Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Hearing, Amplifying and Sound Proofing

Date

Nov. 18th, 2014

Subject/Gra
de Level

Grade 3 Science

Time
Duratio
n

90 minutes (10:15-11:45)

Unit

Unit D: Hearing and Sound

Teacher

Ms. Kerschbaum

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

8. I can describe how the human ear senses vibrations.

12. I can construct and evaluate different kinds of sound proofing and soundamplifying devices.
LEARNING OBJECTIVES

Students will:
1.

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Master sheet master #12 and Master #13

pg 1

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Master sheet master #12 and Master #13 pg 1

Select a variety of sound clips on freesound.com
Introduction
Play sound clips have students guess at the source
As a class answer this question what is sound?
Vibrations

Transition to Body

Today were working with our ears so we have to be careful not

to damage them by being too loud. In some of our activities you
will be speaking into your partners ear. Do not shout
So well learn the parts of the ear and how they sense
vibrations to help us hear
And then youll be working with partners or small groups to play
with how you hear sounds. Figuring out ways that you can
amplify or soundproof.
Begin with the video How your ears work- kids health videos

Learning Activity
#1

So without further ado I introduce you to the ear. Play

Body
The ear
After the video move to the carpet with the model ear

Adapted from a template created by Dr. K. Roscoe

Time
2 min
30sec
1 min

1 min

5 min
Time
15min

Lesson Plan Template ED 3501 (Version C)

Go through each item having students name and explain what

happens at each point. Passing around model parts.
Can you hear things while you are asleep?
Yes, but on an unconscious level
A sound is made. The pinna directs the sounds waves into the
ear canal. Energy from the sound waves make the eardrum
vibrate just like a drum. The vibrations pass through the three
bones of the middle ear. Nerves in the cochlea carry the sound
signals to a certain part of the brain. The brain compare the
sound with memories of other similar sounds that have been
heard before. The brain will let you know what kind of sound it
is. Very quick process. We noticed that as we came in right you
were all able to identify the sounds.
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Hand out worksheet Master sheet master #12 and Master #13
pg 1
Have students label the image
STATIONS
Have students work through the stations in groups of four
Each station has a couple pieces of paper walking them through
the experiment process.
Station 1 Make the egg quieter
Station 2 Megaphone
Station 3 Cups and string

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Explanations
Egg
How fast the sound travels depends on the substance through
which the sound is traveling.
Sound can travel through a solid, liquid or gas. Substances are
made up of particles. In a gas the particles are far apart and
therefore sound travels slowly (much of the energy of the
moving object is lost in pushing the gas particles until they

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

meet other particles. Particles in liquid or a solid are closer
together. Less energy is lost in moving the particles (until they
reach others). Therefore, the sound in liquids and solids travels
much faster than in gasses.
Megaphone
Talk through the narrow end of the megaphone to amplify the
sounds of your voice. The cone shape holds the sounds waves
closer together and prevents the waves from spreading out as
fast.
Hold the narrow end of the megaphone to your ear and listen to
a soft sound. The cone shaped megaphone collects sounds and
helps channel or direct them to your ear. The sounds you
receive are louder.
Cups
Sound needs a medium through which to travel. It can travel
through air, liquid or solid objects.
Solids are better conductors of sound than liquids or gasses
So the vibrations will travel quickly along the string if it is held
tight. When the sting is loosened, it cannot vibrate. Without the
vibrating string, a sound wont be heard.
Teacher Notes:
Assessments/
Differentiation

Adapted from a template created by Dr. K. Roscoe