*This lesson was adapted from Mary Ellen Kanthack at http://www.betterlesson.com
ENGAGE:
The teacher will hand out the cut sheet of copy paper. Students will fold this paper in half and then half again, giving them four boxes. The teacher will show the one picture of the leaves floating on the pond and ask students to draw what they see in box one. The teacher will then tell the students that she is going to throw a large rock into the pond. The teacher will then ask students to illustrate in the next three boxes what will happen to the leaves. The teacher will give students ample time to complete their drawings.
The teacher will show the one picture of the leaves floating on the pond and ask students to draw what they see in box one. The teacher will then tell the students that she is going to throw a large rock into the pond. The teacher will then ask students to illustrate in the next three boxes what will happen to the leaves. The teacher will give students ample time to complete their drawings.
Question(s):
Build Intrinsic Interest – What happened to your leaves? Where did they end up?
Assess Prior Knowledge – Has anyone ever been to the beach? Was there anything floating in the water at the beach? What happened to the thing you saw floating in the water? (Trying to get the word “wave” out of the discussion)
- What is the function of a water wave?
Focus Question - What other kinds of waves exist?
Video – Teacher will show Energy in Waves video.
EXPLORE:
I Do – The teacher will tell students to write down any questions they may have about waves and write one on each of the three post-it notes they have and place post-it notes on the board. The teacher should give a limited time for this, approximately five minutes.
The teacher will review aloud the questions that were placed on the board and state that hopefully we will be able to answer many of them through this lesson. The teacher will then tell students that today we are going to look at waves and discover how they move.
The teacher will introduce and hand out materials that are available for exploration to each student/group (empty water bottle, water, food coloring, cooking oil). This could certainly be done at a small group table as well as individually.
The teacher will then demonstrate filling the empty water bottle one-third full of plain tap water. The teacher will then place one drop of food coloring and shake until water is colored. The teacher will then fill the bottle completely up with cooking oil. MAKE SURE YOU DO NOT SHAKE AGAIN. IT WILL SEPARATE, BUT IT MAY TAKE TIME. Take a small cut piece of straw and add it to the bottle. Seal the bottle tightly. Now, the teacher will place the bottle on its side and rock the bottle back and forth lightly to show the wave action.
We Do – Students will work with materials and partners to create their wave bottle. Using a metronome app, the teacher will use differing speeds to allow students to see different waves. Differing speeds can include 52, 88, 124, and 144. After each speed, allow students to sketch their wave on the back side of the leaf drawing (the paper is still folded into fourths). Tell them to make sure they show what happened to the straw during the movement as well.
Question(s):
Observe Student Action & Redirect – What do you notice about your waves? Are all the waves alike?
Identify Patterns and Relationships – Have you noticed any patterns? What happened to your straw? Explain.
EXPLAIN:
Teacher – The teacher will use questioning to make sure that students recognize there are patterns within the waves and there are different parts of a wave.
Question(s):
Student Theories – What did each wave have in common? Did the straw's movement stay consistent? Did the wave move the straw?
Reflecting on Personal Ideas – Do you think our bottles correctly represent waves at the beach or in a pond when a rock is thrown?
Scientific Knowledge
- How is each wave alike? Explain.
- How is each wave different? Explain.
- What made the difference?
Groups – Students will work with partners to discuss any patterns they see in their wave sketches. Come back together and discuss descriptions of what patterns they noticed. The teacher will ask, “What is a wave?”
The teacher will show the parts of a wave on the Interactive Whiteboard and ask the students if their waves had each of these components. Ask them to turn and share with their partner the parts of their waves.
The teacher will now hand out cardstock and yarn. Students will create one of the waves they sketched from their bottle first onto the card stock. It must be a large rendition of the wave and it must represent a pattern created in the bottle. Additionally, they must add the straw to their drawing. They will then use the yarn to create the wave parts and label their wave.
The teacher will then call groups to share their waves and explain the parts and pattern of their wave in the bottle.
Review vocabulary.
