Teacher Education Lesson Plan Template

Teacher: Shawna LoPresto Date: February 8, 2017

Title of Lesson: Speed of Sound Stations Cooperating Teacher: Megan Gamble

(Adapted from Physics of Sound)

Core Components
Subject, Content Area, or Topic
Science: Sound

Student Population
20 Students
10 Girls
10 Boys
4 Gifted
Learning Objectives
SCI.5.4.2: Differentiate between how sound transmits through different media.

Virginia Essential Knowledge and Skills (SOL)

5.2 The student will investigate and understand how sound is created and transmitted, and how it
is used. Key concepts include
c) The ability of different media (solids, liquids, and gases) to transmit sound; and
d) Uses and applications of sound waves.
Materials/Resources
1. Science Interactive Notebooks
2. Highlighter
3. Pencil
4. 2 Paper Tubes (Construction Paper)
5. Speed of Sound through Different Media Reading
6. Student Station Packet
7. 2 Plastic bins full of water
8. 2 Tuning Forks
9. 2 Blocks of Wood
10. 2 wooden dowels
11. 2 String Telephones
12. 4 boxes of Kleenex
13. 4 stethoscopes
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU
WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%

Time
(min.) Process Components
5 min. *Anticipatory Set
TTW have students read over notes and pictures from Speed of Sound through
Media day

1 min. *State the Objectives (grade-level terms)

I can differentiate between how sound transmits through different media.

5 min. *Instructional Input or Procedure

TTW have students look at their notes from the previous lesson and ask students
to share what type of media sound can travel through
TTW ask students which media sound travels fastest through according to their
notes and which media sound travels slowest through according to their notes
TTW explain that students are not taking any new notes, but will investigate how
sound travels through different media to prove what they read about the day
before.
Today, the students will work in rotations to experiment with speed of sound
through different media.
5 min. *Modeling
TTW model each of the four stations (there are 2 of each of the 4 stations)
Sound through water (liquid), sound through wood (solid), sound through string
(solid), sound through air (gas)

2 min. *Check for Understanding

TTW ask students for a fist to five on their understanding of the different media
sound travels through
TTW check for understanding by asking students if they have any questions
about each station
(Included in
Independent *Guided Practice
Practice)
TTW rotate to each group once to guide students investigations and see how they
are observing the experimental application

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
30 *Independent Practice
min. TSW work in 4 stations
Sound through water
TSW snap fingers and listen to the sound in the air
TSW put stethoscope in ears and snap at the end of the stethoscope
TSW put end of stethoscope in water and snap fingers
TSW record observations and tests in packet
Sound through wood
TSW scratch table and listen in the air
TSW put ear on table and scratch table
TSW use wooden stick and cover the end with a tissue, hold that near the ear,
and scratch the bottom of the wooden stick
TSW record observations and tests in packet
Sound through string
TSW say something to each other from far away (either across the classroom or
outside)
TSW use cups attached to string and try to say the same thing
TSW try high and low voices, as well as bending the string around a corner
TSW record observations and tests in packet
Sound through air
TSW document their observations and test from the beginning of each station
because at each station they are listening to sound travel through air
TSW record observations and tests in packet
5 min. Assessment
TSW complete an exit ticket (p. 15) to show what they can apply based on their
investigations

5 min. *Closure
TSW clean up stations and return to desks. TTW ask what students observed at
each station and why they think they observed what they did.
After the whole group discussion, TSW complete the exit ticket. (Time accounted
for under Assessment)

TSW turn in their packets and exit tickets, as well as pick up their homework
which is a review of the unit to be reviewed the next day.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
This lesson offers differentiated instruction for kinesthetic learners to manipulate objects
and explore sound in a hands-on way
After reviewing the homework and the exit ticket and seeing students answers, TTW
remediate those struggling by pulling during small group to give students index cards to
help study.
Classroom Management Issues (optional)
TTW have students raise their hand for questions and comments rather than shouting out
TSW collect all materials for the lesson before science lesson begins
TTW explain and model every station before allowing students to break into groups
TSW count of by 8 so that there are 2 of each of the 4 stations to be rotated through
TTW set a timer for 7 min. at each station so that students can stay on task in the allotted
time.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015