Sie sind auf Seite 1von 33

Grade 3 Science Unit Plan

Unit 1
Topic D: Hearing and Sound
September 6th October 31st, 2016
Miss. Tamara Constantine

Gr. 3 Topic D: Hearing and Sound


Unit 1, Topic D: Hearing and Sound
Constantine Unit 1
Unit Title:

Tamara
Sept 6- Oct 31st 2016
44 lessons @ 30 min
Topic D: Hearing and Sound
each
Unit Summary: Within this unit, the students will gain an understanding of sound, its qualities, and its sources. The
students will gain an understanding of vibration as the main production of sound, and that changes in vibration change
the sounds we hear in terms of their volume, pitch, and quality. The students will also learn about the human ear, what
happens to sound when it travels to the ear, and gain an understanding of how sound travels. In addition, students will
learn about what makes sound louder or softer, pleasant and unpleasant, and the sensitivity and range of hearing in
human and animal ears. Students will also learn about the negative effects of loud noises on our ears and what we can
do to keep our ears safe. Overall, students will gain an understanding of the function of the human ear, the
fundamental characteristics of sound and sound travel, and how to create sound of different pitches, volume, and
quality through a hands-on and safe learning experience.
Guiding Questions:
Vocabulary Words:
What is sound?
Pitch
What causes sound?
Vibration
What is the cause of a loud sound vs. a soft sound?
Wavelength
What is the cause of an unpleasant sound vs. a pleasant sound?
Hertz
How can we measure sound? What are decibels?
Frequency
What is a fair test?
Volume
When is sound too loud for the human ear?
Decibel
What are the consequences of listening to loud sounds regularly?
Amplitude
How many decibels are too loud for the human ear?
Audiologist
How does a change in the rate of vibration affect sound?
Deafness
What is pitch?
Quality
How can we produce sounds of different pitch, quality, and volume when
Echo
creating sounds?
Pre-learning Required
Students will have basic knowledge of:
What are some examples of materials that sound can travel through?
Basic computer skills
What are the parts of the human ear? How does the human ear sense
vibrations?
Basic typing skills
How are the ranges in hearing different in humans and in animals?
Reading and writing (students will
be at various levels of reading and
What are some characteristics of sound that make it unpleasant or
writing)
pleasant to hear?
Basic understanding of
What role does sound play in communication? Do we need sound to
experiments (predictions,
communicate?
observations)
Learning Tasks:
Hearing and sound experiments (predicting, reflecting, and explaining
Assessments:
results)
Observation during individual and
Hands on learning activities
class activities
Working with partners and in groups
Length of
Unit:

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

Visual Map of Learning


Ongoing and key strategies and activities: Class discussions and questioning will be used to regularly learn
about new concepts. Videos to catch the learners attention to introduce new concepts will be used such as Bill
Nye and Magic School bus. Students will engage in several hands-on experiments on a regular basis to learn
through a self-directed, inquiry-based method. Students will use lab reports for all experiments to make
predictions and reflect on the results to create a meaningful learning experience and scaffolding will be used to
lay the foundation for new knowledge. Smart board will be used regularly to provide students with instructions
and chunk information for students to follow at their own pace. Students will work in partners/groups often to
collaborate and assist each other in their learning. Literature will also be used to supplement learning such as
storybooks that help students understand concepts. In conclusion, a variety of learning methods will be used
within this unit to allow for students of different learning styles and preferences to have the opportunity to
succeed. These methods will include writing, movement, collaboration, individual assignments, and hands-on
activities.

Learning Outcomes Covered within Unit 1


Science
General Learner Expectations
Students will:
3-9 Describe the nature of sound, and
demonstrate methods for producing and
controlling sound.
Specific Learner Expectations
Students will:
1.

Identify examples of vibration.

2.

Recognize that sound is the result of vibration; and

Math

Language Arts

GLO 1: Collect, display, and


analyze data to solve
problems
SLO 1: Collect first-hand data
and organize it using:

tally marks

line plots

charts

lists
to answer questions.
SLO 2: Construct, label and

1.1 Discover and Explore


1.1.1 Express ideas and develop understanding

explore ideas and feelings by asking questions, talking to


others and referring to oral, print and other media texts
1.1.2 Experiment with language and forms

talk and represent to explore, express, and share stories,


ideas, and experiences
1.2 Clarify and Extend
1.2.1 Consider the ideas of others

ask for the ideas and observations of others to explore


and clarify personal understanding
1.2.2 Extend understanding

ask questions to clarify information and ensure


understanding
1.2.3 Extend understanding

express interest in new ideas and experiences

interpret bar graphs to solve


problems

demonstrate that the larger the vibration, the louder


the sound.
3.

Recognize that there are ways of measuring the


loudness of sounds and that loud sounds pose a
danger to the ear.

4.

Recognize that pitch is the result of differences in the


rate of vibration, and predict how a change in the rate

GLO 2: Use patterns to


describe the world and to
solve problems
SLO 3: Sort objects or
numbers, using one or more
than one attribute

2.1 Use Strategies and Cues


2.1.1 Use prior knowledge

Share ideas developed through interests, experiences and


discussion that are related to new ideas and information
2.1.2 Use comprehension strategies

Read silently with increasing confidence and accuracy

Unit 1, Topic D: Hearing and Sound


Constantine

of vibration will affect a sound.


5.

Demonstrate a variety of ways of producing sounds;


e.g., by striking an empty glass, by blowing air into a
bottle, by constructing and using a device that
involves vibrating strings.

6.

Use sound-producing devices that the student has


constructed to demonstrate methods for controlling
the loudness, pitch and quality of sound produced.

7.

Identify examples that show that sound can travel


through a variety of materials, including solids, liquids
and air, and that sound travels in all directions.

8.

Describe how the human ear senses vibrations.

9.

Compare the range of hearing in humans to that in


other animals; e.g., dogs and bats.

10. Recognize that certain sounds have characteristics


that cause them to be interpreted as pleasant or
unpleasant, and identify these characteristics.
11. Describe changes in hearing that result from
continued exposure to loud noise and from the natural
process of aging.
12. Construct and evaluate different kinds of
soundproofing and sound-amplifying devices.
13. Explain the role that sound plays in communication.

Tamara

2.2 Respond to Texts


2.2.1 Experience various texts

choose a variety of oral, print and other media texts for


shared and independent listening, reading and viewing
experiences, using texts from a variety of cultural
traditions and genres, such as nonfiction, chapter books,
illustrated storybooks, drum dances, fables, CDROM
programs and plays

connect own experiences with the experiences of


individuals portrayed in oral, print and other media texts,
using textual references
2.2.2 Construct meaning of texts

discuss, represent or write about ideas in oral, print and


other media texts, and relate them to own ideas and
experiences and to other texts
2.3 Understand Forms, Elements, and Techniques
2.3.1 Understand Forms and Genres

discuss ways that visual images convey meaning in print


and other media texts
3.1 Plan and focus
3.1.1 Focus attention

attend to oral, print and other media texts on topics of


interest

make statements about topics under discussion


3.1.2 Determine information needs

Ask questions to satisfy personal curiosity


3.2 Select and Process
3.2.1 Use a variety of sources

find information to answer research questions, using a


variety of sources, such as children's magazines,
CDROMs, plays, folk tales, songs, stories and the
environment
3.2.2 Access information

Locate answers to questions and extract appropriate and


significant information from oral, print, and other media
texts
3.2.3 Evaluate Sources

Ask questions to make sense of information


3.3 Organize, Record and Evaluate
3.3.1 Organize information

Organize ideas and information, using a variety of


strategies, such as clustering, categorizing and
sequencing
3.3.2 Record information

Represent and talk about ideas and information


3.3.3 Evaluate information

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

Share new learnings with others


3.4 Share and Review
3.4.1 Share ideas and information

Share ideas and information about topics of interest


4.3 Present and Share
4.3.1 Present information

present to peers ideas and information on a topic of


interest, in a well-organized form

Lesson Sequence Overview:


Lesson 1
Learning Outcomes:
Science: SLO 1
Language Arts: 1.1- 1.1.1, 2.1-2.1.1, 2.2.-2.2.1, 2.2.2
Learning Activities:
KWL Charts on what we know about sound- Generate a whole
class want to know chart with all of the students
suggestions.
Read book Polar Bear, Polar Bear, What do you hear?
Ask: Do you think we would ever hear the same sounds in our
own environment here?
Take the students to different locations (classroom, gym,
library, outdoors) and have them sit and listen to the different
sounds heard. Write down the sounds heard in each
environment on Sound is All Around us handout.
Start with a group observation in the class. Have them quiet
and listen carefully. Then share the sounds they hear, ensuring
they are noticing the white noise in the background (buzzing,
dripping etc) Write down the sounds they heard on the SMART
board as a group.
Back to the class: Discuss the different sounds we heard in
different environments.
Discuss the range of the sounds (long/short, loud/quiet,
occasional/consistent) and how the sounds are being made.

Assessment:
- Observe that students are listening carefully and quietly.
- Formatively assess the sounds they hear, and ensure they are
aware of the white noise sounds we do not normally hear.
- Take note of whether they identify a range of familiar sounds.
- Formatively assess handout for understanding
Differentiation: Students can draw pictures of the sounds
they hear rather than write them down based on their abilities.
Modifications: Perhaps need to cut down the locations we
visit or only complete the activity in the classroom depending
on the cooperation of the students.
Technology: SMART Board
Resources: KWL Charts, Book- Polar Bear, Polar Bear, What do
you hear?
Worksheet for sound observations

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

Where do they come from?


Ensure students are aware of how many sounds there are and
some we do not notice.
Discuss: Would these sounds change at different times of the
day?

Lesson 2 & 3
Learning Outcomes:
Science: SLO 1, 2, 5, 8
Language Arts: 2.1-2.1.2, 2.2-2.2.1, 3.1-3.1.1, 3.1.2,
Learning Activities:
Introduce with Gerald McBoing Boing. Dr. Seuss.
- Explain the beginning components of the ear (outer ear
(pinna), ear canal, (tympanic membrane) ear drum) and draw
on the board.
- Show a diagram on the SMART board of these ear components
and re-explain
- Write down big question on the board how do we hear
sound?
- Have students make waves with their arms, and tell them this
what sound looks like when it travels to our ears, but how do
we hear it?
Introduce a fair test. How do we create a fair test?
- Complete vibration experiment individually using cup,
aluminum foil, rubber band, and rice
- Have students answer the following questions as they
complete the experiment.
What did you notice about the rice when you tap the
cup?
Was there a difference when you tap the top?
How is the movement of the rice different when you tap
slower or faster?

Assessment: Formative assessment of students as they


complete the experiment, during discussion, and assessment of
handouts for understanding.
Differentiation: Help students prepare their materials for the
experiment
- Some students may need more assistance and direction to
complete the experiment
Modifications: none
Technology: SMART Board
Resources:
- Gerald McBoing Boing. Dr. Seuss, cups, aluminum foil, elastic
bands, rice, handouts, pencils How humans make sound
worksheet, SMART Board, labeled diagram of the human on the
worksheet, projector

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

How is the movement of rice different when you tap


harder or softer?
Class discussion
Write down words on the board from quick glances at their
worksheets (popping, rumbles, jumping, bouncing etc)
Ask students how these things changed when we completed
the tasks to answer the questions.
Bring it back to the question how do we hear sound?
What happens to the sound waves when they hit the eardrum?
Tie to the movement of the rice (vibration).
Ask: Was this a fair test?
Ask: How do humans make sounds?
Brainstorm the different sounds humans can make (scream,
talk, clap, stomp, whisper, etc)
As a class, have students feel their throat while they speak to
feel vibrations.
Discuss: What do you feel? How does it feel when you make
different sounds? Different pitch? Different volume?
Use a labeled diagram of the human body (parts used to make
sound) and explain to students how we create sound.
Ask: How else can we make sound?
Clap our hands: How do we create sound by clapping our
hands?
Discuss.
Whistle: How do we create sound when we whistle?
Have students complete worksheet (how humans make sound)
and label the parts of the human that create sound based on
diagram on the SMART Board.
Closure: Tie it all back to vibration and movement.
Lesson 3 & 4
Learning Outcomes:
Science: SLO 1, 2
Language Arts: 2.2-2.2.1, 2.2.2, 3.1-3.1.1, 3.1.2
Learning Activities:
Review that sound is created in waves through
vibration/movement
Watch Magic School Bus Clip to review sound as vibration

Assessment: Discussion after the experiment


- Lab worksheets formative assessment
Differentiation: Students may need assistance when
completing the experiment. Create diverse groups with
students of different abilities in each.

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

Introduce vocabulary word pitch explain to students


what pitch is, and have students make sounds of
different pitch with their voices.
Ask: how else can we make sounds of different pitch?

Modifications: none

- Introduce Good Vibrations! experiment and split class


into groups of 3
- Have students complete a lab worksheet (make predictions
first, complete the experiment, and answer the questions)
- Once completed, discuss our results and conclude the
different waves we saw in response to different volumes and
pitch.
- Draw these sound waves on the board as the experiment is
reviewed as a class
- Discuss: the difference in the sound waves we observed, why
they are different and introduce the new vocabulary words
pitch vibration volume wavelength hertz and
frequency. create definitions for these words as a class on
chart paper and hang for reference.

Resources: Magic School Bus https://www.youtube.com/watch?


v=ZxYmPAEW840,
Ipads, lab worksheets, experiment task handouts, chart paper

Lesson 5 & 6
Learning Outcomes:
Science: SLO 1, 2
Language Arts: 2.2-2.2.1, 2.2.2,
Learning Activities:
Continue to work on understanding that sound is the product of
vibration and movement. Watch Bill Nye clip
https://www.youtube.com/watch?v=ACeUO4ufx2I
Review that sound is a product of a vibration and introduce any
new words observed in the video including echo. Add to our
vocabulary chart.
- Demonstrate: Silly Salt activity- use a coffee can, balloon,
rubber band, and rice to show students how the rice on top of
the can vibrates when close to a loud sound (put it close to a
speaker or bang a pan)
- Have student volunteers come up and try the experiment
themselves for the class and make louder and softer sounds

Technology: Ipads, Oscope app, SMART board

Assessment: Observe student engagement and participation


in the activity. Listen to the quality of the discussion to
formatively assess student understanding of outcomes 1 and 2.
Differentiation: Students may need a partner to work with
when completing the worksheet. Students can draw what they
saw instead of write it down if needed.
Modifications: none
Technology: computer and music
Resources: Edmonton Public Schools Master #9 handout,
- Coffee can, balloon, rubber band, and rice
- Pan and wooden spoon
- Music to play over computer speaker

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

and see what happens.


- Have students complete a lab worksheet to predict and reflect
before and after the experiment.
Discuss our findings as a class.
Complete Silly Salt worksheet (master #9)
Lesson 7
Learning Outcomes:
Science: SLO 1, 2, 4
Learning Activities:
Review our vocabulary word of pitch referring back to
our chart of definitions on the wall.
Ask: who can give an example of a high pitch? Low pitch?
Medium pitch? sound
Introduce Making Vibrations experiment
Model how to complete the experiment to the class
Have students complete the experiment in pairs
Ensure students complete the Vibrating Ruler Graph Master #
6 worksheet while completing the experiment.
Discuss:
When completed, make a whole class vibration ruler graph on
the SMART board of their findings. (what did we hear, what did
we see?)
Discuss why the pitch of the ruler changed when they extended
it over the desk to different lengths.
Ask students: What did we learn through this experiment?
Conclude that the length of the ruler changes the pitch of the
sound we hear. (longer-lower and shorter-higher)
Tie this back to the fact that vibration creates sound waves that
move through the air.
Alternative lesson for pitch and how to manipulate
pitch
Learning Outcomes:
Science: SLO 2, 4, 5
Learning Activities: Check (Science Lesson Plans folder)

Assessment: Observation of students completing the


experiment appropriately. Listening and taking note of the
discussion to formatively ases understanding. Formatively
assess the worksheet.
Differentiation: Create diverse pairs of students to complete
the experiment, have aid assist students who may be
struggling

