ESU Elementary Education Annotated Lesson Plan Format 12-12

Note: Not all lesson plans will include all the components listed below and the components
will not always be in the order shown. If a component is not included, a brief explanation
should be inserted at the appropriate point in the plan where that component would normally fit.
1. Context and Learning Environment for this Lesson:
Interns name ___Chloe Cowen_________ School ________William Allen White_____
Mentor teacher _____________________ Subject ___Sound (Physics)___________________
Grade level (s) ___1st__ Tentative date to be taught __03/26/15____ Time ___12:30pm______
The setting: write a brief description of the group/class for whom this lesson is planned (number of
children, gender, children with special needs, ability levels, any special conditions that might influence
how the lesson is taught, etc.) Also briefly describe the classroom physical setting (room arrangement),
resources, technology, and other room elements that influence how lesson is taught)
2012-2013
USD 253
WA White ELM, 902 Exchange
Emporia, KS 66801
Number of Kids in School-244
Number of Kids in District-4,593
Number of Kids in State- 480,149
Percentage of Females-45.1%
Percentage of Males-54.9%
Economic Disadvantage-86.23%
Economic Advantage- 13.77%
Ethnicity-African American-3.64%, Hispanic-48.58%, White-38.46%, Other- 9.31%
Materials needed for the lesson: (include quantities, descriptions, page numbers, etc.)
For the teacher:
Davies, K. (2009). What's physics all about? Saffron Hill, London: Usborne Publishing Ltd.

VanCleave, J. (1991). Physics for Every Kid: 101 Easy Experiments in Motion, Heat, Machines,
and Sound. New York, New York: Wiley.

Breckenridge, J. (2006). Sounds like Fun. In Physics experiments. New York, New York: Sterling
Publishing.

Baer, M. (1952). Sound an Experiment Book. New York, New York: Holiday House.

1 metal pail

1 sound phone

1 large mason jar

1 small mason jar

20 cotton balls

2 paper cups

Elmers glue

Milk jug

30 straws

Scissors

IPad

For the student(s):

Mapping vocab sheet
Vocab sheet with terms defined
2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to
achieve, including:
High Cognitive
Students will explain that vibrations create sound, and be able to compare and contrast differences in
sound.

2.1 Instructional Objectives: - In clear, concise ABCD format, list what students will be able to do
(observable verbs) by the end of the lesson written in developmentally appropriate terms and coded
in parentheses, cognitive, affective and/or psychomotor domains and levels:
Middle Affective
After explanation of how vibrations create sound waves, the students will be able to verbally
explain vocabulary words given with 7/7 accuracy.
o (Measurable through verbal explanation)
Low Psychomotor
After explanation of how materials in experiments operate, the students will be able to
manipulate the objects given to create sound showing correct usage of each item with 7/7
accuracy.
High Cognitive
After completing experiments, the students will be able to compare and contrast the different
sounds heard giving verbal examples with 3/3 accuracy.
o (Measurable through compare and contrast verbally)
Middle Affective
After learning the four steps in the creation of an echo, the students will complete a deductive
concept map correctly writing the four steps with 4/4 accuracy.
o (Measurable through written completion)
2.2 Relevant local district/state/common core standard(s) - (ksde.org):
PS4.A: Wave Properties

o Plan and conduct investigations to provide evidence that vibrating materials can make
sound and that sound can make materials vibrate. (1-PS4-1)
3. Assessment: How and when will you determine the extent to which students have achieved the
lesson objectives?
I will know students have achieved the lesson objectives when they . . .
What materials will be used, how and when you will assess each lesson objective, criteria for mastery
should include how points will be assigned and how many need to be earned to show they have achieved
mastery (if varying degrees of quality, include rubric; if correct/incorrect, include answer key.) Example:
I know students have mastered (the objective) when they score x/y o __ completed during ____/

3.1 Assessment/Evaluation
Middle Affective
I will know students have achieved the lesson objective that vibrating matter can make sound
when they verbally explained vocabulary words given with 7/7 accuracy.
Low Psychomotor
I will know students have achieved the lesson objective when they were able to manipulate the
objects given to create sound showing correct usage of each item with 7/7 accuracy.
High Cognitive
I will know students have achieved the lesson objective when they able to compare and contrast
the different sounds heard giving verbal examples with 3/3 accuracy.
Middle Affective
I will know student have achieved the lesson objective when they complete the deductive
concept map correctly writing the four steps in the creation of an echo with 4/4 accuracy.
3.2 Strategies and tools/materials
VOCAB WORDS-frequency, decibels, pitch, oscilloscope, amplitude, echo, hertz
Teacher Observation
Participation
Mapping of vocab
Vocabulary sheets with definitions
Deductive map of echo
3.3 Criteria for Mastery and/or Rubric for judging/scoring student success list points needed (4
out of 5, etc.) or essential actions or products that must be part of their performance of each objective.
Middle Affective
After explanation of how vibrations create sound waves, the students will be able to verbally
explain vocabulary words given with 7/7 accuracy.
Vocabulary
5
4
3
2
1
0
Correct
Student
Student
Student
Student
Student
Student
understandin knows all 7
knows 5-6
knows 3-4
knows 2
knows 1
chose not to
g of vocab
vocab words vocab words vocab words vocab words vocab words participate in

words

activity

Low Psychomotor
After explanation of how materials in experiments operate, the students will be able to
manipulate the objects given to create sound showing correct usage of each item with 7/7
accuracy.
Usage
5
4
3
2
1
0
Correct
Student can
Student can
Student can
Student can
Student can
Student
usage of
use all 7
use 5-6 items use 3-4 items use 2 items
use 1 item
chose not to
experiment
items in
in
in
in
in
participate in
items
experiments
experiments
experiments
experiments
experiments
activity
correctly
correctly
correctly
correctly
correctly

High Cognitive
After completing experiments, the students will be able to compare and contrast the different
sounds heard giving verbal examples with 3/3 accuracy.
Comprehension
5
3
1
0
Show understanding
Student can share 3 Student can share 2 Student can share 1 Student chose not
that vibrations create
accurate points of
accurate points of
accurate points of
to participate in
sound
feedback from
feedback from
feedback from
activity
activity regarding
activity regarding
activity regarding
sound wave
sound wave
sound wave
differences
differences
differences
Middle Affective
After learning the four steps in the creation of an echo, the students will complete a deductive
concept map correctly writing the four steps with 4/4 accuracy.
Deductive Map
Show understanding
of the four steps in an
echo

5
Student correctly
writes 4 steps in
echo

3
Student correctly
writes 3 steps in
echo

1
Student correctly
writes 1-2 steps in
echo

0
Student chose not
to participate in
activity

4. Adaptations: Describe materials and/or strategies that you will use to adapt the lesson related to the
needs of students as identified in the context (including but not limited to gearing up and gearing down).
4.1 Gearing down (provide more or differentiated support) to meet the needs of struggling students
with the lesson might include:
Student will receive completed vocabulary sheet with terms and a column on the side, to draw a
picture of the word to help the student remember what the word means. This use of
incorporating semantics through pictures, can be seen on page 59 of our textbook.
4.2 Gearing up (provide more extension) to meet the needs of higher achieving students who may
need challenges might include:

Student will receive a blank vocabulary sheet and will have to fill in terms while information is
taught by teacher. Source used is in class textbook English Learners & Science, Putting the
Pieces Together.

5. Integration: Specifically explain your creative use of interdisciplinary learning experiences across (or
within) other subject areas. Tell what subjects or topics across subject areas are being integrated and how
integration will specifically take place (e.g. across: reading with social studies, art with writing; within:
comprehension and vocabulary, multiplication with number theory, forces in motion with inquiry).
Across: (subject) in integrated with (subject) when they _______.
Within: (topic) is integrated with (lesson topic) when they ______.
Across: Science is integrated with language arts when the students connect new vocabulary
words and information learned to real-life situations.
o L.1.5c Identify real-life connections between words and their use (e.g., note places at
home that are cozy).
Within: Sound is integrated with physics when the students understand that vibrations create
sound.
5.5 IPad Integration
One station will include the Tone Generator app, in which students can raise and lower a level to
test the lowest hertz they can hear at. This will show a hands on way for students to remember
that hertz measures frequency.
6. References/Resources Used: List in standard bibliographical style (author, date, title, publisher);
provide website in URL format.

Davies, K. (2009). What's physics all about? Saffron Hill, London: Usborne Publishing Ltd.

VanCleave, J. (1991). Physics for Every Kid: 101 Easy Experiments in Motion, Heat, Machines,
and Sound. New York, New York: Wiley.

Breckenridge, J. (2006). Sounds like Fun. In Physics experiments. New York, New York:
Sterling Publishing.

Baer, M. (1952). Sound an Experiment Book. New York, New York: Holiday House.

KSDE Standards

College and Career Ready Standards

Plans Approved for Teaching

7.

Host or Mentor Classroom Teacher __Mrs. Baker_____________ Date: ___________

University Professor _______Dr. Seimears_________ Date: __________

Instructional Design Teaching Plan

7.1 Introduction Briefly describe the things you will do to get the lesson off to an engaging start:

a. Anticipatory Set Describe the first attention-getting things you will do or say to quickly focus
students attention (hook them) on what is coming next.
Students will have the opportunity to participate in different physics experiments briefly for 5
minutes. Experiments will spark interest in wanting to learn about sound waves, teacher will
monitor and share key ideas during this time.
b. Communication of Objectives: Write out what you will do/say in kid-friendly language to preview
for students what they will be doing and the purpose of the lesson in one sentence. e.g. Hold up a
flashlight bulb and say Today you will find out what makes this object light up!
Middle Affective
Today we are going to learn together about how vibrations create sounds we hear. Different
kinds of vibrations make different kinds of sounds, lets go through our experiments we just did
to find out what types of sound can be made.
Low Psychomotor
Now we are going to manipulate the objects to create different kinds of sound, please be ready to
share your feedback when we get done.
High Cognitive
Lets compare and contrast the different sounds we heard during our experiments.
Middle Affective
On your own, please complete this diagram that shows the four steps in an echo.
*7.2. Input Tell the specific information that will be communicated to students to prepare them for the
remainder of the lesson. (What do they need to know before modeling and guided practice? e.g. essential
content vocabulary, background information) Explain how the teacher will communicate the information
(orally, on the board, in PowerPoint, slides etc.)
The teacher will go through each experiment quickly, showing students the meaning of the
different vocabulary words.
Vocabulary words and definitions will be provided in a chart to aid in comprehension.
Mapping vocabulary web with completed picture bubbles will be given to student, to allow
student to apply words to real life settings and objects.
--Please look at end of lesson for printable pages of vocab sheet and career web--*7.3 Modeling What you will show the students? (Specifically include how you will demonstrate the
tasks or procedures you expect students to do during the rest of the lesson, related to the lesson objective.
Include specific examples and explanations which will be used.)
Teacher will model how to use each item in the experiment section and model what each object
is showing in terms of vibration and sound wave movement.
*7.4 Guided Practice How are the students (with teacher guidance) practicing what you just modeled?
Include specific examples and explanations that you will use as students practice the lesson objective.
Add additional examples of teacher input and modeling if they are considered essential for the lesson to
progress.
Students will have the chance to touch and manipulate each item in the experiments, learning for
themselves how vibration creates sound. Teacher will monitor students involvement and assist in
guidance of understanding of how each item creates a different sound. If a student is unable to
create sound from an experiment, teacher will guide student until correct sound is produced.

