KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:
Cooperating Teacher:
Group Size:

Class

Subject or Topic:

Lauren Chiarchiaro
Dr. Varano

Date:
Coop. Initials

Allotted Time 1 hour Grade Level

Anatomy of the Ear

3/3/16

Section

3
205

STANDARD: 10.1.3.B Identify and know the location and function of the major body
organs and systems.
I. Performance Objectives (Learning Outcomes):
A. The third grade students will analyze major parts of ear anatomy by labelling
a guided note sheet and building an anchor chart.
B. The third grade students will build and explain part of the ear by using
common household items.
II. Instructional Materials
A. 4 big pieces of paper (anchor chart)
B. 4 sets of big markers
C. 20 ear anatomy note sheets (see attached)
D. 4 small bags of rice
E. 4 plastic bowls
F. 1 roll of Saran Wrap
G. 8 Rulers
H. 20 design sheets (for ear drum inquiry, see attached)
I. Computer
J. Ear anatomy power point
K. Ipad Cart
L. Horton Hears a Who by Dr. Seuss
M. 4 white envelopes
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students will need an understanding of anchor charts.
2. Students will need to have experience working in groups.
B. Key Vocabulary

1. Outer Ear
a. Pinna: part of the ear people can see / collects sound
b. Ear Wax: protects the ear canal
c. Ear Canal: a tube that runs from the outer to the middle ear and
directs the sound to the middle ear.
2. Middle Ear
a. Ear Drum: separates outer ear from middle ear / piece of skin
stretched tight like a drum that turns sounds into vibrations
b. Ossicles (3 tiny bones)
a. Most delicate bones in the body
1.) Malleus: attached to the eardrum and means
hammer in Latin.
2.) Incus: attached to the malleus and means
anvil in Latin
3.) Stapes: smallest bone in the body, which is
attached to the incus and means stirrup: in
Latin.
3. Inner Ear
a. Cochlea: small, curled tube. When sound reaches the cochlea,
the vibrations cause the hairs on the cell to move, creating
nerve signals that the brain interprets.
C. Big Idea
1. How sound travels through the ear.
D. Content
1. See Key Vocabulary
IV. Implementation
A. Introduction
1. When students walk in the room, they will be asked to sit in the
reading nook. Please put your stuff in your desks and come sit in
the reading nook!
2. Once all students are sitting and ready to listen, the teacher will
begin reading Horton Hears a Who by Dr. Seuss.
a. The teacher will first show the front cover, then the back cover,
the title page, then begin reading.
b. Teacher can stop at comfortable times to let students make
predictions or talk to the person sitting next to them about an
aspect of the book.
3. Once the book is finished, the teacher will say, What is the feature
Horton has that stands out the most to you? When a student says,
Hortons ears, the teacher will then say, Yes! Thats why we read
the book. Remember how yesterday we talked about what sound is?
Well, today we are going to discuss how sound travels through our
ears!
B. Development

1. The teacher will now say, Now, we are going to talk about how we
hear sound! In your groups you will find a pack of markers and a big
piece of paper. Each group is going to get a part of the ear and you
will make an anchor chart based on your word! Before we do this,
we are going to view a power point to talk about each part of the
ear.
2. The teacher will then set up the power point while students make
their way back to their groups.
a. On each slide will be a definition and a picture of the part of
the ear (see attached).
3. The last slide will be a part of the ear given to the students in their
envelopes and the definition. The teacher will then say, Now that
we briefly talked about each part of the ear, with your groups you
will open your envelope and whatever part is written on your card,
you will make an anchor chart for.
a. Ear drum
b. Pinna
c. Cochlea
4. The things you need on your chart are the part of the ear your group
has, the definition (In your own words. You may use the definition
on the power point for inspiration), and anything else you wish to
add like pictures or other words. I have IPads for you to use if you
get stuck! You may work throughout the room so feel free to spread
out and work at the back table or the floor. Wherever you will be
most productive with your group!
5. The teacher will give the students 15 minutes (at most) to work and
discuss their charts.
6. The teacher will also walk around, observe, and answer any
questions the students may have while working.
7. While the students are working (after 7 minutes) the teacher will say,
As you are finishing up, you may hang your charts on the board
using the magnets!
8. When all charts are on the board, the teacher will call on each group
to explain and discuss the part of ear they got, adding in any
information they may have missed.
9. Next, the teacher will say, Now we are going to do an activity!
Please send someone up from your group to grab a tray. On the tray
is a plastic bow, a ruler, a bag of rice, and Saran wrap.
10. Once all the students have come up and gotten their tray the teacher
should say, Using these materials, try your best to show the parts of
the ear in the order sound would travel through it. While you are
working on this with your group, Im going to give out a design
sheet where I want you to draw what you build and label each part of
the structure according to the part of the ear it represents. A word key
is in the corner of the sheet to give you hints if you get stuck.

11. The groups will work for 10 minutes (at the most) then the teacher
will ask each group what they built and what part of the ear each part
represents.
a. A drawing of the accurate representation of the ear is attached
to the lesson
12. After each table has shared their ideas, the teacher will build the
correct structure then let the students fix theirs (if need be) and
experiment with the structure for 5 minutes.
13. Lastly, the teacher will hand out a worksheet for the students to fill
out.
a. The worksheet is the guided worksheet they did earlier in the
lesson but they will independently fill out the ear diagram.
C. Closure
1. The students will fill out the ear diagram to the best of their ability
and hand in the worksheet before they leave the classroom.
D. Accommodations/Differentiation
1. Lucy, a student who struggles with ADHD will work with her
normal group which she has become friendly and eager to participate
in activities with. Lucy will be provided with either highlighters or
colored pens to match the lines/arrows on the guided worksheet so
she can match the words, ear part, and color to assist memory and
interest.
E. Assessment/Evaluation Plan
1. Formative
a. Students will hand in their design sheet after completing their
representation of the ears anatomy.
a. Correctly representing two out of the three parts of how
sound travel through the ear will be considered mastery.
b. Students will hand in their exit ticket at the end of class.
a. Correctly answering two out of the three part of the ear
(outer, middle, inner) will be considered mastery.
2. Summative
a. There is no summative assessment for this lesson.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
1. What went well during the lesson?

2. What didnt work and could be changed?

3. Did the students enjoy the lesson and seem focused or were they
bored/uninterested in the material?

a. How can I make this lesson more engaging?

VI. Resources (in APA format)

A. Seuss, D. 1954. Horton Hears a Who. New York: Random House.

Anatomy of the Ear Guided Note Sheet

Name:
Date:
Directions: Please follow the arrows and on the line, fill in the name of the part of the ear
using the word key. Not all of the words will be used.

Outer Ear

Middle Ear

Word Key:
Cochlea
Ear Canal
Stapes
Ear Drum

Incus
Pinna
Malleus

Inner Ear

Name:
Date:
Directions: In the box, please draw and label the design your team came up with to
represent how sound travels through the ear. Be sure to include the outer ear, middle ear
(ear drum), and inner ear (ossicles).