Developmental Lesson Plan

Teacher Candidate: Rebecca Bernfeld Date: January 17th

Group Size: 20 Allotted Time 30 Minutes Grade Level 2nd Grade

Subject or Topic: How Sound Travels

Common Core/PA Standard(s):

10.1.2.B.1 Identify and describe functions of major body organs and systems

Learning Targets/Objectives:
The second-grade students will be able to demonstrate how sound travels by building their
own model of the ear.

Assessment Approaches: Evidence:

1. Thumbs up/ thumbs down 1. Put thumbs up/ put thumbs down
2. Model of the ear 2. They can explain their model

Assessment Scale:
Proficient: Can explain their model with great detail
Basic: Can explain their model with some detail
Below basic: Can explain their model with little detail

Subject Matter/Content:
How sound travels
Prerequisites:
Know the parts of the ear
Key Vocabulary:
Ear
o The part of the body we hear with
Outer ear
o Part of ear we can see
Auditory canal
o Sound travels through it
Hammer
o A bone between the eardrum and the oval wall
Anvil
o A bone between the eardrum and the oval wall
Stirrup
o A bone between the eardrum and the oval wall
 Cochlea
o The curled-up part that looks like a seashell
Cilia
o Cells covered in tiny hairs
Brain
o What we use to think
Content/Facts:
Sound travels from the outer ear through the auditory canal
The sound waves bump back and forth into the eardrum
The bumping into the eardrum causes the hammer, anvil, and stirrup to shake
When the hammer, anvil, and stirrup shake, it causes the waves in the fluid of the
vestibule and cochlea
The waves go through the cochlea and cause the cilia to bend
When the cilia bend, the hearing cells send out signals
The signals are then sent to the brain
The brain then makes sense out of the signals and makes them into what we hear
Introduction/Activating/Launch Strategies:
Watch a YouTube video about hearing
Ask if anyone knows how sound travels

Development/Teaching Approaches

The teacher will go through the PowerPoint

The PowerPoint will describe the process in which sound travels
The PowerPoint will show images of each step in the process
The teacher will start by asking the students what they think the first step is in the
process
The teacher will show the students the model of the ear that they built.
The teacher will show the students how the model of the ear works.
The teacher will provide the students with materials
Using these materials, the students will create their own model of the ear with their
groups
The materials include
o Index card
o Tape
o Modeling clay
o Rubber band
o Cardboard tube
o Plastic wrap
o Sheet of paper
o Flashlight
The groups will present to the class their model and how sound travels

Closure/Summarizing Strategies:
The teacher will summarize that today they talked about how sound travels
 The teacher will review the process in which sound travels
The teacher will say that they will be learning about deafness tomorrow

Accommodations/Differentiation:
The images will be large enough for the students to see
The images will appeal to the visual learners
The video will appeal to the visual and auditory learners
The inquiry activity will appeal to the kinesthetic learners
Students with hearing impairments can be given a printed-out version of the
PowerPoint as well as printed directions for the activity

Materials/Resources:
Stiff card
Tape
Modeling clay
Rubber band
Cardboard tube
Flashlight
Plastic wrap
Sheet of paper
https://www.youtube.com/watch?v=HMXoHKwWmU8
Ardley, Neil. Science Book of Senses. Gulliver, 1991.
Cooney, Timothy. Scott Foresman Science. Pearson/Scott Foresman, 2008.
Showers, Paul, and Holly Keller. Ears Are for Hearing. Harper Trophy, 1993.
Simon, Seymour. Eyes and Ears. Harper Collins Publishers, 2003.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Did the activity work well?
Do the students understand the process in which sound travels?
Additional reflection/thoughts