Molloy College

Division of Education
Student: Meghan Collins
Course: EDU 521
Grade: 1
Topic: Five Senses (Hearing )

Professor: Moroney
Date: December 3, 2014
Content Area: Elementary/ Special Ed

Instructional Objective
Following a brief discussion on the sense of hearing the students will be broken into
pairs where they will spend a few minutes at two stations where they will perform
activities based on hearing using an iPad. The students will then work with their
partners to create a wind chime using materials of their choosing, they will use an
iPad to research a wind chime and draw their plan in their journals. They will be
assessed by a teacher- created rubric.
Standards and Indicators
Technology ISTE NETS
2. Communication and Collaboration Students will use digital media and
environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of
others.
Indicator: This will be evident when the students use the iPads during their station
work and when they research a wind chime.
CCSS ELA - S.L.1.1 Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade
1 topics and texts with peers and adults in small and larger groups.
Indicator: This will be evident when the students work with their partners during all
the activities.
CCSS ELA SL.1.5 Presentation of Knowledge and Ideas
Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
Indicator: This will be evident when the students plan their wind chimes by drawing
their plan.
Motivation
The teacher will provide various musical instruments for the students to play with.
The students will sit on the carpet and pass around the instruments so that each
student gets a turn to play with each.

Materials
iPads
Musical Instruments
Glue
Construction Paper
Pencils
Paper Plates
Beads
Strategies
Direct Teacher instruction
Small group
Stations
Modeling

Adaptations
The student with a visual impairment will have enlarged text on their iPad.
Differentiation of Instruction
The teacher realizes that not all students learn the same way all the students will
complete the activities, the tier one students will receive assistance from the teacher
or teachers aide, the tier two students will receive assistance as needed and the tier
three students will be expected to work independently.
Developmental Procedures
1. The teacher will have a class discussion with the students about the five
senses and more specifically the sense of hearing. Can anyone remember what
the five senses are? What is hearing? What do you hear right now? Why is it
important for us to hear? What do you think life would be like if you couldnt
hear?
2. The students will be put into pairs where they will go around the classroom
to perform tasks at two different stations. Each pair will get one iPad to use
together.
a. At the first station the pairs will use an app called Zoo Sounds, the
pairs will take turns playing an animal sound and having their partner
guess the animal. What animal can you hear? How do you know? Have
you ever been to a zoo and seen these animals?
b. At the second station the pairs will use the iPads to record sounds
from around the classroom such as a radiator, a bird chirping outside,
someone talking. The students will make a list of all the sounds they
heard in the classroom. What sounds did you and your partner record?
Did you notice those sounds before in the classroom?

3. The students will return to their seats where they will build a wind chime.
There will be various materials for the pairs to use. The students will be able
to use the iPads to research what a wind chime should look and sound like.
They will draw what they want their wind chime to look like before building
it. What materials do you need to make a wind chime? What are the parts of a
wind chime? How does it make sound?
4. When the students have completed their wind chimes the class will go
outside and test their wind chimes. The students will record their wind
chimes blowing in the wind. Did your wind chime make a sound? Was it loud
or soft? Would you change anything about your wind chime to change the
sound?
Assessments
The students will be assessed by the attached rubric for their work on the wind
chimes.
Independent Practice
For homework the students will make a list of at least ten sounds that they hear in
their home, such as a dog barking, music playing, or a kettle whistling.
Follow- up:
Direct Teacher Intervention: While under supervision of the teacher the student will
play a game on the iPad where they have to match the sound to what it comes from,
such as a dog barking to a picture of a dog.
Academic Enrichment: The student will play a game with a partner where they will
make or describe a sound and their partner will have to guess.

Teacher References
Ingraham, L. (2013). Tantrum Apps Zoo Sounds Free- A Fun Animal Sound Game
for Kids.
Lawrence-Brown, D (2004). "Differentiated Instruction: Inclusive Strategies For
Standards- Based Learning That Benefit The Whole Class". American
Secondary Education 32 (3): 3462.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom:
Strategies and tools for responsive teaching. Alexandria, VA: Association for
Supervision and Curriculum Development

Wind Chime Assignment

Teacher: Meghan Collins
Student Name ___________________________________________________
Score: ___________
Category

4- Above Standards

2- Approaches
Standards
Most of the
construction materials
for the wind chime
were appropriate, but
1-2 were not.

1- Below Standard

Appropriate materials
were selected and
creatively used to
make the wind chime.

3- Meets
Standards
Appropriate
materials were
selected for the
wind chime.

Constructio
n Materials

Journal/
Log

Journal provides a
complete record of
planning,
construction, testing,
changes, reasons for
changes, and some
reflection on the
results.

Journal
provides a
complete record
of planning,
construction,
testing, changes
and reasons for
changes.

Journal provides some

information about
planning, construction
and changes.

Journal provides little

or no information
about planning and
construction.

The wind chime

is decorated
attractively.

The wind chime is

decorated, but sort of
messy looking.

The wind chime is not

decorated OR is very
messy.

Often listens to, shares

with, and supports the
efforts of others, but
sometimes is not a
good team member.

Rarely listens to,

shares with, and
supports the efforts of
others. Often is not a
good team player.

Appearance The wind chime is

decorated creatively
within the assigned
theme.
Working
with Others

Almost always
listens to, shares
with, and supports
the efforts of others.
Tries to keep people
working well
together.

Usually listens
to, shares, with,
and supports the
efforts of
others.

Construction materials
were not appropriate
for the wind chime.