Since sound is a large focus of the NCSCOS curriculum in second grade, it is important that students truly gain an in-depth understanding of sound, therefore in order for students to retain this information it is important to make it applicable to their daily lives, but more importantly increase their exposure to the content. One way to increase students’ exposure to the content is by intertwining the information in other subjects, which is why it is important to collaborate with colleagues when teaching all lessons. This collaboration will offer additional instructional support for students as well as provide them with an opportunity to view the content in a different context. ISLP: / Component III Assessment / Evaluation of Student Learning Date Project Learning and Objectives North Carolina Standard Course of Study Alignment Assessment Type Modifications Friday Pre-Assessment *Prior Knowledge Monday Students will be able to understand the necessary components of sounds as it applies to science, health and music Obj. 4.01: Demonstrate how sound is produced by vibrating objects and vibrating columns of air. Essential Questions: (Answer orally) 1. Energy that you hear is? (sound) 2. What makes sound? (vibrations) 3. What are the things sound travels through? (solid, liquid, gas) *Formative Assessment Students can draw pictures to articulate his/her answer. Tuesday Students will understand how is detected. (Health integration) Obj. 4.04: Show how the human ear detects sound by having a membrane that vibrates when sound reaches it. Observations/Discussion of classroom activity Essential Question: (Answer on worksheet)
ISLP: Sound / Component IV Blooms Revised Taxonomy Planning Worksheet Schedule Blooms Level of Learning Action Verbs Products Objectives (NCSCoS) Resources Learning Activities / Strategies Evidence of learning Monday Understanding & Remembering Students will learn the necessary components of sound as it applies to multiple aspects of our world, i.e. science, health, music, and the world. Interpreting Explaining Observe Students will complete worksheets in sound booklet that support information learned. Students will explain in his/her own words how sound is produced Obj. 4.01: Demonstrate how sound is produced by vibrating objects and vibrating columns of air. Introductory video 19 Rulers Computer Through a video, guided discussions, and worksheets students will be interpreting information and explaining how sound is produced and how it applies to the human life and the world we live in. Students will be able to explain the process of as well as how it applies to our world. Students will complete work in sound booklet for formative assessment purposes. Tuesday Understanding Students will understand how sound is detected through the human ear. Interpreting Explanation Students will label parts of the ear Obj. 4.04: Show how the human ear detects sound by having a membrane that vibrates when sound reaches it. Children’s book: Shhhh…: A Book About Hearing Website (linked on resource page) Sound CD Students will complete pages of their sound booklet where they will interpret the information from the discussion and write an explanation of how the human ear receives and processes sound. Students will be able to label and explain the parts of the human ear. Students will complete work in sound booklet for formative assessment purposes. Wednesday Applying Students will understand how frequency can be altered. Using Carrying out Perform Students will work cooperatively and hands on to complete an activity. Students will document his/her findings in their sound booklet Obj. 4.02: Show how the frequency can be changed by altering the rate of the vibrations. Obj. 4.03: Show how the frequency can be changed by altering the size and shape of a variety of instruments. Website (linked on resource page) 19 boxes 40+ rubber bands Students will use information learned to perform certain activities for a desired result – change in frequency. Students will be able to discuss how manipulating an object/instrument can the frequency and pitch. Students will complete activities in pairs.
ISLP: Sound / Component VII Modifications Monday Tuesday Wednesday Thursday Friday Student 13 S13 will be placed further away from other groups to help keep her on task & to decrease distraction. Proximity control will be used to help S13 stay on task. Images and words will be used in sound booklet to help students’ reading comprehension. Proximity control will be used to help S13 stay on task. S13 will be placed further away from other groups to help keep her on task & to decrease distraction. S13 will have choices some choices eliminated on final assessment. Both students will also be given more time if necessary. Pictures will be implemented in the assessment along with text to help assist all students’ in comprehension.
Student 10 S10 will have a modified booklet. S10 will have a modified Sound booklet. S10 will have a modified Sound booklet. S10 will have a modified Sound booklet. S10 will have choices some choices eliminated on final assessment. Both students will also be given more time if necessary. Perceived (Whole Group) This lesson has been modified to meet the of all types of learners – (Visual, Auditory, and Kinesthetic) Images and words will be used in sound booklet to help students’ reading comprehension. A variety of sound examples will be used along images and text to aid in understanding. Images and words will be used in sound booklet to help students’ reading comprehension. Pictures will be implemented in the assessment with text to help assist all students’ in comprehension. ISLP: Sound / Component VIII Classroom Management Plan Monday Tuesday Wednesday Thursday Friday