*7.5 Checks for Understanding How will you quickly check each students progress related to doing
the objective? Are students demonstrating adequate understanding such that you feel comfortable in
moving them to doing more of the lesson on their own? Provide the questions you will ask, the responses
you feel you should be seeing, the performances or products you should be witnessing to ensure that each
student exhibits evidence of having achieved each of the lessons objectives. (Confusion here would
signal the need for more input, modeling and guided practice.)
Throughout the lesson I will be checking for understanding by asking the following questions below:
What is reflected sound called?
How do we measure sound?
What is the name for high/low sound?
What is the name for loud/soft sound?
Responses
Answers to the questions will be learned from vocabulary taught during modeling and guided
practice.
Performances/Products
Understanding of new vocabulary words through verbal response.
Understanding the concept that vibrations make sound.
7.6 Independent Practice/Assignment Describe the work/activity related to the lesson objective which
students will do independently (from the teacher) to practice and demonstrate their understanding of what
has been taught. Include brief directions for the students.
Student will verbally respond with the correct meaning of vocabulary words.
Student will be able to recognize what each experiment measures and how the material creates the
sound.
Student will be able to compare and contrast the different sounds, giving three correct examples
of their own.
Student will expand upon knowledge learned in experiment and describe one idea of how
vibrations and sound waves happen in real-life situations, or job titles which are highly dependent
on use of sound (singer, musician, categorize sounds they hear inside vs. outside, etc.).
Student will fill in deductive concept map to show the four steps in an echo with 4/4 accuracy.
7.7. Closure, wrap-up How will all students review, reflect and summarize what they have learned?
Student will share aloud what they have learned from experiments and information shared.
Student will take home their straw pitch pipe and vocabulary sheets to remind them of
information learned and key ideas.
Student will receive paper hand out of websites and interactive apps to use at home involving
sound. (bookmark viewable via email attachment, was difficult to transfer formatting to lesson
plan itself)
Note: Edit your plan for correct spelling and grammar. Your plan must be clear, concise, complete and
logically sequenced.
You need to be able to quickly glance at your plan while teaching (use brief bullet points and white
space). Continue editing until all details are included and you are confident your instructor, a classmate or
substitute teacher could teach your lesson based on your written plan.
*Lesson components with an asterisk (*) may be repeatedly done as needed.

Mapping
Vocabulary word paired with graphic to enhance understanding and build connections to
already learned material. All vocabulary words are related to sound waves and are essential
to the lesson.

Sound

See vocabulary section for sources used

Key descriptive word: Looks like
Use in classroom:
Students can use this graphic organizer before learning the meaning of new vocabulary words,
to build a foundation of understanding. Students could build on mapping by adding definition
next to photo.

Vocabulary
Fill in the definition section of the vocabulary chart below with the meaning of the vocabulary
word on the left. Fill in the extra section with a picture or words that can help you remember
the new vocabulary words from the sound unit.

Vocab Word

Definition

Extra

Frequency

Decibels

Pitch

Oscilloscope

Amplitude

Echo

Hertz
Use in the classroom:
Students can use vocabulary chart to learn the meaning of new vocabulary words
within the text.

Vocabulary
Fill in the extra section of the chart below with a picture or words that can help you
remember the new vocabulary words from the sound unit.

Vocab Word

Frequency

Decibels

Definition

Extra

Number of times a
wave is repeated
Measurement for how
loud or soft a sound is

Pitch

Highness or lowness
of sound

Oscilloscope

Machine that
measures sound

Amplitude

How tall a
sound wave is

Echo

Reflected sound

Hertz

Unit for frequency

Use in the classroom:

Students can use vocabulary chart to learn the meaning of new vocabulary words
within the text.

Deductive Concept Circle

For an echo to occur sound must first be produced through a form of vibration. This sound then hits a solid
material. Sound waves bounce back and are then reflect back to person or material creating sound. This creates
the noise we know as an echo.

See bibliography section for sources used

Concept or Word: ________________Steps in an echo______________________

Use in the classroom:
The concept map above can be used to show the four steps that occur in every echo (vibration creates sound,
sound hits solid, sound is reflected, echo is created). Students can add visual aids to remind themselves what
each step looks like when it occurs to help aid in comprehension. Could serve as a point to check for
understanding after concept of echo is taught in classroom.