Modifications: May need to review understandings of how to


complete a graph. Complete the first and second ones together
as a class to model how to graph the findings.
Technology: SMART board
Resources: Edmonton Public Schools Master #6 worksheet,
SMART Board, plastic rulers

Assessment: Observation and questioning during experiments


One on one questioning of what was found
Class discussion

Unit 1, Topic D: Hearing and Sound


Constantine
Lesson 10- Sept 30 for more details.
Students use a small box and elastics of different width to pluck
and find out the difference between the sounds they create.
Then, they put a ruler underneath the elastics to make them
shorter and tighter, and they produce a higher pitched sound.
Have students fill out Guitar Fun! Modified Master 23
worksheet as they complete the experiment in pairs.
(idea from Hearing and Sound EPSB book)
Lesson 8 & 9
Learning Outcomes:
Science: SLO 3, SLO 11
Language Arts: 1.1-1.1.1, 2.2-2.2.1, 3.1-3.1.1, 3.1.2
Learning Activities:
Measuring sound: Review soundwaves, and wavelengths and
ask the class to identify what type of sound different photos of
soundwaves are of (pitch, volume etc)
Have students complete worksheet (Whats that sound master
11) Have students rank the sounds from loudest to quietest
(predictions)
Bring class back together: Measuring sound can be hard with
our ears only.
Introduce a sound meter (real or with use of app on Ipads)
Introduce decibel add to vocabulary chart and explain
Model how we would use a sound meter to measure sound
Have students complete Master #11 (Whats That Noise?) and
measure a variety of sounds (clap, bang the desk, hit desk with
pencil, stomp, whisper, talk like a mouse, talk like a bear, etc)
Write down their findings in the observation column
Discuss our findings and graph them together on the SMART
board. Which was loudest? Etc.
Were our predictions accurate?
Discuss: When is a sound damaging to our ears?

Tamara

10

Worksheet

Assessment: Observation and use of checklist when students


are working on experiment. Look for engagement, participation,
and understanding of the concept. Formative assessment while
assisting students completing the task. Taking note of the
discussion to formatively assess understanding.
Differentiation: Be mindful when creating groups for task
completion, some may need extra assistance when using the
sound meter.
Modifications: the classroom may get quite noisy, close the
door and make neighbours aware.
Technology: SMART board, Ipads

Resources: photos of soundwaves, Edmonton Public School


Board Master # 11 worksheets, vocabulary chart, sound meters
or sound meter app, book- A Button in her Ear Ada Basseett
Litchfield

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

11

Brainstorm answers to the following questions in pairs, and


then as a group:
What could happen if we regularly were exposed to loud noise?
What happens to hearing as we get older?
Create a class poster on the damages that could happen.
Read aloud: A Button in her Ear Ada Basseett Litchfield
Lessons 10 & 11 (done earlier in the unit)
Learning Outcomes:
Science: SLO 8
Language Arts: 1.1-1.1.1
Learning Activities: Direct student attention to the
beginning explanation of the outer ear and eardrum
when we completed our first experiment that resembled
the ear.
Ask: How does the ear work?
Post a diagram of the human ear on the SMART board and
briefly explain the outer, middle and inner ear as the 3 parts to
the ear. Inside of these 3 parts there are other important parts
that help us hear.
Watch https://www.youtube.com/watch?v=HMXoHKwWmU8 to
introduce the parts of the ear
Have students label their own diagrams while watching the
video (play a second time if needed)
Review the parts of the year and categorize each part under
outer, middle, or inner ear on the SMART board, as a class.
When complete, students will create their own ear accordions
using the Im All Ears worksheet.
When complete, have each student unfold their accordion as
we further discuss the parts of the ear and ask and read the
information on master #12 as a class. Then, complete the fill in
the blanks on Master #13 as a class.
Lesson 12

Assessment: Observe as students complete task


Differentiation: Students may need extra assistance with
creating the accordion ears
Modifications: none
Technology: SMART board
Resources: Video- https://www.youtube.com/watch?
v=HMXoHKwWmU8, Our Ear Master #13 worksheet, ear
diagram labeled, SMART board, Im All Ears worksheet,
Edmonton Public Schools Master #12 & 13

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

12

Learning Outcomes:
Science: SLO 3, 11
Language Arts: 1.1-1.1.1, 2.1-2.1.2, 3.3-3.3.1
Math: GLO 1-SLO 1, SLO 2, GLO 2- SLO 3

Assessment: Thumbs up, thumbs down formative assessment


of understanding
Observe students as they complete the worksheet to ensure
understanding of instructions
Formatively assess the worksheets

Learning Activities:
Show students the Safe Hearing Chart (master #16) and
explain when sound is over a certain decibel amount, it
becomes damaging.

Differentiation: Further assistance with ranking and


categorizing if needed. Some may need assistance with reading
and writing.

Using a modified version of master #15 Measuring loudness


of sounds- (including sounds and sound measurements). Have
students read the decibels of different sounds and rank
categorize them under safe, hearing damage risk, or dangerous
depending on their decibel readings.
Discuss how we categorized each sound and some safety
precautions we can take to protect our valuable ears! Ex. Ear
plugs, headphones, lower the volume, etc. (see p. 28)

Modifications: none
Technology: none

Resources: Edmonton Public Schools master #16, master #15


modified worksheet, page 28 for explanations

Introduce new vocabulary word: audiologist


Discuss hearing loss and what happens to the ear when a
person is deaf.
Lesson 13 & 14
Learning Outcomes:
Science: SLO 10, SLO 11
Language Arts: 3.3-3.3.1, 3.3.2, 3.4- 3.4.1,
Learning Activities: In groups of 3, have groups create
posters on large chart paper with markers. Have students begin
by brainstorming on a loose leaf, some different sounds that
they identify as being unwanted, unpleasant, dangerous, or
annoying, diminishing our quality of life.
On their posters, have students create safety posters for
hearing to hang around the school or classroom with the
caption Noise Pollution can be Harmful to your Health.
1. What noises should we be aware of?

Assessment: Observe student understanding of noise


pollution and how we can protect our ears through their posters
Differentiation: Some students may not be comfortable
acting out the charades suggestions individually, allow for
drawing or going up in pairs.
Modifications: none
Technology: none
Resources: poster paper, markers, charades suggestion cards

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

13

2. How can we protect our ears? (list at least 4 ways)


3. How can noise pollution harm us?
Once finished, hang the posters.
Play charades in two teams with words to act out/draw on chart
paper of different types of sounds.
Discuss how this game was difficult because we could not make
sound to communicate. How is sound and hearing used in
communication by humans? What are some sounds that make
us feel certain emotions? What sounds make us happy/sad?
Brainstorm as a class.
Lesson 15 & 16
Learning Outcomes:
Science: SLO 4, 5, 6
Language Arts: 3.3-3.3.1, 3.3.2, 3.3.3.
Learning Activities:
Review the definition of pitch and some examples of different
pitch
Explain to students that we will begin to focus on how we can
create different pitches when we make our own instruments.
- Hand out materials and worksheet (master #23 and master
#24 p.2 only)
Explain the instructions for the experiment.
- Have students follow along the instructions on the board and
create their guitars.
Have students complete the worksheets as they complete the
experiment and then complete master #24 p.2 only when
finished.
Debrief on our findings and the result of the different changes
to the pitch. Discuss why we observed those results.
Lesson 17 & 18
Learning Outcomes:
Science: SLO 4, 5, 6

Assessment: observation of completion of the experiment,


use of teacher checklist for formative assessment of
understanding of outcomes, listening to discussions

Differentiation: assistance will be needed for several students


when completing the experiment and especially when changing
the length of the elastics
Modifications: none
Technology: SMART board
Resources: Edmonton Public School Board Master 23, master
24 p.2 only, instructions on SMART board, shoe boxes or
Kleenex boxes, elastics of many different widths.

Assessment: Observation of students completing the activity.

Unit 1, Topic D: Hearing and Sound


Constantine
Language Arts: 2.2-2.2.1, 3.1-3.1.1, 3.1.2, 3.1.3, 3.33.3.1,3.3.2, 3.3.3
Learning Activities: Continue to focus on manipulating pitch.
Read aloud: The Remarkable Farkle McBride. John Lithgow.
- Review pitch and how it can be manipulated. Review our last
experiment and its results.
- Explain and model the water instrument experiment
- Go over the instructions, and have students work in groups of
3 or 4
- Have students predict and then write down observations on a
lab worksheet as they complete the activity.
- Students will observe the different pitches that arise from
different water levels in beakers

Tamara

14

Worksheet formative assessment. Discussions


Differentiation: Variety of groups to help each other, chunk
instructions, additional assistance
Modifications: May need to complete more activities on the
concept of pitch before moving onto the creating our own
instruments activity.
Technology: SMART board
Resources: Water instrument lab worksheets, instructions on
SMART board, beakers, water, big buckets, categorizing game
of instruments, The Remarkable Farkle McBride. John Lithgow.

Debrief as a class. What did we find? What happened? Were our


predictions correct? Why did this happen?
Lesson 19, 20, 21
Learning Outcomes:
Science SLO 4, 5, 6
Language Arts: 3.1, 3.1.1, 3.1.2, 3.3-3.3.1, 3.3.2, 3.3.3
Math: GLO 1-SLO 1, SLO 2, GLO 2- SLO 3

Assessment: Observation during brainstorming session, taking


note on the ideas that arise after read aloud, observation of
ability to categorize using teacher checklist, formative
assessment of worksheet for understanding

Learning Activities:
Brainstorm: Instruments we have in our world. Instruments we
play, etc.
Read aloud: Meet the Orchestra. Ann Hayes

Differentiation: Additional assistance on worksheet


completion, categorizing the instruments together as a class
first allows for all students to gain a basic understanding before
completing the worksheet individually.

Introduce the different types of instruments we have in the


world and categorize them together by string, brass, woodwind,
and percussion instruments.

Modifications: none

Handout worksheet with pictures of instruments (Master #30 &


#31) and have students write down the instruments under the
appropriate categories.

Resources: Meet the Orchestra. Ann Hayes, Instrument


worksheets (Master #30 & #31), SMART board matching game

Play a matching game on the SMART board to categorize the

Technology: SMART board

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

15

instruments and identify each of them.


Lesson 22, 23, 24
Learning Outcomes:
Science SLO 9
Language Arts: 3.3-3.3.1, 3.3.2, 3.3.3, 3.2- 3.2.1, 3.2.2,
3.2.3, 3.4-3.4.1
Learning Activities:
Introduce assignment and show students how to get to and
navigate the website being used for the research.
Humans and animals hear differently. In pairs (chosen by the
teacher), students will create a poster based on one animals
hearing (bat, frog, owl, dolphin, elephant).
A t-chart or Venn diagram will be created on the poster to
compare the hearing of the animal and human (must include
range of hearing)

Assessment: Summative- checklist


Differentiation: Students may create a different type of
comparison chart if preferred, students can work individually if
preferred
Modifications: none
Technology: Computers

Resources: poster paper, instructions for assignment, rubric,


and website for research
http://engagingstudents.blackgold.ca/index.php/division-i/scid1/science-3/topic-d-hearing-and-sound/animal-hearing-project/

Students will gather all information from the following website


http://engagingstudents.blackgold.ca/index.php/division-i/scid1/science-3/topic-d-hearing-and-sound/animal-hearing-project/

Lesson 25, 26
Learning Outcomes:
Science: SLO 7
Language Arts: 1.1-1.1.1, 1.1.2, 3.1-3.1.1, 3.1.2
Learning Activities:
Introduce new topic of how sounds move through different
materials such as air, liquid and solids. Can we think of any
examples?

Assessment: Observation of discussion, journal entries


Differentiation: Can draw a picture in journal and explain it
with a few sentences for struggling writers.
Modifications: none
Technology: none

First, explain to students that sound travels in all directions.


- give an example of when they are outside for recess and hear
the bell no matter where they are on the playground.

Resources: Bell, journals

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

16

Second, tell students you are going to ring a bell from the front
of the class.
Ask:
What is between the bell and your ears?
If I ring this bell, will all of you hear it?
Complete the experiment. Discuss. Did you all hear it? What
does this tell you about how sound waves travel?
Have students write a journal entry reflecting on the
demonstration.
- What happened when Miss. Constantine rang the bell?
-Where were you in the classroom?
- Did you hear the bell?
-Did the person at the front of the room hear the bell?
-What does this tell you about sound waves and how they
travel? Why?
Explain how sound travels through different materials at
different rates. Air is the worst conductor of sound. Sound
travels faster through liquids than through gases, and faster
through solids than liquids.
Lesson 27
Learning Outcomes:
Science: SLO 7
Language Arts: 1.1-1.1.1, 1.1.2, 1.2-1.2.1, 1.2.2, 1.2.3
Learning Activities:
Review of sound travel through different materials and why.
Have students go outside with a partner to different areas of
the playground and create sound (use a loud high pitched
voice, a low voice, and a whisper) Test how far away your
partner can go before they cannot hear you.
In class, think pair share to reflect on the activity. Share their
findings with another pair. Share with the class and discuss.

Assessment: Observation of experiment, think, pair, share


observation and taking note of the quality of the discussions
and findings, class discussion, thumbs up thumbs down check
for understanding.
Differentiation: none
Modifications: Weather permitting activity
Technology: SMART Board
Resources: none

What are some ways we tried to make ourselves heard?


(cupping our hands, speaking slowly etc). refer back to the

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

17

concept of air being a bad conductor of sound. Why? Do we


think that liquid is a better conductor of sound? Why?
Draw a diagram of the particles to portray this understanding.
Lesson 28, 29, 30
Learning Outcomes:
Science: SLO 7
Language Arts: 1.1-1.1.1, 1.1.2, 3.1-3.1.1, 3.1.2
Learning Activities:
Sound travels through liquid, gas, and solids centers.
Have three centers set up for students to rotate to.
1. Center one: air (comb strum)
2. Center two: solid (testing sound through different
materials)
3. Center three: liquid (testing sound in water)
Students will make predictions for each of the centers at the
beginning of class. They will discuss with their rotation group
what their predictions might be, write them down.
The centers will each be modeled to the class and instructions
will be at each center as well.
Students will move around to each of the centers, completing
the experiments and writing down their observations along with
a drawing of what they saw.

Assessment: Observations, predictions and reflections


Differentiation: Creation of groups, decreasing number of
experiments

Modifications: May need more or less class time, may need to


model each center for every group before beginning, may need
to stop after every rotation and have a discussion about each
groups experiences to chunk the reflections (dependent on the
class and what I know of the class at this point)
Technology: SMART board
Resources: Edmonton Public Schools master #34 modified
handout, centers, all center materials (comb, rocks, large pail,
tuning forks, cardboard, Styrofoam, glass, plastic, wood and
metal pieces, center instructions, Sounds All Around. Wendy
Pfeffer

After all centers have been completed, students will return to


the carpet and discuss our findings. We will conclude with
diagrams showing the density of the particles that explain our
findings.
Students will complete a lab worksheet for each of the centers.
Read aloud Sounds All Around. Wendy Pfeffer to wrap up
Lesson 31
Learning Outcomes:
Science: SLO 10
Language Arts: 1.2-1.2.1, 1.2.2, 1.2.3, 2.1-2.1.2,3.3-

Assessment: Observation during discussions, whole class


discussions and quality of their answers, formatively assess the
worksheets

Unit 1, Topic D: Hearing and Sound


Constantine

3.3.1, 3.3.2, 3.3.3


Math: GLO 1- SLO 1, SLO 2, GLO 2-SLO 3

Learning Activities:
Pleasant and unpleasant sounds
Individually, students will complete a worksheet that has them
categorize several sounds as unpleasant, somewhat
unpleasant, and pleasant.
Introduce vocabulary word quality.
Students then come up with their own ideas of some sounds
that they categorize under each.

