Download Lesson Plan Hearing K-2

SENSES - HEARING
[GRADE LEVEL – K-2]
BACKGROUND INFORMATION FOR THE LESSON
Parts of the Ear and Their Importance
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Outer Ear (Pinna) – Catch the Sound Vibration
o The outer ear is called the pinna or auricle (say: or-ih-kul). This is the part of the ear that people can
see. It's what people pierce to wear earrings and what your friend whispers into when it's time for a
secret. The main job of the outer ear is to collect sounds, whether they're your friend's whispers or a
barking dog.
o The outer ear also includes the ear canal, where wax is produced. Earwax is that gunky stuff that
protects the canal. Earwax contains chemicals that fight off infections that could hurt the skin inside the
ear canal. It also collects dirt to help keep the ear canal clean. So earwax isn't just gross. It's gross and
useful.
The Middle Ear: Good Vibrations
o After sound waves enter the outer ear, they travel through the ear canal and make their way to the
middle ear. The middle ear's main job is to take those sound waves and turn them into vibrations that
are delivered to the inner ear. To do this, it needs the eardrum, which is a thin piece of skin stretched
tight like a drum.
o The eardrum separates the outer ear from the middle ear and the ossicles (say: ah-sih-kulz). What are
ossicles? They are the three tiniest, most delicate bones in your body. They include:
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the malleus (say: mah-lee-us), which is attached to the eardrum and means "hammer" in Latin
the incus (say: in-kus), which is attached to the malleus and means "anvil" in Latin
the stapes (say: stay-peez), the smallest bone in the body, which is attached to the incus and
means "stirrup" in Latin
o
When sound waves reach the eardrum, they cause the eardrum to vibrate. When the eardrum vibrates, it
moves the tiny ossicles — from the hammer to the anvil and then to the stirrup. These bones help sound move
along on its journey into the inner ear.
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The Inner Ear: Nerve Signals Start Here
o Sound comes into the inner ear as vibrations and enters the cochlea (say: ko-klee-uh), a small, curled
tube in the inner ear. The cochlea is filled with liquid, which is set into motion, like a wave, when the
ossicles vibrate.
o The cochlea is also lined with tiny cells covered in tiny hairs that are so small you would need a
microscope to see them. They may be small, but they're awfully important. When sound reaches the
cochlea, the vibrations (sound) cause the hairs on the cells to move, creating nerve signals that the brain
understands as sound. The brain puts it together and hooray! You hear your favorite song on the radio.
Sound waves enter the outer ear. They travel down the ear canal and make the eardrum vibrate. (The eardrum is a thin
skin that stretches across the inner end of the ear canal.) The vibrations of the eardrum cause vibrations in the three
little bones in the inner ear. These little bones vibrate a spiral-shaped organ called the "cochlea." The cochlea is filled
with liquid and tiny hairs. Each hair has its own connection with a nerve that goes to the auditory nerve. Auditory
means hearing. The auditory nerve sends a signal to the brain.
BASIC LESSON
Objective(s)
Students will be able to use their sense of hearing to observe sounds at school and will be able to label parts of the ear.
Knowledge
Standard(s)
 [List all relevant Montana State Content Standards]
Materials
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From the Kit
Provided by Teacher
Model of Ear
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Elbow PVC with vinyl top
Puffed rice
Letter labeled film
canisters/sound boxes
Pictures of sound objects
Key Vocabulary
Outer Ear
Middle Ear
Inner Ear
Ear Drum
Ear Canal
Vibration
Safety
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None
Mastery Questions
How do we communicate with each
other?
What part of your body do you use
to hear?
Could you communicate if you
couldn't hear? How?
How would you feel if you couldn't
hear? Why?
Why do you have to take care of
your ears and how?
Detailed Plan
The teacher goes behind a desk or tall bookcase so the students cannot see what she is doing. She rings a bell and asks
the students to guess what she did. She repeats this with various objects that students cannot identify. She then writes a
note on a piece of paper, and again, asks what she did. The students say they don't know because they can't see or hear.
What sense were you using before? Hearing. Without hearing it is hard to learn about the world. We would have to use
another sense.
