Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Arthea D. Simmons PART I: PLANNING Pitch and Volume Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Date: February 14, 2013

Source Subject Area (s)

This lesson was originally the idea of my mentor teacher. However, I made some revisions. Science 3rd

Grade Level 3-5.6 Compare pitch and volume of different sounds. Curriculum Standards
Describe the lessons activities and content.

Description and Background Information

In this lesson, my anticipatory set will include asking various questions about pitch and volume. I will also review content from a previous lesson that ties into pitch and volume. For teacher modeling and demonstration, I will conduct an interactive Power Point presentation on pitch and volume. The support document will also serve as a source to present the main content that students will need to know, so I will also include this content within the presentation. This will also serve as my instruction. During the pitch section of my presentation, I will call a female and male student up to the front of the class. These students will speak before the class to show that a females voice and pitch is much higher than a males voice or pitch. I will also fill three glass containers/bottles with different amounts of water. I will take a metal object and slightly tap each glass and students will determine which glass has the highest pitch and which glass has the lowest pitch. Students will also arrange the glasses according to their pitch. (highest to lowest). During the volume section of the presentation, I will play the song entitled, The Way You Make Me Feel by Michael Jackson. As this song plays, I will adjust the volume level on my Ipad

and students will give thumbs up if they hear the volume level increase and give thumbs down if they hear the volume level decrease. These experiments within the lesson will also serve as my guided practice along with questioning at the end of the lesson. Students will then complete a Pitch and Volume assessment for independent practice that will be graded. For closure, I will review by using popsicle sticks to randomly choose students to ask various questions about the lesson. Lesson Objectives
What will students be able to do at the conclusion of this lesson?

The students will be able to compare pitch and volume of different sounds.
How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept?

Varying Objectives for Individuals Needs

I will vary objectives by only covering small portions of the objective each day. Ex. The student will be able to explain and determine the pitch of different sounds. The next day the objective will consist of another small portion. Ex. The student will be able to explain and determine the volume of different sounds.
Why is it important for the students to learn this content?

Statement of Purpose

Students need to learn this content to detect similarities and differences between common sounds to see if they have a higher or lower pitch or louder or softer volume.
What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed?

Materials and Resources

3 glass containers/bottles, tuning fork, Ipad, smart board, computer

What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

Anticipatory Set

In this lesson, my anticipatory set will include asking various questions about pitch and volume. 1.) Have any of you ever heard of the word pitch? 2.) Have any of you ever heard of the word volume? 3.) What is the difference between pitch and volume? Part II: IMPLEMENTATION
How will I find out what students already know about this topic?

Pre-assessment

I will find out what my students know by asking them various questions about pitch and volume. 1.) What is the difference between pitch and volume?

What will I do to show students what is expected?

Teacher Modeling or Demonstration

I will conduct modeling throughout the presentation as I translate content and conduct experiments. I will conduct demonstration and instruction by using a power point to aid in teaching the lesson.
What will we do together as they learn how to succeed at the new task?

Guided Practice

For guided practice, we will conduct three experiments throughout the lesson. The first experiment will consist of two students (male and female) standing in front of the class and projecting their voices for students to determine and visually see how the pitch of a females voice is much higher than the pitch of a males voice. The second experiment will consist of filling three glass containers with different amounts of water. I will slightly tap each container and students will have to determine which glass container has the highest pitch and which glass container has the lowest pitch. We will also arrange the glass containers from the highest pitch to the lowest pitch. The third experiment will consist of playing the song entitled, The Way You Make Me Feel by Michael Jackson. Students listen closely as I adjust the volume on my Ipad. We will give thumbs up when we hear the volume level increase and we will give thumbs down when we hear the volume level decrease. Checking for Understanding
What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

To check for understanding, I will ask my students questions about the lesson and randomly choose their names from a cup of popsicle sticks to answer the questions. 1.) What is pitch? 2.) What is volume? 3.) Can you give an example of pitch? 4.) Can you give an example of volume? 5.) Would a high pitch have more or less vibrations? 6.) Would a low pitch have more or less vibrations? 7.) How can you change the volume on a television? 8.) Would it take more or less force to create a louder volume?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

For independent practice, students will complete an assessment on Pitch and Volume that will be graded.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

Closure

I will conclude the lesson by reinforcing and asking questions through a grand conversation. 1.) What is pitch? 2.) What is volume?

3.) What is the difference between pitch and volume? 4.) Can you give an example of pitch? 5.) Can you give an example of volume? 6.) Would a high pitch have more or less vibrations? 7.) Would a low pitch have more or less vibrations? 8.) How can you change the volume on a television? 9.) Would it take more or less force to create a louder volume?
What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan) Extension Activities

Students will complete an assessment to show what they have learned. (Assessment attached)
What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

Demonstrate several tuning forks with different frequency. Ask students to associate the length of the tuning fork with the frequency of the sound produced. Some of the main instruments in an orchestra or band use "wind" to create a vibration in a reed to make a sound. In this activity, I will use a straw to make a crude reed-like instrument to produce sounds.

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

Technology will be used to assist students with learning by using the SMART Board to show a power point presentation. I will also use my Ipad to play music during the volume section of the lesson.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the Curriculum

This science lesson will connect with music (related arts). Students will not only receive the opportunity to enjoy the lesson by hearing music, but they will learn how sound can have different pitches and volumes.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths

The strength of my lesson would be student engagement. Students were excited about the music and the experiments that were conducted. They paid close attention and they were eager to learn more about pitch and volume.
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses

The weakness of my instructional techniques would definitely consist of failing to label the glass containers/bottles (glass A, glass B, glass C) so that students could easily distinguish between the different

amounts of water in each glass and the different glasses as they arranged the pitch from highest to lowest. Suggestions for Improvement
What would you change when teaching this lesson again?

When teaching this lesson again, I would label the glass containers/bottles so that students could easily tell the difference between the amounts of water.
Revised 1-2012
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY