University of Idaho Lesson Plan

Name Date
Cait Buchanan
Subject Topic
Physical Science Waves Properties
The big idea(s) or essential question(s):

How are amplitude and energy related?

How are the main components of a wave related to each other?

State of Idaho and/or common core standards addressed:

PS4-MS-1. Use mathematical representations to describe a simple model for waves that
includes how the amplitude of a wave is related to the energy in a wave

Diversity goals: (circle at least one)

o Developing multiple historical perspectives
o Developing cultural consciousness
o Increasing intercultural competence
o Combatting racism, prejudice, and discrimination
o Developing awareness of the state of the planet and awareness of global dynamics
o Developing social action skills
Objectives (what the students will be able to do as a result of the lesson)
(TSWBAT = The students will be able to…)

TSWBAT Calculate the wavelength and frequency of a wave.

TSWBAT Analyze a wave graph and explain the relationship between the
main components of a transverse wave.
Materials Resources: Text/Technology/Didactics needed for lesson:

White board and marker

Graph paper
Colored pencils/crayons
Science Notebooks
Slinkys
PowerPoint
Computer and Projector

Relational Resources: Community Resources/Family Resources

Activities/procedures (include anticipated time for each)
Introduction/activator
I will start of the lesson by asking students the following to questions: From
past labs, personal knowledge, and from past classes, what are some properties
of waves?
Class activity sequence (what Class activity sequence (why you will do
you/students will do) them)

For a few minutes I will have students
discuss in pairs about the intro
questions. After I will have students
share their responses and I will have
each group put up a response on the
board.
I plan to do this so that it gets students
thinks about the topic we are going to
working with for the day. It will also
allow me to see what my students may
or may not know already.

Next, I will pass out a worksheet that I believe that a Power Point is a good
will be used for the PowerPoint. way to get information across and
Students will be expected to fill them using a worksheet to go along will
out as we go through the Power Point. make students retain more because
I will then start to explain what they must write down information from
wavelength and frequency are and the Power Point.
how to find them as well as some
other properties of waves are using a
Power Point. The power point will have
questions on calculating frequency and
wavelength that are on the student’s
worksheets.

The next thing we will do is plot This activity is done to help visualize all
waves. I will put students into groups the parts of a wave more than just
of three or four. They will all be given seeing it on a board. It will also help
a worksheet to work and be able to students with math skills and
use each other as a resource. The connecting ideas about wave parts.
worksheet will Each student will also
be given four different colored pencils
or crayons. I will do an example
before letting them work on the
worksheet. As they are working on the
worksheets, I will walk around and
help students.

Then next thing we will do is use This activity is done specifically so

Slinkys to demonstrate further the
connect between amplitude and
energy. I will already have groups
assigned. Students will have to do the
trials with three different energies
(how much they sway the slinky). I
will ask them to pay attention to how
energy affects the wave.
students will have visual to refer to
about how energy and amplitude are
related. This activity also encourages
students to think critically about how
energy affects the wave.
After the activity students will be
asked to write down, in their science
journals, what they observed and
what conclusions they came to.

We will then have a class discussion to

talk about how amplitude and energy
are related. I will also give example
for why it is important, such as in
earthquakes and tsunamis.

Closure/reminders

After the students have returned to their seats, we will briefly go over the main
concepts of the day.

To close the lesson, I will use exit slips and ask students to write down a
response to two questions: How are wavelength and frequency related? What
does the amplitude tell us about the energy of a wave?

I will also ask students to turn in their graphic organizers and wave drawing
sheet.
Assessment (how you will know students met the objectives - include rubrics)

I will use the exit slips and wave drawing to asses my students, which will be
formative assessments. I will use these items to see how well my students
understood the main objective of the day and will the results to help shape
lessons afterward.

Accommodations/differentiation (how will you give multiple options and meet the needs
of varied learners?)

For the exit slips if ELL students can draw representations to answer the exit
slip questions.

If students cannot see the board they can sit closer to the board and if that still
does not help, I will have a printout of the Power Point, so they can follow
along.

During the Plotting Waves Worksheet, students may work independently if they
wish to.
Teacher will encourage students to use each other to generate ideas about
conclusions after the Slinky experiment.

Follow IEP’s
Reflection/evaluation (to be filled out after lesson is taught)