What causes sound? You have to hit something? Is that the only way? You can talk. What else? These are the questions
we are going to investigate in the centers, today, but before going to the learning centers, we are going to have group
play.
1. The teacher claps her hands, taps her foot, rings a bell, etc., a certain number of times. The students count and
tell how many times they heard a sound.
2. A child creates a pattern with different sounds (clapping, snapping his/her fingers, dramatic sound effects, high or
low voices, loud or soft voices, musical instruments, stamping feet, etc.). Students repeat the patterns and create
their own.
Tell students that sounds help us identify things. In one of the activities, students will try to identify sounds.
http://www.kids-ent.com/images/clinical/ear.jpg
Show the model of the ear and identify the different parts – outer ear, ear canal, ear drum, middle ear, inner ear.
Discuss the importance of each part.
Activity
Materials
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Elbow PVC pipes with vinyl material stretched across opening
Puffed rice cereal
Sound boxes – film canisters
Working in groups of two or more:
1.
Have the students place several grains of puffed rice on the stretched material. Instruct them to talk into the
open end and then observe the rice. Have the students guess what is causing the rice to move. Talk about how
the ear drum uses the vibrations to produce sound.
2. Show the students four objects and provide them four film canisters labeled A,B,C, and D each containing only
one of the objects. Using their sense of sound have them guess/predict which object is in the canister. Have
them record the results in a data table.
Hearing
Table
Draw a
picture or
write the
name of the
object in the
sound box
A
B
C
D
Assessment
Performance Assessment
Put pictures of objects in a box. Students sort them by things they can hear (that make noise) and things they can't hear
(don't make noise).
Written Assessment
Given a diagram of the ear, students are able to draw a line of label the correct body parts. (Blank diagram provided in
the materials for students to draw lines or point to the appropriate part.)
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Resources
Paseo Partners: Integrating Mathematics, Science, and Language (http://www.sedl.org/scimath/pasopartners)
ADVANCED LESSON
Objective(s)
1. Students will be able to use their sense of hearing to observe sounds at school and will be able to label parts of
the ear. Knowledge
2. They will also be able to write their own version of the "Ears Hear" poem by following the example provided.
Synthesis
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Standard(s)
[Include any relevant Montana State Academic Standards]
Materials
Safety
Provided by Teacher
 NONE
From the Kit
 Sound Bingo
 Paper plates
 Letter labeled film canisters
 Crayons
 Number labeled film canisters
 Stapler/glue
 Other materials to decorate the
plates
 Twine
 Yogurt/paper cups
Key Vocabulary
Mastery Questions
 See Basic Lesson
 See Basic Lesson
Detailed Plan
See Basic lesson for a suggested introduction and information pertaining to parts of the ear. For older students a variety
of exploration centers are suggested.
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Center 1: Listening Center (sound bingo) – Students play sound bingo to practice observing different
sounds. (Amazon or http://www.parents.com/blogs/homeschool-den/2012/08/03/science/five-sensessound-bingo/)
Center 2: sound concentration - On the bottoms of the canisters colored dots with letters A,B,C,D
are found. Pair two full sets of four canisters so that a group of 4 students could explore in teams of
two. For each pair of students, the 8 canisters, with matching objects inside and matching letters on the
bottom, are mixed together. The children take turns choosing one container and then shaking the rest
to find the one that matches. Then their partner takes a turn. They confirm the match via the letters on
the bottom.
Center 3: guess the sound - using the canisters again, make up different ones. The students shake and
then draw a picture or write what they think is in the canister. Use a data table to record the pictures.
After they are done recording they may open the canister to check their answers.
Center 4: make and decorate paper plate tambourines
Materials Needed:
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2 Paper Plates
Crayons Dried Beans
Stapler or Glue
Other materials to decorate the plates
Instructions:
Decorate the paper plates however you want. Put one paper plate on the table, with the right side up. Place the other
paper plate on top of the first one, right side down. This will make a gap in the middle. Start stapling the edges
together. Leave an opening at the top to slide a handful of dried beans in. Finish stapling it shut. You are now ready to
play some music! Discuss sound and vibration. (Students should understand that sound is a form of energy that travels
in invisible waves. They should understand what a vibration and a medium are. They should understand that when a
vibration travels through the air and into the ear canal it vibrates the eardrum, and they should understand that the
vibration of vocal chords creates our voice.)