Vocabulary – Crest, trough, amplitude, wavelength, pattern, movement
*This lesson was adapted from Mary Ellen Kanthack at http://www.betterlesson.com
ENGAGE:
The teacher will hand out the cut sheet of copy paper. Students will fold this paper in half and then half again, giving them four boxes. The teacher will show the one picture of the leaves floating on the pond and ask students to draw what they see in box one. The teacher will then tell the students that she is going to throw a large rock into the pond. The teacher will then ask students to illustrate in the next three boxes what will happen to the leaves. The teacher will give students ample time to complete their drawings.
The teacher will show the one picture of the leaves floating on the pond and ask students to draw what they see in box one. The teacher will then tell the students that she is going to throw a large rock into the pond. The teacher will then ask students to illustrate in the next three boxes what will happen to the leaves. The teacher will give students ample time to complete their drawings.
Question(s):
Build Intrinsic Interest – What happened to your leaves? Where did they end up?
Assess Prior Knowledge – Has anyone ever been to the beach? Was there anything floating in the water at the beach? What happened to the thing you saw floating in the water? (Trying to get the word “wave” out of the discussion)
- What is the function of a water wave?
Focus Question - What other kinds of waves exist?
Video – Teacher will show Energy in Waves video.
EXPLORE:
I Do – The teacher will tell students to write down any questions they may have about waves and write one on each of the three post-it notes they have and place post-it notes on the board. The teacher should give a limited time for this, approximately five minutes.
The teacher will review aloud the questions that were placed on the board and state that hopefully we will be able to answer many of them through this lesson. The teacher will then tell students that today we are going to look at waves and discover how they move.
The teacher will introduce and hand out materials that are available for exploration to each student/group (empty water bottle, water, food coloring, cooking oil). This could certainly be done at a small group table as well as individually.
The teacher will then demonstrate filling the empty water bottle one-third full of plain tap water. The teacher will then place one drop of food coloring and shake until water is colored. The teacher will then fill the bottle completely up with cooking oil. MAKE SURE YOU DO NOT SHAKE AGAIN. IT WILL SEPARATE, BUT IT MAY TAKE TIME. Take a small cut piece of straw and add it to the bottle. Seal the bottle tightly. Now, the teacher will place the bottle on its side and rock the bottle back and forth lightly to show the wave action.
We Do – Students will work with materials and partners to create their wave bottle. Using a metronome app, the teacher will use differing speeds to allow students to see different waves. Differing speeds can include 52, 88, 124, and 144. After each speed, allow students to sketch their wave on the back side of the leaf drawing (the paper is still folded into fourths). Tell them to make sure they show what happened to the straw during the movement as well.
Question(s):
Observe Student Action & Redirect – What do you notice about your waves? Are all the waves alike?
Identify Patterns and Relationships – Have you noticed any patterns? What happened to your straw? Explain.
EXPLAIN:
Teacher – The teacher will use questioning to make sure that students recognize there are patterns within the waves and there are different parts of a wave.
Question(s):
Student Theories – What did each wave have in common? Did the straw's movement stay consistent? Did the wave move the straw?
Reflecting on Personal Ideas – Do you think our bottles correctly represent waves at the beach or in a pond when a rock is thrown?
Scientific Knowledge
- How is each wave alike? Explain.
- How is each wave different? Explain.
- What made the difference?
Groups – Students will work with partners to discuss any patterns they see in their wave sketches. Come back together and discuss descriptions of what patterns they noticed. The teacher will ask, “What is a wave?”
The teacher will show the parts of a wave on the Interactive Whiteboard and ask the students if their waves had each of these components. Ask them to turn and share with their partner the parts of their waves.
The teacher will now hand out cardstock and yarn. Students will create one of the waves they sketched from their bottle first onto the card stock. It must be a large rendition of the wave and it must represent a pattern created in the bottle. Additionally, they must add the straw to their drawing. They will then use the yarn to create the wave parts and label their wave.
The teacher will then call groups to share their waves and explain the parts and pattern of their wave in the bottle.
Review vocabulary.
Vocabulary – Crest, trough, amplitude, wavelength, pattern, movement
