and I taught it during a consecutive class I taught this lesson independently in my field placement I was videotaped teaching this lesson I wrote an original lesson Subject Physics Grade 10-12 Unit Waves Lesson Topic Wave Types and Characteristics Length of Lesson 45 minutes

Lesson Number (Highlight) 1 2 3

STAGE 1: DESIRED RESULTS Content Standards (GLCEs, HSCEs, Common Core) Essential Question(s) P4.4B Identify everyday examples of transverse and compression (longitudinal) waves. P4.4C Compare and contrast transverse and compression (longitudinal) waves in terms of wavelength, amplitude, and frequency What are transverse and longitudinal waves and how are they different?

Understanding Goal(s) Students will use physical models in order to understand the differences between transverse and longitudinal waves. Student Learning 1.) The students will observe models of transverse and longitudinal waves Objective(s) and be able to identify the different parts of the waves. 2.) The students will identify the different waves based off of the motion of a particle and direction the wave is moving.

STAGE 2: ASSESSMENT EVIDENCE Formative Performance Tasks Students will use Slinkys and water in order to get an understanding of transverse and longitudinal waves. Students will take notes during the small portion of lecture. Students will be asked different questions based 1 Formative Observation I will be looking for students to use the Slinky to create longitudinal waves and discover the difference between that kind of wave and the wave created by the fan and the water which is a transverse wave. I will be looking for students to have eye contact and to be actively listening. This can look like not

off of pictures as to the different parts of the waves.

taking or asking questions to clarify what has been said. I expect students to be able to answer the questions that are posed. I will be aware of the students that are answering and those that are not.

Summative

Students will be asked to identify the types of waves, characteristics of waves and parts of waves on a test that covers the chapter. STAGE 3: LEARNING PLAN

Time 10 min

10 min 10 min 10 min

5 min

Activity Anticipatory set (required) Split the class into different groups, half working with the Slinkys and the other half working with the fans and water. Have the students find the different types of waves that are possible to create in each station. They will switch and then asked to bring it back together to discuss what they had discovered. Power Point lecture clarifying the difference between transverse waves and longitudinal waves as well as the parts to each. (Identifying vocabulary) Students will be asked to volunteer to show the class how to make a longitudinal wave with a slinky and then with the fan and water. Students will be asked to identify the different parts of the given waves. I will hand out different pictures of waves with arrows depicting movement of the wave to the different groups. They will be asked to identify the type of wave and the different components of it. The groups will share with each other their results. Closure (required) I will reaffirm what they discovered in the pictures and then repeat the vocabulary with the picture representations.

Homework (if assigned) Have students think of or look up 2 different examples of each wave type (other than the ones used in class.) Materials Student Paper Pencil/Pen

Teacher (include prepara tion needed)

At least 3 Slinkys A large tub of water A fan with multiple speeds (or a cardboard piece that the students can wave up and down)

Pictures need to be printed out. PowerPoint Technology Type Rationale This is a nice way for all students to be able to see the notes. It also allows for videos or other media that calls for motion. (wave examples)

PowerPoint

Learning Styles (VARK) Please indicate how you address each of the components of VARK (Visual, auditory, reading/writing, and kinesthetic). It is not necessary to address all four styles in every lesson, but you should aim for at least three. Visual PowerPoint will give visuals as will the Slinkys, water and pictures. Auditory Reading/Writing Kinesthetic While the PowerPoint is being shown, the teacher will be speaking and giving verbal explanations and examples. Nothing.

Working with the Slinkys and water will give the students a hands on experience. Accommodations Please consult the accommodations handout on Moodle so that you suggest acceptable and relevant accommodations. You must provide accommodations for at least two students or groups of students. If you believe there are no students who fit any of the categories you will need to pretend (as its likely they do exist and you have not yet been able to identify them). Gifted and Talented Learning Disabilities Display the tentative outline for the day on an overhead or on the board. Key words will be written on the board and the homework will be printed on a half sheet of paper. Make sure I am standing near Frank while going through the PowerPoint Ensure that he is in a small group of people for fewer distractions.

Emotional Impairments ELL Other

Notes (Optional)

IF you taught this lesson, please respond to the following questions. It is desired that you would acknowledge things that were within your control during the lesson. To say the lesson was interrupted by an emergency drill and you would change that is not acceptable. After the Lesson What didn't work and why?

What worked?

What will you teach in the next lesson on this topic/skill? Why? If you taught a lesson after watching your teacher teach it in one class, you may not know what the teacher has planned for the next lesson. However, you have interacted with the students during the lesson, so you will need to use your knowledge of content and standards to think about what would make sense as a follow-up lesson.