Science 3

Lesson 7

Friday Sept 24th, 2016

Stage 1: Desired Results

Science:

Learnin
g
Outcom
e(s)

Learnin
g
Objectiv
es

3-9 Describe the nature of sound, and demonstrate methods for producing and
controlling sound.
Specific Learner Expectations
Lesson 1:
SLO 8: Describe how the human ear senses vibration

Language Arts:
3.1.1 Focus attention

make statements about topics under discussion

3.1.2 Determine information needs

Ask questions to satisfy personal curiosity

Students will be able to

Identify each part of the human ear

Explain how the human ear senses vibration as sound
Recognize sounds of various pitch
Explain that the lower the frequency, the lower the pitch and vice versa

Stage 2: Assessment Evidence

Summat
ive

Assessm
ent

Formativ

Assessm
ent

none

Assess prior knowledge through questioning

and discussion
Formative assessment of ear accordions
Check off completed ear accordions before
students take them home
Assess vibrating ruler graphs for
understanding of pitch

Stage 3: Learning Experience

- Turn on the SMART

Prior to
the
Lesson

board
-Prepare all
worksheets
- Ensure whiteboards
are in the classroom
- Bring rulers
- Vibrating Ruler
Graph handouts

Time
Before
Class
Introductio
n
10:32-10:40
8 minutes

Resour
ces to
Bring

- Vibrating Ruler Graph handouts

- Ruler bin from the Curr Lab with yellow
rulers

Content/Description

Notes

- Turn on the SMART board

- Have photocopied worksheets ready
- Have video link ready to be played
Quick review of the ear diagram and process.
Have students come up and point to/circle each
part of the ear.
Ask: Who thinks they could come up and circle the
part of the ear called the .. etc. (use unlabelled

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Science 3
Lesson 7

Friday Sept 24th, 2016

diagram)
Review.
Explain to students that we are going to play a
game to see who really knows the ear and the
journey that the sound waves take to get to our
brains.
Have students bring out their white board
markers and handout the whiteboards.
Have students work with the person next to them
to answer the questions coming up. They will
have 20 seconds to write down the answer to the
question on the whiteboard. (Each student can
still have their own whiteboard)

Whiteboard
formative
assessment
10:40-10:53
13 minutes

Video
10:5310:56
3 minutes

Questions to use for review:

Ask: Who can tell me the three MAIN parts
of the ear?
Ask: Who can tell me the name of one of the
three bones in our ears?
Ask: Which part of the ear funnels the sound
waves?
Ask: What needs to happen for any sound to
be produced?
Ask: Which part of the ear vibrates when
sound waves hit it?
Ask: Who can tell me what another name for
the outer ear is?
Ask: Who can tell me what happens to the
sound waves when they hit the ear drum?
Ask: Who can tell me what the spirallycoiled tube is called inside of our inner ear?
Ask: what is inside of the spirally-coiled
tube in our inner ear?
Ask: What is the first part of the middle ear?
(ear drum)
Ask: What is the last stop in the sound
waves journey?
Introduce new topic:
Watch video on vibration and pitch.
http://www.pbslearningmedia.org/resource/p
hy03.sci.phys.howmove.lp_sound/soundvibrations/
Demonstrate sound vibrations by placing a ruler
on the edge of a desk, hanging it over the desk
about 8 inches. Fling it and make it vibrate to
show the students how it works. Explain that

Pairs to work in:

(Caleb & Sammi)
(Carson and Janna)
(Kade and Claire)
(Hartley and Ethan)
(Eva and Easton
(Reece and Kayden)
(Shephard and Mason)

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Science 3
Lesson 7

Friday Sept 24th, 2016

this is creating a LOW pitch. How could we
create a higher pitch?

Demonstrat
e and
Directions
10:56-11:15
19 minutes

Give directions for the experiment with the SMART

slides (materials and procedure) go over the rules
and guidelines, and explain how to fill out the
vibrating ruler graph worksheet.
Ask students how they think they might make a
higher sound.
Have students complete the experiment in
pairs and ensure they are filling out the
ruler graph individually.

Experiment
Time
11:15-11:30
15 minutes

Accordion
ears finish
up time
11:30-11:40
12 minutes
Closure
11:40-11:42
2 minutes

Expectations- Ask: What will this classroom look

like? What will it sound like while we complete the
experiment?

Shortening the amount of

ruler that hangs off of the
desk causes the ruler to
vibrate faster when it is
struck, thus raising the
pitch
(Higher frequency results in
a higher pitch and vice
versa)

Finish accordion ear crafts when completed

experiment and worksheet. (Next class, create a
whole class vibrating ruler graph and conclude
experiment)
Clean up, put away all papers into duotangs.

Reflection
s and
Follow Up

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