Grade 3 Science Lesson Plan
Date: November 10, 2011
Grade/Subject/Topic: Grade 3, Science, Hearing and Sound Unit
Time Allotted: 40 minutes
Learning Objectives:
GLO: Describe the nature of sound, and demonstrate methods for producing and controlling sound.
SLO: Identify examples of vibration.
Learning Expectation: Student’s will: identify that hitting a drum is an example of vibration.
My Lesson Goals: · Classroom management. Be clear about the expectations before the students move to the ground around the drum. At the end of class, reinforce the expectations with the class; did the students do a good job or do they need to try better next time?
Materials Needed:
· Drums, rice, activity sheets, elastic bands
Procedure:
Introduction (5 total mins):
· Attendance
· Review: have yesterday’s graph on the board and discuss with the students where the x’s should be located and why.
o Ask: “why did you put the x’s where you put them?
o Ask: “what did you learn?” the longer the ruler, the lower pitch, (vibrated slower), and the shorter the ruler the higher the pitch, (vibrated faster).
· Explain what we will be doing today and the behaviour I expect
Body (30 total mins):
· Silly Salt Activity (25 mins)
o Explain the activity, give expectations.
o Review the I Can statement. Ask: “can someone tell me another example of vibration?” and “can someone tell what why vibrations are so important?”
o Have the students sit around the drum in the front of the class.
o Put beads on the drum and ask: “what do you think will happen when I beat the drum?”
o Have students take turns hitting the drum. Before the student hits the drum they must say if they are going to hit it hard or soft and what the beads will do when they hit it.
o Have the students pick up all the beads and return to their desk.
o Hand out the T-chart sheet, and explain how to use it.
o Have students work on the T-chart quietly (7 minutes)
· Whole class discussion: what do the beads do when we hit the drum hard? Is this is loud or soft sound?
· Sponge:
o Pull an elastic band to show another example of vibration
o Work on the hearing and sound booklet
Closure (5 total mins):
· Ask: “can someone tell me what makes sound?”
· Explain what we will be doing next class
Assessment Strategies
· Monitor the students around the drum and their discussions about hitting the drum and how the beads move.
· Monitor student’s answers to whole class discussions.
· Observe what the student’s drawings are to the activity. Have the students hand this in for mark
Grade/Subject/Topic: Grade 3, Science, Hearing and Sound Unit
Time Allotted: 40 minutes
Learning Objectives:
GLO: Describe the nature of sound, and demonstrate methods for producing and controlling sound.
SLO: Identify examples of vibration.
Learning Expectation: Student’s will: identify that hitting a drum is an example of vibration.
My Lesson Goals: · Classroom management. Be clear about the expectations before the students move to the ground around the drum. At the end of class, reinforce the expectations with the class; did the students do a good job or do they need to try better next time?
Materials Needed:
· Drums, rice, activity sheets, elastic bands
Procedure:
Introduction (5 total mins):
· Attendance
· Review: have yesterday’s graph on the board and discuss with the students where the x’s should be located and why.
o Ask: “why did you put the x’s where you put them?
o Ask: “what did you learn?” the longer the ruler, the lower pitch, (vibrated slower), and the shorter the ruler the higher the pitch, (vibrated faster).
· Explain what we will be doing today and the behaviour I expect
Body (30 total mins):
· Silly Salt Activity (25 mins)
o Explain the activity, give expectations.
o Review the I Can statement. Ask: “can someone tell me another example of vibration?” and “can someone tell what why vibrations are so important?”
o Have the students sit around the drum in the front of the class.
o Put beads on the drum and ask: “what do you think will happen when I beat the drum?”
o Have students take turns hitting the drum. Before the student hits the drum they must say if they are going to hit it hard or soft and what the beads will do when they hit it.
o Have the students pick up all the beads and return to their desk.
o Hand out the T-chart sheet, and explain how to use it.
o Have students work on the T-chart quietly (7 minutes)
· Whole class discussion: what do the beads do when we hit the drum hard? Is this is loud or soft sound?
· Sponge:
o Pull an elastic band to show another example of vibration
o Work on the hearing and sound booklet
Closure (5 total mins):
· Ask: “can someone tell me what makes sound?”
· Explain what we will be doing next class
Assessment Strategies
· Monitor the students around the drum and their discussions about hitting the drum and how the beads move.
· Monitor student’s answers to whole class discussions.
· Observe what the student’s drawings are to the activity. Have the students hand this in for mark