Grade: 3 Subject/Unit: Hearing and Sound

Teacher: Miss Seppala Lesson: 3

Desired Results (what will students learn?)

How do our values towards ourselves, others, and animals affect our quality of life?
Essential
Question(s) SLO 5: 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.
SLO 6: Use sound-producing devices that the student has constructed to demonstrate methods for controlling the
Learning loudness, pitch and quality of sound produced.
Outcome(s) SLO 7: 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.

Students will be able to:

Lesson 1. Identify a variety of ways to produce sounds.
Objective(s) 2. Demonstrate methods of controlling loudness and pitch through sound-producing devices.
3. Identify ways that sound can travel through a variety of materials.

Assessment Evidence (how will you determine student learning?)

Summative Formative  Observations during group work
 N/A for this lesson
Assessment Assessment  Verbal questions and responses

Learning Experiences/Opportunities (what will students do to learn it?)

 Elastics
 Tuning forks
 Rice
Ed  Smart Board Resources  Plastic Cups
 String
Tech  Laptop to Prepare  Water
 Visual Journals
 Plastic wrap
 Pencils
Time Allotment Content/Description Notes
Introduction/Attention Grabber:
 We are going to work off of what we learned yesterday.
 Have students summarize what we learned yesterday. (pitch, vibrations, high
pitch, low pitch, etc.)
 Write words on the board for students to refer back to during lesson.
 Encourage students to use these vocabulary words when describing sounds.
Overview/Expectations/Objectives
1:05pm  Today we are going to complete 3 activities. These activities are going to be  Remember to put vocabulary
3 minutes inquiry based, so I am going to let you guys write down what you observe words on the board.
during each activity and then we will discuss our findings as a class.
 Our goal is to be able to produce sound in a variety of wats, demonstrate
methods of controlling sound and show that sound can travel through
different things.
 Transition
 Our first activity involves a tuning fork, and a plastic cup filled with water!
Let’s see what we can observe!
Activity #1: Tuning Fork and Water
SLO 5: Demonstrate a variety of
Teacher Prompts/Cues/Explanations
ways of producing sounds; e.g., by
1:08pm Have students take out their visual journals and write the date and title.
striking an empty glass, by blowing
10 minutes Have students split their page into a t-chart with hear, feel, and see.
air into a bottle, by constructing
Students will complete the activity and write down what they hear, feel and
and using a device that involves
see during the activity.
vibrating strings.
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ED3501 – Section AB (Fall, 2018)
 Grade: 3 Subject/Unit: Hearing and Sound
Teacher: Miss Seppala Lesson: 3

Put instructions on the board SLO 6: Use sound-producing

In this activity, have the students in their table groups. Each group will have 1 devices that the student has
tuning fork and one plastic cup filled with water. constructed to demonstrate
Instruct students to strike the tuning fork and place it in the water. methods for controlling the
Ask them what they hear, feel and see happening. loudness, pitch and quality of
Student Actions sound produced.
 Collect materials.
 Strike tuning fork and place in water. Resources needed: visual journals,
 Write down what you hear, feel and see happening into your visual journal. 8 tuning forks, 8 plastic cups filled
Guiding/Prompting Questions with water.
 What do you guys think is happening?
 What do you hear? This activity will take place in table
groups.
 What do you feel?
 What do you see?
Check for Understanding/Performance Indicators
 Students are participating in activity.
 Students are writing down what they hear, feel and see happening.
Transition Cues
 Wrap up activity
 Move on to producing sound activity.
Activity #2: Producing Sound
Teacher Prompts/Cues/Explanations
 Have students draw a line in visual journal to separate from the previous
activity.
Students will complete the activity and write down what they hear, feel and SLO 5: Demonstrate a variety of
see during the activity. ways of producing sounds; e.g., by
Put instructions on the board. striking an empty glass, by blowing
In this activity, have the students in their table groups. Each group will have 1 air into a bottle, by constructing
tuning fork and one plastic cup, one elastic and one plastic wrap. and using a device that involves
Have students place plastic bag over cup and secure with an elastic around vibrating strings.
the cup. SLO 6: Use sound-producing
Instruct students to strike the tuning fork and touch it to the plastic wrap. devices that the student has
Ask them what they hear, feel and see happening constructed to demonstrate
1:18pm
Student Actions methods for controlling the
10 minutes
 Strike tuning fork and place in water. loudness, pitch and quality of
 Write down what you hear, feel and see happening into your visual journal. sound produced.
Guiding/Prompting Questions
 What do you guys think is happening? Resources needed: visual journals,
 What do you hear? 8 tuning forks, 8 plastic cups, 8
 What do you feel? elastics, 8 plastic bags.
 What do you see?
Performance Indicators This activity will take place in table
 Students are participating in activity. groups.
 Students are writing down what they hear, feel and see happening.
Transition Cues
 Wrap up activity
 Move on to cup and string telephone activity.
Activity #3: Cup and String Telephone
Teacher Prompts/Cues/Explanations
 Have students draw a line in visual journal to separate from the previous
1:28pm
activity.
12 minutes SLO 7: Identify examples that show
Students will complete the activity and write down what they hear, feel and
that sound can travel through a
see during the activity.
variety of materials, including
Put instructions on the board.
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ED3501 – Section AB (Fall, 2018)
 Grade: 3 Subject/Unit: Hearing and Sound
Teacher: Miss Seppala Lesson: 3

In this activity, have the students in their table groups. Each group will have solids, liquids and air, and that
plastic cups with hole already cut into the bottom and string. sound travels in all directions.
Students will thread a long piece of string through each hole of the plastic
cups and tie a knot at the end inside the cup. Resources needed: visual journals,
Have one student hold each end of the cup and pull tight. plastic cups with precut hole in the
Students will then talk into the cup and observe what is happening. bottom and string.
Ask them what they hear, feel and see happening
Student Actions This activity will take place in table
 Construct cup and string telephone. groups.
 Talk into cup with friend at another end.
 Write down what you hear, feel and see happening into your visual journal.
Guiding/Prompting Questions
 What do you guys think is happening?
 What do you hear?
 What do you feel?
 What do you see?
Performance Indicators
 Students are participating in activity.
 Students are writing down what they hear, feel and see happening.
Transition Cues
 Clean up materials.
 Meet at carpet to share and review findings.
Lesson Closure/Cliffhanger:
Reinforcement/Assessment of Learning
 What do you guys think we learned about today?
 Did we hear, feel and see different sound vibrations? Where/when?
1:41pm  Did we create a variety of different sounds? How? Have students share some of their
3 minutes  Did we practice with different methods of controlling sound? How? findings.
 Lastly, did we show that sound can travel through a variety of materials?
How?
 Connections to Previous/Upcoming Learning Opportunities
 How do you think that hearing and sound relates to quality of life?

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ED3501 – Section AB (Fall, 2018)