Tamara

18

Differentiation: Help students find a partner if students are


uncomfortable finding someone when the music stops, post the
questions they are to answer/discuss with their partner on the
board
Modifications: none
Technology: none
Resources: worksheet on pleasant and unpleasant sounds,
music, chart paper

Once completed, students will stand up and find a partner to


talk to based on when the music is turned off (talk to the
person closest to you)
- Compare categorizing, and tell each other why one of the
sounds we put under unpleasant is so. What makes it
unpleasant?
Begin to write down characteristics of pleasant and unpleasant
sounds based on the conversations we have with our peers
during this activity.
As a class, make a whole class chart on the characteristics of
pleasant and unpleasant sounds.
Lesson 32
Learning Outcomes:
Science: SLO 13
Language Arts: 1.2-1.2.1, 1.2.2, 1.2.3, 3.3-3.3.1, 3.3.2,
3.3.3
Math: GLO 1- SLO 1, SLO 2, GLO 2- SLO 3
Learning Activities:
Animal Talk: How Animals Communicate Through Sight, Sound
and Smell by Etta Kaner
Have students discuss with their elbow partners- What are
some ways that humans communicate without sound?

Assessment: Observation, brainstorming and discussion


Differentiation: none
Modifications: none
Technology: SMART board
Resources: Chart paper, Animal Talk: How Animals
Communicate Through Sight, Sound and Smell by Etta Kaner

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

19

As a class, brainstorm ways that humans communicate.


Then, brainstorm ways that humans communicate without
sound (writing, reading, body language, sign language etc)
Categorize them by verbal and non-verbal and explain.
- Go over our list and identify whether sound is needed to
communicate or not.
- Conclude that sound is not necessary and that humans can
communicate in many other ways.
- Review ways that animals communicate with and without
sound as learned during our animal research projects earlier in
the unit.
- Teach the class a few ways to communicate through sign
language.
Lesson 33
Learning Outcomes:
Science: SLO 12
Learning Activities:
Students will create megaphones and learn about how they are
amplifying sounds through this device.
Students will complete a lab worksheet to make predictions and
reflect.
Complete Megaphones to Amplify Sound activity on page 62
of Edmonton Public Schools book in pairs
Debrief as a class. Why did the sound amplify when we used
the megaphone? How did it change the sound we heard when
we put our ear towards the narrow and towards the wide side?
Lesson 34 & 35 ** did a demo of the different materials
and my phone playing a song students predicted and
observed using the I cant hear you worksheet
Learning Outcomes:
Science: SLO 12
Language Arts: 1.2-1.2.1, 1.2.2, 1.2.3
Learning Activities:
Ask: how can we stop sound from travelling? Discuss how some
materials do not carry sound as well as others. What materials
do we think might not carry sound as well?

Assessment: Observations, lab worksheets, discussion

Differentiation: Create diverse pairs, extra assistance may be


needed for some students
Modifications: none
Technology: none
Resources: lab worksheet

Assessment: Lab worksheets, discussion, pair explanations,


teacher checklist
Differentiation: Choose partners mindfully, an aid for extra
support during experiments, model the experiments, chunk
instructions, list instructions in written form
Modifications: none

Unit 1, Topic D: Hearing and Sound


Constantine
Play soft music on the speaker. Have students move away until
they can just hear it.
Then, cover it with a towel. Can they still hear it?
Review our experiment on how sound travelled through a solid.
How does sound travel through the soft towel?

Tamara

20

Technology: SMART board

Resources: lab worksheets, music, speaker, towels, alarm


clocks, different materials to cover ears with such as Styrofoam
and cotton balls

Experiment:
Lab worksheets with predictions and observations will be filled
out for each experiment.
Have students use different materials to cover their ears with. A
second student will hold a sound device (ticking clock) in front
of the partners ear. Which item was the most soundproof?
If time, have students complete a second station in which they
will test how different materials placed underneath the alarm
clock are sound proofing. Which are the most soundproofing?
Why? What makes the best insulator?
To debrief, explain to students that their results are so because
they are less dense materials. Talk about different types of
insulation people use and have the class explain which would
be the best insulator to a partner and then to the class.
Lesson 36, 37, 38, 39
Learning Outcomes:
Science: SLO 2, 4, 5, 6
Language Arts: 3.3-3.3.1, 3.3.2, 3.3.3, 3.4-3.4.1, 4.34.3.1
Learning Activities:
Performance Task: Create an instrument
Students will create an instrument that can produce different
types of pitch, produce a pleasant sound quality, and have
loudness control.
They will need to bring some materials from home and some
will be supplied in the classroom.
- Students will fill out a planning sheet for their instrument,

Assessment: Summative assessment rubric


Differentiation: Instructions on the board, explained
instructions verbally, have students work together to
brainstorm, help students come up with instruments to create
and materials needed

Modifications: Possibly make this a pair activity depending on


the class. Increase or decrease class time to work on the
activity.
Technology: Can use the internet to help come up with an
instrument they would like to create. SMART Board

Unit 1, Topic D: Hearing and Sound


Constantine
draw a picture of it, and decide what kinds of materials they will
need. They can brainstorm with a partner or in groups.
- Hand out performance task sheet & thoroughly explain the
expectations.
- Students will create their instruments for the next few classes,
and for the final class, students will present their instruments to
the class and answer two questions regarding how their
instrument demonstrates a variety of pitches and how it can
control the loudness of the sound.
Lesson 40, 41, 42
Learning Outcomes:
Science: SLO 1-13
Learning Activities: Students will play Jeopardy review game
on the SMART board in teams to review for our unit test.
Several review activities will be completed such as games
played with dice in partners (to answer review questions)
Other activities will include labeling the ear worksheets, review
discussions as a class, Wheel of Fortune games played with our
vocabulary words as a class.
Complete KWL charts.

Tamara

21

Resources: Create an Instrument! Planning Sheet,


Performance task, Hybrid Rubric, all instrument materials.

Assessment: Observation and listening in while students


complete review games. Identify how much time is needed for
review and whether extra lessons are needed on particular
topics.
Differentiation: Test-taking differentiation will be taken into
consideration such as more time to write, writing in a separate
room, dictation, an oral test, and scribing
Modifications: Depending on class readiness, extend or
decrease time for review
Technology: SMART board
Resources: SMART board review games, dice games with
review questions, KWL charts

Lessons 43 & 44
Learning Outcomes:
Science: SLO 1-13
Learning Activities:
Unit Test

Assessment: Summative
Differentiation: Test taking differentiation strategies as
needed.
Modifications: none
Technology: none
Resources: Unit test

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

Master Documents from Edmonton Public Schools (Hearing and Sound)


KWL Hearing and Sound

How Do Humans Make

Sound? (M8)

Silly Salt Experiment (M9)


Ruler Graph (M6)

Vibrating

22

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

Whats That Noise?

(M11)

Ear Information (M12)


Ear Diagram (M13)
(M16)

Safe Hearing Chart

23

Unit 1, Topic D: Hearing and Sound


Constantine

Guitar Fun! (M23)

p.2)

Tamara

24

Changing Pitch (M24

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

Instruments(M30)

Instruments(M31)

Other Handouts

Lets Experiment!

Name:

25

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

26

Date:
Title of Experiment:
Question:
Predictions (Hypothesis):
_________________________________________________________________________________________________
_______________________________________________________________________________________________
Materials (What items you need?):
________________
________________
________________
________________

________________
________________
________________
________________

Procedure (What steps will you take to complete the experiment?):


_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________
Draw a picture of what you see below:

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

27

Observations:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________
What did you learn?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________
Im All Ears Accordion Worksheet

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

Name:

28

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

29

PLEASANT AND UNPLEASANT SOUNDS


Check the degree to which you find the following sounds to be pleasant to your ears:
SOUND
Unpleasant
Somewhat Pleasant
Very pleasant
Applause
Hummingbird
Bumble bee
Someone snoring
Fridge humming
Door slamming
Police siren
School bell
Thunder
Guitar playing
Car purring
Baby crying
Dog barking
Giggling
Leaves Rustling
Rain drops
Cat meowing
My own ideas

Unpleasant

Somewhat Pleasant

Very pleasant

Name:

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

Create an Instrument!
Now that you have learned all about sound producing devices, you will create your own!
Below, draw a picture of what you would like your instrument to look like:

Give your instrument a name:


_______________________________________

Tell me about your instrument (What is it made of, how does it work, and how will
you change the volume and pitch of its sound?)

30

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

31

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________
List the materials you will need to create your instrument:
*
*
*

*
*

*
*

Explain the step-by-step procedure you will follow to create your instrument:
1.
2.
3.
4.
5.

6.
7.
8.
9.
10.

Create an Instrument!
Student Task Description

Unit 1, Topic D: Hearing and Sound


Constantine

Tamara

32

Now that you have learned all about the elements of sound, it is your turn to create your own
sound! The Coaldale City Orchestra is looking for a new addition to their instruments and they
have asked you to create one for them! Make sure you use all of the knowledge you have gained
throughout our unit on hearing and sound to avoid your instrument having an unpleasant sound!
The Coaldale Orchestra is looking for certain elements in their new instrument addition, and they
are very excited to hear the instrument that you design!

Step 1: Create your instrument.


Gather all of your materials and follow the step-by-step procedure you have made to create your
instrument.
Your instrument will need to have the following to produce a quality sound:
1. Demonstrate a variety of pitches
2. Have volume control

Step 2: Presentation
When your instrument is complete, you will test it to make sure it includes the elements above.
Then, you will present it to your peers. You must answer the following questions in your
presentation:
1. How does your instrument demonstrate a variety of pitches?
2. How does your instrument control the loudness of sound?

Create an Instrument! Hybrid Rubric


Student Name: _________________

Unit 1, Topic D: Hearing and Sound


Constantine

Criteria

Tamara
Outstandin
g
(4)

Proficient
(3)

Satisfactor
y
(2)

Needs
Improvement
(1)

Incomplete
(0)

The instrument creates


a sound 3-9: 2
An understanding of pitch
and its components is
evidenced in the
instrument
3-9: 4

The student demonstrates


understanding of how to
control volume/loudness
with the instrument
3-9: 5; 3-9: 6

Total

/12

Outcomes assessed:
GLO: 3-9 Describe the nature of sound, and demonstrate methods for producing and controlling sound.
SLO 2: Recognize that sound is the result of vibration; and demonstrate that the larger the vibration, the louder the sound.
SLO 4: Recognize that pitch is the result of differences in the rate of vibration, and predict how a change in the rate of vibration will affect a sound.
SLO 5: Demonstrate a variety of ways of producing sounds; e.g., by striking an empty glass, by blowing air into a bottle, by constructing and using a
device that involves vibrating strings.
SLO 6: Use sound-producing devices that the student has constructed to demonstrate methods for controlling the loudness, pitch and quality of sound
produced.

33