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Center 5: make paper cup telephones
Things You'll Need
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Kitchen twine or string (at least 3 feet)
2 Paper cups/empty yogurt cups
Sharp Pencil
Instructions
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Poke a hole in the center of the bottom of each paper/yogurt cup, using the sharp tip of the pencil.
Thread one piece of string through the cup from the outside in.
Knot the string inside the cup so that the knot prevents the string from slipping out if pulled.
Repeat with other cup: thread the other end of the string through the hole poked by a sharp pencil and
knot it.
5. Have students talk to each other
Read more: How to Make Paper Cup Phones | eHow.com http://www.ehow.com/how_5019370_make-paper-cupphones.html#ixzz2OkWhqKeM
Again discuss how vibrations make sound.
Assessment
A. Take a listening walk.
This can be taught with a whole group or in small groups with an assistant.
1. Read The Listening Walk by Paul Showers.
2. Tell students that we will go on our own listening walk. Reinforce the idea of a listening walk: We need to be as
quiet as possible to hear all the sounds around us at school. Have students remember what sounds they hear, so
that when we return to the classroom we can make a list.
3. Take students on a five to ten minute walk around the school. Remind students to stay really quiet.
4. Return to class and start a list of sounds that we heard on our walk.
5. Discuss why or how we hear all of these different sounds.
B. Write a sound poem
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Read the poem "Ears Hear."
Discuss how certain animals or objects make noises: bees buzz.
Ask students to brainstorm ideas of other sound words. Record ideas on chalkboard.
Handout copies of "Ears Hear" poem and paper for students to try writing their own "Ears Hear" poem.
Tell students that they may work independently or in a group to write their own "sounds" poem.
Circulate room to help students get started with the poems and help with spelling.
Share poems.
Ears Hear by Lucia M. and James L. Hymes, Jr.
Flies buzz,
Motors roar,
Kettles hiss,
People snore,
Dogs bark,
Birds cheep,
Autos honk: Beep! Beep!
Winds sigh,
Shoes squeak,
Trucks honk,
Floors creak,
Whistles toot,
Bells clang,
Doors slam: Bang! Bang!
Kids shout,
Clocks ding,
Babies cry,
Phones ring,
Balls bounce,
Spoons drop,
People scream: Stop! Stop!
Resources
http://education.illinois.edu/YLP/97-98/97-98_units/97-98mini-unit/MCurtiss_FiveSenses/Lesson3.htm
EXPLORE MORE
More Sound Ideas
 Imitate sounds in a Sound Sequencing Game - (clap, clap, and stamp foot...)
 Word Web using the word ―Sound‖ and writing other words that are related to sound.
 KWL information that students know about sound
Day or Night, Ears Keep You Upright
Ears do more than hear. They keep you balanced, too. In the inner ear, there are three small loops above the cochlea
called semicircular canals. Like the cochlea, they are also filled with liquid and have thousands of microscopic hairs.
When you move your head, the liquid in the semicircular canals moves, too. The liquid moves the tiny hairs, which send
a nerve message to your brain about the position of your head. In less than a second, your brain sends messages to the
right muscles so that you keep your balance.
Sometimes the liquid in your semicircular canals keeps moving after you've stopped moving. To understand this, fill a cup
halfway with water. Now move the cup around in a circle in front of you and then stop. Notice how the water keeps
swishing around, even after the cup is still? That's what happens in your semicircular canals when you spin in circles or
go on the Tilt-A-Whirl at the amusement park.
When you stop spinning or step off the ride, the fluid in your semicircular canals is still moving. The hairs inside the
canals are sensing movement even though you're standing still. That's why you might feel dizzy — your brain is getting
two different messages and is confused about the position of your head. Once the fluid in the semicircular canals stops
moving, your brain gets the right message and you regain your balance.