Here is the link for my Science Lesson Plan
https://www.dropbox.com/s/w1a25onjzd0edqr/EDPC605-%20Week%207%20-%20Assignment%202.docx?dl=0
Candidate’s Name: Tim Brown
Grade Level: 5
Title of the lesson: The Doppler
Effect
Length of the lesson: Approx 60 min and divided into smaller units
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Central focus Standard 4: Students will understand and apply
scientific concepts, principles, and theories pertaining to the physical
setting and living environment and recognize the historical development of
ideas in science.
Key questions:
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What do you want your students to learn? How Doppler
Radar works
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What are the important understandings and core
concepts you want students to develop within the learning segment?
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Knowledge of students to
inform teaching (prior knowledge/prerequisite skills and
personal/cultural/community assets)
Key questions:
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Sounds –
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How to interpret
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How to create
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Common sounds for different environments
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Common Core State Standards
(List the number and text of the standard. If only a portion of a standard is
being addressed, then only list the relevant part[s].)
Physical Science: Matter:
Properties and Change
5.P.2.1 - Understand the
interactions of matter and energy and the changes that occur
5.P.3.1 - Explain how the
properties of some materials change as a result of heating and cooling
Interdependence of Science, Engineering, and Technology
The central purpose of
scientific inquiry is to develop explanations of natural phenomena
in a continuing, creative
process.
STANDARD 1 - Analysis,
Inquiry, and Design SCIENTIFIC INQUIRY:
S1.1 - Formulate questions
independently with the aid of references appropriate for guiding the search
for explanations of everyday observations.
S1.1a - formulate questions
about natural phenomena
S1.1b - identify appropriate
references to investigate a question
S1.1c - refine and clarify
questions so that they are subject to scientific
investigation
S1.2 - Construct explanations
independently for natural phenomena, especially by proposing preliminary
visual models of phenomena.
S1.2a - independently
formulate a hypothesis
S1.2b - propose a model of a
natural phenomenon
S1.2c - differentiate among
observations, inferences, predictions, and explanations
S1.3 - Represent, present, and
defend their proposed explanations of everyday observations so that they can
be understood and assessed by others.
S1.4 - Seek to clarify, to
assess critically, and to reconcile with their own thinking the ideas
presented by others, including peers, teachers, authors, and scientists.
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Vocabulary
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Wave, Doppler, Effect, Radar, Compression, Pitch
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Learning
objectives
1. Students
will be able to draw a graphical interpretation of how waves behave. Students
will provide examples of how different kinds of waves are used in everyday
life.
2. Students
will be able to understand and analyze the usage of the Doppler radar when
they see them used on TV weather reports.
3. Students
will be able to identify the Doppler Effect with sound and graphical images.
4. Students
will be able to use pictures and explanations of the pictures to describe the
Doppler Effect.
5. Students
will be able to identify the Doppler Effect with sound and graphical images.
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Assessment:
Formal:
Assessment of the student’s
knowledge and perception of waves, how they are produced, and how they
travel.
·
Student constructed graphs of various type of
waves (Sound, Radar, Water) :
·
Student Writings: about every day wave usage
in their lives. (Sounds, Microwaves,)
·
Student worksheet- http://qcpages.qc.cuny.edu/~mherschfeld100/images/Doppler%20Pack%201.doc
Informal:
Assessment of the student’s
knowledge and perception, and usage of weather, weather reports, and everyday
pitches and sounds.
·
Classroom discussions on the weather, weather
reports, pitches and sounds we hear every day.
·
The creation of different waves from the
students: Acting out water and Doppler
waves, creating different pitch sound waves by singing, clapping, or other
student inspired sounds.
(These formal and informal assessments can
be varied and used to include all students including students with IEPs,
ELLs, struggling readers, and/or gifted students.)
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Instructional procedure: Instructional strategies and learning tasks
(including what you and the students will be doing) that support diverse
student needs.
● Ask the students to recall the sound of a
car, ice cream truck, an emergency vehicle siren or a flying bug when it
passes by. They may need to be reminded the siren has a high pitch as it
comes towards you and a low pitch after the siren passed. Explain the reason
is that the sounds waves are compacted while those sounds comes close. Then
they are spread apart as the sound moves away.
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Listen to audio sound – http://qcpages.qc.cuny.edu/%7Emherschfeld100/doppper%20no%20music.mp3
and discuss how the sound starts and ends.
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Watch video “What is the Doppler Effect? | Mocomi
Kids” https://www.youtube.com/watch?v=ofsHRQnJ8as
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Pass around and have each student use a tuning
fork. Discuss the sounds of the fork
and how it changes as the students move around the classroom.
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Watch videos 1 - http://wpc.50e6.edgecastcdn.net/8050E6/mmedia-http/download/public/videos/2014/07/046/1407_046_AR_EN.mp4
and 2 - https://www.youtube.com/watch?v=emQpnOGtm_c
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Students will complete the worksheet – http://qcpages.qc.cuny.edu/~mherschfeld100/images/Doppler%20Pack%201.doc
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Discuss different waves as they relate to the Doppler
Effect using a PowerPoint Presentation - http://lessonplanspage.com/wp-content/themes/lessonplanspage/includes/download-attachment.php?attId=208872
(These activities use sounds, visuals, and
hands on assignments that encompass a variety of students learning processes
and engage students who are struggling readers or who are visually or audio
impaired.)
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Instructional resources and
materials used to engage students in learning.
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Reflection
(Since this
is a lesson plan and I have not actually taught the lesson, the following is
what I would reflect upon):
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Did my instruction support learning for the whole
class and the students who need great support or challenge?
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What changes would I make to support better student
learning of the central focus?
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Why do I think these changes would improve student
learning? Support my explanation from evidence of research and/or theory.
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