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Hearing and Sound

Grade: 3
Subject: Science
Unit: Hearing and Sound
Lesson Duration: 45 minutes
MO (2013) - Cross-curricular outcomes:
(2) strive for engagement and personal excellence in their learning journey;
discover, develop and apply competencies across subject and discipline areas for
(4)
learning, work and life to enable students to:
know how to learn: to gain knowledge, understanding or skills through
(a)
experience, study, and interaction with others;
(e) innovate: create, generate and apply new ideas or concepts;
create opportunities through play, imagination, reflection, negotiation, and
(f)
competition, with an entrepreneurial spirit;
apply multiple literacies: reading, writing, mathematics, technology, languages,
(g)
media, and personal finance;
demonstrate good communication skills and the ability to work cooperatively
(h)
with others;

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
. 36 Use, safely, a variety of tools, techniques and materials in construction activities.

. 39 Describe the nature of sound, and demonstrate methods for producing and
controlling sound.

Specific Learning Outcomes:

Students will:

. 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.

. Use sound-producing devices that the student has constructed to demonstrate methods for
controlling the loudness, pitch and quality of sound produced.

. 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.

. Construct and evaluate different kinds of soundproofing and sound-amplifying devices.

OUTCOMES stated in learner friendly language

I can statements
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- I know what decibels are

- I know how to measure the audio volume of anything
- I recognize that loud sounds can damage my hearing
- I recognize the importance of hearing protection
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Formative: Summative (if applicable):
Assessment will be made through
the white board game and
checking the progress in their
activity books.

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Education
Resource #2: George Davison Grade 3 Science Booklet
Bouncyballs.org
MATERIALS AND EQUIPMENT
Activity books
smartboard
PROCEDURE
Introduction (time:
approx 10 minutes )

Hook/Attention Grabber: Video on Sound

Bring up bouncyballs on the smartboard and let the students experiment with volumeloud
noises make the balls jumpexplain that we can actually measure how loud something is
Assessment of Prior Knowledge: Before watching ask students to think about:
Play the white board game
Ask team captains to get the whiteboards, markers and erasers
Explain basics of decibel meters

Before Students return from Music:

Open Google Slide lesson 6
Play the white board game

Intro:
Explain the 4 stations today
- Computers (Ask Chila to open the links in Google Classroom)
(Differentiation in this center. All of the links include videos. Explain that the students
can use read&write google if they have difficulty with the words)
- cool facts stationremind them that team captains need to remember one fact to share
with the class
(Differentiation in this center. Explain if you need help reading your fact ask a shoulder
partner to help you.)
- Activity books Work on the activity featuring the Magic School Bus episode they just
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watched. If you are finished, please help a friend catch up.

(Differentiation in this center. Allow the students to draw their ideas if they dont wish to
write them.)
- Sound with Mr. Massini

Transition:
- Explain we are going to have four centers. One will stay up front with me and one will
be at the carpet and VIP table. At the carpet and VIP table, students will work in their
activity books on the listed pages.
- Draw one popsicle sticks and ask that student to get out the activity books on sound
- Ask the students following questions:
How many centers are there?
How do you know what center you are in?
What does Group 2 work on?
Which pages does group 2 work on?
What should you do if you finish early?
If you are confused in group 2, do you come and ask Mr. Massini?
No? Ok, what is the rule if you are confused?

Body (time: approx 15 minutes )

This demonstration will happen four times, once with group one, set a timer for 15 minutes,
then repeat with group 2, next lesson will be for groups 3 and 4

- Pull out cell phone and open app decibel meter

- Show the students that as you get louder the meter goes up
- Play the guitar and ask the students to watch the meter
- Then ask the whole room to be as silent as possible and watch the meter

(Differentiation in this center. Allow the students who prefer tactile learning to hold the
decibel meter and give the reading)

Switch groups and repeat lesson:

Transition:
When the timer goes off, finish your thought and ask the students to rotate to their new group.
Count backwards from 10 Ask the students in Group 1 to get their activity books out and
work quietly while I repeat the lesson.

Closure (time: 5 min. )

Feedback From Students:

After the second timer, allow 1 minute for the students to put their supplies away.
When everyone is ready and waiting at their table:
Ask team captains to share their facts
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announce the winner of the white board game

Transition To Next Lesson:

When students are ready, they can line up for lunch