Science of Sound Waves Lesson plan -Should be a high school unit plan instead

Student Teacher: Amy Braica_ Grade Level: 8

Date of lesson: March 31, 2014_

Institution _University of Bridgeport_   Length of lesson_10 minutes___

Topic/Title: Science of Sound Waves

 (A)  Relevant State and National Content Standards

  Music content area 6. Analysis, 8 Connections to other disciplines

 (B)  Learners’ Background 

Regular music classes, some are also singers, band members and and or take piano lessons.

 (C)  Student Learning Objective

Students will be exposed to the science of sound waves including pitch, frequency, volume and introduced to the beginning of harmonics.

(D)  Materials & Teacher-developed Resources 

Powerpoint presentation, computer, projector, flute and other instruments.

 (E)  Learning Activities (Teaching and Learning Strategies with an Approximate   

        Timeline)

(1)  Initiation

Students are greeted. Teacher explains the reason for the lesson. Many of you have been interested in sound waves and how they work. This is a lesson about that. We will have some additional lessons on sound and how it works in future classes but this is just a beginning.

(2) Development

Classroom Organization/Grouping Patterns.

Students will be seated in their assigned seats facing the board.

Student Learning Activities (Note: List the sequence of student activities and forms of 

class participation.)

Students are free to ask questions and listen to the lecture. 

Teacher Modeling Behaviors- Teacher will give lecture and perform on the violin and flute. If other instruments are in the classroom brought by the students then they may also play for demonstration of an A-440.

Guided Practice for Students- Students will have to answer questions from the teacher reiterating what the teacher has just said.

Questions to Promote Learning and Studying- Can anyone tell me what is pitch? Frequency? Volume? What is timbre?

(3)  Closure

Summary of the Main Points of the Lesson

Reinforcement of the Purpose for Learning- I will tell them that they need these basics before we get into the science of composition.

Homework: Write a paper about these things you have learned today and come back to school tomorrow with written questions about the science of sound.

 (5) Independent Work (optional)

 (F)  Evaluation of Student Learning

(Describe the formal and informal assessments you will use for students to demonstrate their learning and mastery of the objective(s).) 

Students will demonstrate their knowledge through their interactions with the teacher, summing up what they have just learned,

 (G)  Modifications for Individuals Needing Differentiated Instruction

Handouts of the powerpoint if necessary. Privately going over the classwork between classes or after school.

Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students may be special or general education students and need not be the same students for each lesson.  Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.

Note: Differentiated instruction may not be necessary in every lesson.  However, over the course of the student teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet the needs of students with learning differences.

Notes from the pre-conference

 (H)  Teacher Reflection

See Post-Observation Reflection Form

Supplemental Information (if needed)