Bridgewater College Teacher Education Program Lesson Plan

Ward

Date: 1/20/2015

Title of Lesson: Introduction to Sound

Subject Area(s):
Science

Grade Level(s): Fifth Grade

Name: Anna

VA SOL:
The student will investigate and understand how sound is created and transmitted, and how it is
used. Key concepts include
a)
compression waves;
b)
vibration, compression, wavelength, frequency, amplitude;
c)
the ability of different media (solids, liquids, and gases) to transmit sound; and
d)
uses and applications of sound waves.

Content Objective(s):
TLWBAT explain what sound is and how it is produced and transmitted
TLWBAT explain how sound travels through different forms of matter (solid, liquid, gas)
IEP Goal/Objective:
Accommodations/
Differentiation
Assessment (based on objectives):
Informal: post it note activity to check for understanding about the
definition of sound and how it is transmitted and produced
Informal: Solid, liquid, gas activity sheet to see if students understand
the different between the 3 types of matter and how they transmit sound
Independent practice: students will complete the foldable that requires
them to fill-in the blanks about sound, sound transmission, and sound
traveling through matter. They will also draw a small picture to represent
the concept.

Pictures may be helpful

for visual learners or
those struggling with
handwriting.

Materials:
Rubber band
Dominoes
Solid, liquid, gas sheet
Foldable
Hula Hoops
Post its
Integration of technology: Document camera
Alternative Plan: Should technology fail, the teacher will discuss the solid,
liquid, gas activity and draw the examples on the board.

Anticipatory Set (Hook & Agenda):

I have this rubber band between two of my fingers. What do you think
will happen when I pluck the rubber band? (wait time)
*Pluck rubber band*
What did you notice?
Plucking this rubber band created vibrations and therefore created

Accommoda
tions/
Differentiati
on
Dont stand in
the front of
the room.
Move around
so all
students can

Time
Plann
ed

3 min

sound. Today we are going to learn about sound.

see and hear

Access/Review Prior Knowledge:

To understand how travels, it is important that we all understand the
different forms of matter. Raise your hand if you can tell me one of the
forms of matter. (Wait time) What are the other forms of matter?

5 min

Solid: Are particles in solids tightly packed or spread out?

Liquid: Compare the particles in a liquid to the particles in a solid.
Gas: Are the particles in gases tightly packed or spread out?

Teaching Process & Modeling (Content is presented, accessed, or

built):
Imagine throwing a pebble into a still pond. What happens?
1. Much like a pebble creating ripples in the water, sound is
produced and transmitted by vibrating matter. In other words,
sound needs some form of matter in order to travel. Sound travels
in waves that disrupt the particles of matter nearby. Particles of
matter vibrate, causing other particles nearby to vibrate and
bump other particles. Sound is a type of energy that is defined as
VIBRATING MATTER. Take a look at the dominoes I have set up on
this desk. They are spaced the way that a sound wave would look.
The dominoes close together represent compression waves.
Compression waves are places where molecules are pushed
together due to sound creating vibrations. When I hit the first
domino, it falls, hitting the rest of the dominoes and causing them
to fall. The energy (push I gave) travels from one domino to the
next, transferring some energy to the next domino. This is how
sound travels too; it hits molecules, causing them to vibrate and
transmit vibrations (sound) to other molecules nearby.
2. Review student responses and clarify any confusion
3. Now that we understand what sound is and how it travels, lets
talk about how sound travels through the 3 types of matter. Now I
need some volunteers for a demonstration.
In one hula hoop, we will have students represent the particles
of a solid. (3-5)
In the next hula hoop, students will represent liquid particles.
(2-4)
lastly, we need to represent the particles of a gas. (1-2)
We just learned that sound must travel through matter. Sound travels
best through solids because the tightly packed particles can easily
transfer vibrations to surrounding particles. If particles must hit one
another for sound to travel, the tightly packed particles of a solid can
easily transmit vibrations to other particles. Lets pretend that I am
sound. When I reach the solid (shake the hula hoop) I transmit my
vibrations. These particles are close together, and they all bump into one
another. When sound travels through a liquid, the particles are spread
farther apart. The vibrating particles have to travel farther to hit other
particles. (Shake liquid hula hoop) There is more space between these
two particles, meaning sound wont travel as fast as it did through a
solid. Particles are even farther apart in a gas. Will sound be transmitted
slower or faster through a gas than a liquid? What about a solid?

It may be
helpful to
draw an
example of a
sound wave
on the white
board for
visual learners

6
mi
n

2
mi
n

Try to allow
students that
have not
participated to
help with the
demo

6
mi
n

2
mi
n

4. Review on the Doc camera and clear up any confusion.

Guided Practice & Checking for Understanding:
1. Define sound and discuss how sound travels with the other
students at your table. Pick a recorder for your group to write your
ideas on the post-it provided. When you are finished, please bring
it to me!
3.
Pass out the solid, liquid, gas handout. Tell the students to draw
the particles of a solid, a liquid, and a gas. Then have them circle the
type of matter they would use if they wanted to transmit sound the
fastest. Have students put a square around the form of matter that
transmits sound the slowest. (circle should be around the solid and
square around the gas).

Independent Practice:
- Students will create a foldable that can be glued into their science
notebook. First however, they should write their names on it and
turn it in to the teacher before they glue it into their notebook.
- Make sure to show students the finished model foldable as you give
instructions
- Fold along the solid black lines. The foldable is a tri-fold
- On the blank side of the flap, the student should finish the phrase
started on the other side of the flap
- In the center boxes of the foldable, students should draw a picture
to represent the concept described on the adjacent flap
- Cut along the dotted lines to create flaps

Walk between
the tables to
monitor the
group
discussions
and provide
guidance if
necessary

Circulate the
room to make
sure students
are folding
correctly

3
mi
n
4
mi
n

810
mi
n

Closure:
Please make sure to clean up your work space. Turn in your foldable and
matter worksheet. Make sure that your name is on all of your work.

1 min

Declarative Statement Summary:

Today we learned about how sound is transmitted and produced as well
as how it travels through different forms of matter.

30
sec