University of South Alabama

Department of Leadership and Teacher Education

K-6 Teacher Education Lesson Plan Format

Vital Information
Author Brittany Stanchio Subject(s) Science
Grade Level 1st Grade Central Sound
Focus
Standard(s) Science 1.1 Conduct experiments to provide evidence that vibrations of
List the full standard with its number. matter can create sound (e.g., striking a tuning fork, plucking a guitar
string) and sound can make matter vibrate (e.g., holding a piece of paper
near a sound system speaker, touching your throat while speaking).

Student Learning Objective(s) Using the sentence strip, the student will write a sentence answering the
List all objectives for the lesson. essential questions, with 100% accuracy.
Objectives must be measurable,
observable, and based on lesson content.
While outside, the student will illustrate and label four pictures of the
various sounds heard outside, with 100% accuracy.
Justification for Goals and Objectives
Description of what the students already know about the topic and their gaps in knowledge.
(Optional at professors discretion)
Prior Academic Knowledge and The concept of sound and vibration
Conceptions
What prior knowledge, skills, and The basic understanding of matter
concepts must students already know to
be successful with this lesson? The concept of things that make sounds

Common Errors Students may confuse how vibrations relate to sound

What are common errors or
misunderstandings of students related to Students may confuse the meaning of matter
the central focus of this lesson?

How will you address them for this Students may confuse the meaning of evidence
group of students?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch 1 Minutes Are you ready to go on a sound safari, to learn more about different
sounds?
How will you start the lesson to engage
and motivate students in learning? State
the objective in student terms.

[10/19/16]
Instruction 25 Minutes
List the steps for your instruction, based
on the student learning objective and
assessment.
Closure 1 Minutes
How will you end the lesson? Restate the
objective and make life connections.
Differentiation/Planned
Support
How will you provide students access to
learning based on individual and group
needs?
How will you support students with gaps
in the prior knowledge that is necessary
to be successful in this lesson?
Watch video: Sound on Mystery Science (Log into 360-click on icon go
to 1st grade Light and Sound)
Line students up to go outside for science activity.
Sound Activity- Go on a Sound Safari: (minor science grade)
Have students bring crayons.
Teacher will bring paper.
Students go outside and sit in a circle students close their eyes for 2
minutes and listen for sounds.
After 2 minutes, instruct students to open their eyes and draw 4 things
they heard.
Tell students to label the things they heard and write a sentence, using the
sentence stem below.
I heard ________ outside.
Make sure students know to write their name on their work.
Collect students work and line up to go inside.
Once in the classroom, have students come to the carpet.
Have students share the sounds they heard, while outside.
Ask students if the sounds were loud or soft, as they share the sounds.
Today we went on a sound safari and listened for sounds we hear outside.
We learned that some sounds are soft and some are loud depending on the
vibration of the sound. Tomorrow we will learn even more about sound.
I hope you are ready for the sound adventure!
Groups of students with similar needs:
Students may receive supports from the teacher. Students may also
receive peer support during turn and talks.
Individual students:
Student may receive one-on-one support, during the independent activity
portion of the lesson. Student will be provided with preferential seating.
Student may have extra time to complete the activity or assessment.
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What Ifs Technology: Teacher will discuss the information in the video, in case the
What might not go as planned and how smart board doesn't work, properly.
can you be ready to make adjustment?

Time Management: The teacher will use a timer, during small group
sessions, to help students and herself stay on task. If something interferes
with lesson, the teacher will readjust the lessons and get them caught up
the later that day or the following day.

Classroom Management: If student is being disruptive, he/she will

receive a nonverbal cue, for the first warning. After that, student will be
directed to clip down on the clip chart. Students making good choices,
following directions, and doing what was asked of them will be directed
to clip up on the clip chart, as a positive reward.

Context: The frequent use and emphasis placed on vocabulary

terminology and meanings will help the students gain a deeper
understanding of the concepts being taught.

Enrichment/Early Finishers:
The student will be given a time limit to complete the activity, in order
to keep everyone on task.

If students finish early, they will be asked to draw a diagram of the

activity and label the materials and vibration areas.
Resources and Materials Paper
What materials are needed for this Crayons
lesson?
Pencil
Sound Video
Smartboard
Checklist
Assessments
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy
of the assessment to this document.

Description of the Assessment Teacher Observation checklist

Describe the tools/procedures that will
be used to evaluate whether students met
the learning objective.

Modifications to the Assessment Minimize the amount of pictures and labels for the student to complete.
How can you modify the assessment for
students with identified learning needs?

Evaluation Criteria Each drawing will be worth 5 points (4 total).

How will you evaluate your assessment? Each picture labeled will be worth 5 points (4 total).
The completed sentence stem will be will be worth 10 points.
The total assignment is worth 50 points total.
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