Name: Sara Fitzpatrick

Lesson Plan
Lesson Title: The Phenomenon of Sound
Date: Wednesday October 15, 2014
Subject: Physics
Time: 70 minutes
Lesson Plan Description

Grade: 11

Strand: Waves and Sound

(one/two paragraphs with general details about what you will do and how you will do it)

This lesson is an introduction to the Grade 11 Physics Unit: Waves and Sounds. The lesson
involves students working in groups at five different stations to explore how sound waves travel
through different mediums. These stations must be prepared before the beginning of the lesson
and should include an activity card that clearly defines the expectations for each station.
Students should discover that mechanical waves require a medium for transmission and
compare the transmission of waves through solids, liquids, and gases. Then I will demonstrate
what transverse and longitudinal waves look like using a slinky and students will be taught the
properties of waves: frequency, period, cycle, amplitude, phase, wavelength, velocity. The
lesson will conclude with short video clips of two examples of waves: crowd wave at a stadium,
ocean waves. Students will be asked to identify the wave form of each example to assess their
understanding of the different types.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
E2. investigate in qualitative and quantitative terms, the properties of mechanical waves and
sound, and solve related problems
E3. demonstrate an understanding of the properties of mechanical waves and sound and of the
principles underlying their production, transmission, interaction, and reception
Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the
Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to
3) have expectations that match assessment

E2.1 use appropriate terminology related to mechanical waves and sound, including, but not
limited to: longitudinal waves, transverse wave, frequency, period, cycle, amplitude, phase,
wavelength, velocity, superposition, constructive interference, destructive interference,
standing waves and resonance
E3.1 distinguish between longitudinal and transverse waves in different media, and provide
examples of both types of waves
Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to
know and be able to do, in language that students can readily understand)

Today

I will learn
The difference between a mechanical wave and a non-mechanical wave
The difference between transverse and longitudinal wave forms
The properties of waves: frequency, period, cycle, amplitude, phase, wavelength,
velocity
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the
criteria to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge,
skills and thinking, in language that students can readily understand)

I can: define mechanical wave

I can: distinguish between transverse and longitudinal wave forms

I can: identify the frequency, period, cycle, amplitude, phase, wavelength and velocity of a
wave
Assessment how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking;
Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment For
Learning
Assessment As
Learning
Assessment Of
Learning

Assessment Mode:
Written, Oral,
Performance
(Write, Say, Do)

Assessment Strategy
Specific task for
students

Assessment Tool
Instrument used to
record data

e.g., turn and talk,

brainstorming, mind map,
debate, etc.

i.e., rubric, checklist,

observation sheet, etc.

Do

Observation Sheet

Checklist

CONSIDERATIONS FOR PLANNING

Prior

Learning: Prior to this lesson, students will have

an understanding that sound is a form of energy
an understanding that vibrations are responsible for the sounds we hear
an understanding that sound can travel through different mediums (solids, liquids,
gases)
Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative,
self-regulation
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative,
self-regulation

Vocabulary (for word wall and/or to develop schema)

wave, mechanical wave, transverse wave, longitudinal wave, medium, frequency, period, cycle,
amplitude, phase, wavelength, velocity
Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson.

Include any attachments of student worksheets used and teacher support material that will support communication of instruction.
Include the use of Information Technology (ICT) in your lesson plan where appropriate.

Computer and SMART Board

Station material: drum, paper clips, tuning fork, container of water, tin can, string, steel
ruler, activity cards
Demonstration material: slinky
Learning Environment (grouping; transitions; physical set up)
The students will be sitting at individual desks as I introduce the lesson and explain the first
activity. The students will then be divided into five groups and rotate through stations set-up
around the room. Students will re-group to engage in a class discussion before moving into the
hallway to observe a demonstration.
Cross Curricular Links

Lesson Delivery Format

Write the lesson description with enough detail that another teacher could replicate the
lesson without a personal discussion.

What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to
guide lesson

(5 minutes)
Music will be played as students enter the
class. Once the students are settled in their
seats, I will ask students about what they
know about the sound and how it gets from its
source to our ears.

Students will engage in a class discussion

aimed at extracting their prior knowledge
about waves and sound.

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

(30 minutes)
I will tell students that they will be exploring
how sound waves travel through different
objects and mediums at five different stations:
Station 1: Drum with paper clips on top
Station 2: Touch side of throat and say ahhh
Station 3: Tuning fork in water
Station 4: Tin can phone
Station 5: Steel ruler on edge of a table
(10 minutes)
I will facilitate a classroom discussion:
What were the mediums through which the
sound waves travelled?
Can sound exist in outer space?
Which waves could you hear?
Where did the waves travel?
What do you think the sound waves would
look like if we could see them?
(15 minutes)
I will bring students into the hallway and
demonstrate what sound waves look like using
a slinky. I will demonstrate and explain the
difference between transverse and
longitudinal wave forms. I will ask students to
draw a representation of a wave in their notes
and teach them the properties of a wave using
a visual representation.

The class will be divided into five groups and

will rotate through each station, with 5
minutes at each. Students will be asked to
answer the following questions for each
station:
What do you see?
What do you hear?
What is the source of the vibration?
What type of medium is the wave travelling
through?
What happens to the medium as the wave
travels?
Students will engage in a classroom
discussion. They will be asked to share their
observations and be prompted with discussion
questions.

Students will watch a demonstration involving

a slinky. Students will draw a representation of
a wave in their notes and label the properties
of a wave.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

(10 minutes)
I will show students two video clips and ask
them to consider what type of wave each
situation depicts:
World Record for Biggest Wave Ever!
http://www.youtube.com/watch?v=H0K2dvB7WY
Angry Sea- The Perfect Storm Reality

Students will reflect on what type of wave

forms are shown in the two videos (one clip of
a crowd wave, one clip of ocean waves).

http://www.youtube.com/watch?
v=UG6FhK96dBg

Students will write feedback on the lesson to

be handed in as their exit ticket.

I will ask students to write 3-2-1 (3 things they

learned, 2 things they found interesting, 1
thing they are confused about) on a piece of
paper to hand in on their way out of class.
Extension Activities/Next Steps (where will this lesson lead to next)

The following class students will conduct a laboratory inquiry using slinkys to investigate the
relationship between the wavelength, frequency, and speed of a wave and constructive and
destructive interference.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
subject/topic)

To be completed after the lesson is delivered