Lesson Components

What teacher and student behaviors are planned and expected

Comments/Notes/

Reflections

Context:

The course where this lesson will be taught is middle school physical science. This lesson is expected to span four; forty-five minute class periods in a middle school science class specifically for WIDA level 1-3 students.

Virginia SOL(s) OR Common Core State Standard(s):

The standard to be taught is PS.8.a: The student will investigate and understand characteristics of sound and technological applications of sound waves. The key

concepts will include wavelength, frequency, speed, and amplitude. Students will also be able to compare and contrast transverse and longitudinal waves.

WIDA Can-do descriptor(s):

I can use a graphic organizer, such as a Venn Diagram, to organize information as a pre-writing before

Objectives (KUD format):

Know: You will know the parts what transverse and longitudinal waves look like and know the parts of these types of waves.

Understand: You will understand the similarities and differences between transverse and longitudinal waves.

Do: You will use a graphic organizer (Venn Diagram) to write a paragraph comparing and contrasting transverse and longitudinal waves.

Assessments: Methods for evaluating each of the specific objectives listed above.

Diagnostic: Students will demonstrate what they already know by making a class KWL Chart. Students will write down what they already know about waves, what they would like to learn, and after the lesson has been completed – students will write what they have learned about waves.

Formative: Students will show their progress toward today's objectives by answering the discussion questions related to each step of the lab investigation.

Summative: Students will ultimately be assessed (today or in a future lesson) on these standards by taking the unit exam. Students will also be assessed on their compare and contrast paragraph related.

Instructional Steps:

I. Welcome: Students will be asked to write what they already know about waves and what they would like to know about waves. For classes that may have WIDA level 1-2 students, pictures of the waves and related images will be shown to ensure that students know what is being discussed since there are multiple meanings for the word wave. Students will be given two sticky notes (each with a different color). They will write what they know on one color and what they would like to learn on another color. The notes will be collected and organized into two columns on the board or poster paper. The teacher will have students read their questions; primary languages may be used by students if needed.

II. Hook: The teacher will give student groups of three-four, slinky springs. The teacher will show students pictures of how to make transverse waves and longitudinal waves with the springs and have kids try to make each one. Students will hopefully have some informal conversations and the teachers will check in on each group to ask questions to stimulate these informal group conversations. Questions might include:

Have any one played with slinky springs before? How?

What do you see when you make the waves with the spring?

How do you make faster or slower waves?

III. Instructional Steps: (See attached student materials sheet.)

This investigation will take more than one class period. It would be expected that the investigation will take two to three class sessions (45 minute periods). In addition, the discussion of the questions, Venn Diagram, and paragraph writing should take one to two additional class sessions. At the beginning of each investigation step, the teacher will go over the directions with the class, discuss any safety procedures, and discuss the important tier II vocabulary words; underlined throughout the investigation packet. When student groups are working the teacher will monitor student progress, and assist with the discussion of the questions after each portion of the investigation. Students will clean up with approximately ten minutes left in each class period.

IV. Closing: To close each lesson, the teacher will refer to the investigation discussion questions. The teacher will use the I agree/I disagree discussion technique. This includes calling on the first student to share an answer to a question. Then a second student choses from one of three discussion follow ups:

I agree with….and I would like to restate (student repeats answer).

I agree with…., but I would like to add….(student adds additional information)

I disagree with….and I think that…..(student adds new information or correction)

If two or three students agree, the teacher will more on to the next question. If there is disagreement the teacher or classmates will clarify to determine the correct answers or information. If the teacher has additional time at the end of any lesson, the teacher can select a “what do you want to learn about waves?” question, and will share it with the class to see if anyone can contribute an answer, and add a sticky note to the what did you learn section. On the last day of the lesson and investigation, the teacher will work to complete the KWL chart discussion.

Materials:

The materials needed for this lesson include:

1. Three different colors of sticky notes; enough for each student

2. Slinky springs for each group

3. Trays or baking pans

4. Water and Food Coloring

5. Can (wave maker)

6. Wood blocks

7. Colored pencils

8. Student Investigation packet

Attention to Individual Student Needs:

Students may use primary language for the KWL Chart.

Pictures of key science content should be provided to students.

Student groups will consist of heterogeneous WIDA levels, and when possible include WIDA 1 and 3 students who speak the same native language.

Students can use bilingual dictionaries to refer as needed.

Sentence stems are provided for all written discussion questions.

The teacher will monitor student group work and individual assistance and foster discussion as needed.

Students may use primary language to discuss steps and analysis of the results during the investigation.

Students will use a color-coded graphic organizer before writing a paragraph.

Depending on WIDA Levels the final paragraph will be modified.

Technology Use:

No technology needed. This is a hands-on lab investigation.