Subject/Course: Science

Name: Ashley Kopustas

Grade Level: Three

Date:

Topic:

December 2, 2015

Time: 10:30

The Ear

2. Outcomes
Identify examples of vibration
8. Describe how the human ear senses vibrations.
13. Explain the role that sound plays in communication.
3. Learning Objectives
By the end of the lesson students will be able to:

Demonstrate their knowledge of parts of the ear by completing a worksheet, or responding to

group questions
Explain how the human ear processes vibrations that we hear as sounds through speech, writing,
drawing, or other method : an exemplar of a labelled diagram showing how the noise from an
instrument was received and comprehended by the ear will be shown to students so that they
have an exemplar of the quality of work expected
Explain how we use sound for various communications through speech, writing, drawing, or other
method
These updated goals are more specific and meet the UDL expression and communication
checkpoints. It allows students to show what they know in the method that best suits them. Providing
an exemplar of what a well-met goal looks like also increases the likelihood that students will be able
to effectively explain the two points and what they have learned about each. It also gives students the
standard of what excellent is.
4. Materials and Preparation
Computers
iPads
Headphones
Intro video (basic how the ear works video, about 4 minutes long)
Worksheet available physically and digitally
Blog for students to access the interactive games, videos, activities, models, etc.
While the materials do not change much, they are put to better use. The worksheet is now available in
paper and digitally. The worksheet can be read to the student using a text to speech app and the student
can add their contributions using a speech to text app. The worksheet is primarily for the students own
use to keep track of what they learn. It will convey the same information that the quiz does. The
introduction video will have both sound and visual information that convey the same message to the
students. This message will be reaffirmed with the various activities later.
5. Lesson
Intro
1. Gather students at the smartboard and show them the introductory video
2. Explain each of the stations and where they will be

3. Tell groups where they will be starting and how the rotation will work
4. Distribute worksheets, emphasize putting names on them
5. Direct groups to their appropriate first station
Body
Students will have time to explore the interactive games, videos, etc. to learn about the ear and how it
receives sound.

iPads (15 minutes) : will be using a game called ear doctor which is a good intro just in to basic ear
hygiene, ear health concerns, and a bit of what the middle ear does and looks like. The students will also
be able to access the same sites as explained under computers and they can choose to either play the
ear doctor game or spend extra time with the other activities.
By providing the choices students are more likely to be interested and engaged in the activity. Each of
the choices is still on-task and teaches the same basic information, just in different ways. While the
content may still not be of particular interest to all students, providing this choice means that they are still
more likely to be engaged throughout.
Computers (30 minutes): Students will be directed to a blog that they have practice accessing and there
is a Hearing and Sound entry which contains a list of links for sites they are to visit. It provides the
students with a great number of options for demonstrations, interactive games and educational videos
that all teach the students the same basic concepts.
Smartboard (15 minutes): Video/Activity/Mini Group Quiz: The video is about 30 seconds long and shows
some of the functions of sound in communication. The activity leads the students as a group through
information about sound through things such as tapping the smartboard to play the drums and then
watching (and hearing) how the sound reaches the ear. The mini group quiz will be held where students
will have a chance to read the question and answers then either close their eyes and the teacher will
read aloud the question and answers. Students will raise their hands to vote for which answer is correct.
After all students have voted the teacher will click the majority answer (and watch the animation
accompanying it) and if the majority is wrong the teacher will then show the correct answer.
With this modification all students are participating in the quiz and the teacher can see who answers
correctly and who answers incorrectly so that he or she can then work with students who need more
help. The worksheet changes were addressed under the materials section.

Closing
Bring group together to review the important aspects of hearing and the ear. The students should then be
questioned about some of the points. An example would be What state does sound travel through
fastest? These questions will appear one at a time on the board as well as read by the teacher to the
class. Students will be randomly questioned and some may choose to respond by raising their hand.
Although this takes away from the individuality of the exit slip, having a group discussion and short
questioning is a better way of reinforcing the information learned and seeing about where students are at.
The teacher will receive the information about the individuals through viewing the worksheets (which are

not graded, just used as a formative assessment) and through the smartboard quiz. These multiple
means of finding out the same information can make sure that the teacher is getting the best picture of
the students knowledge and ability.
6. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Students will be in the ending of the hearing and sound unit and have an understanding of sound and
vibrations
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the
inclusion of all learners?
Students will be working in groups so they can receive help, I will be circulating and so will my TA to
ensure that students are not struggling, there are different activities in each site that require varied
abilities and understandings. The content is essentially the same but the process is varied and much is
up to the students choice. They can choose which games, videos, etc. to visit
. Assessment
I will collect their ear worksheets. This will be a formative assessment to see how much more time we
need to spend on the ear. I will also keep track of student responses during the smartboard quiz to see
where each student is at.