# ALEX Lesson Plan

## Riding the Waves!

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This lesson provided by:
 Author: Robyn Terry System: Mobile County School: Mobile County Board Of Education The event this resource created for: ASTA
General Lesson Information
 Lesson Plan ID: 34661 Title: Riding the Waves! Overview/Annotation: During this lesson, students will learn the different aspects of a wave, including the crest, trough, wavelength, and amplitude. Additionally, they will learn that waves cause objects to move.  At the end of the lesson, they will be able to develop a model of waves and describe patterns. This could be the first lesson into waves that can jump start other lessons on other types of waves.This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
Associated Standards and Objectives
Content Standard(s):
 Science SC2015 (2015) Grade: 4 6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move. Insight Unpacked Content Scientific And Engineering Practices:Developing and Using ModelsCrosscutting Concepts: PatternsDisciplinary Core Idea: Waves and Their Applications in Technologies for Information TransferEvidence Of Student Attainment:Students: Develop a model of waves to describe patterns of amplitude. Develop a model of waves to describe patterns of wavelength. Develop a model of waves that describes patterns that cause objects to move.Teacher Vocabulary:Patterns Propagated Waves Wave amplitude Wavelength Net motion Model Relevant components PeaksKnowledge:Students know: Waves can be described in terms of patterns of repeating amplitude and wavelength (e.g., in a water wave there is a repeating pattern of water being higher and then lower than the baseline level of the water). Waves can cause an object to move. The motion of objects varies with the amplitude and wavelength of the wave carrying it. The patterns in the relationships between a wave passing, the net motion of the wave, and the motion of an object caused by the wave as it passes. How waves may be initiated (e.g., by disturbing surface water or shaking a rope or spring). The repeating pattern produced as a wave is propagated. Waves, which are the regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Skills:Students are able to: Develop a model to make sense of wave patterns that includes relevant components (i.e., waves, wave amplitude, wavelength, and motion of objects). Describe patterns of wavelengths and amplitudes. Describe how waves can cause objects to move.Understanding:Students understand that: There are similarities and differences in patterns underlying waves and use these patterns to describe simple relationships involving wave amplitude, wavelength, and the motion of an object.

Local/National Standards:

Primary Learning Objective(s):

Learning Targets
I can:

• create a model of a wave.
• label the parts of a wave.
• explain how a wave moves objects.

Preparation Information
 Total Duration: 31 to 60 Minutes Materials and Resources: Copy paper cut in half vertically (hot dog style)Post-it notes (3 per student)Empty water bottles (for each student or group)WaterFood coloringCooking oilPaper towels (for cleanup)CardstockGlueYarn Technology Resources Needed: Energy in Waves videoMetronome app (optional) or https://www.metronomeonline.com/Interactive Whiteboard Background/Preparation: Students need to have some background knowledge of seeing waves from the beach, throwing a rock in water, or seeing these things on a movie or television.
Procedures/Activities: