Download Is_It_Too_Loud_Biology_Lesson

Is it Too Loud?
Biology Lesson
Lesson Title: Is it too Loud?
Primary Author: Christine Schumacker, Secondary Science Coordinator, Baltimore County Public Schools
Background Information
Subject:
Identify the course the unit will be implemented in.
Biology
Grade Band:
Identify the appropriate grade band for the
lesson.
Duration:
Identify the time frame for the unit.
Overview:
Provide a concise summary of what students will
learn in the lesson. It explains the unit’s focus,
connection to content, and real world connection.
STEM Specialist Connection:
Describe how a STEM Specialist may be used to
enhance the learning experience. STEM Specialist
may be found at http://www.thestemnet.com/
Enduring Understanding:
Identify discrete facts or skills to focus on larger
concepts, principles, or processes. They are
transferable - applicable to new situations within or
beyond the subject.
9-12
45 - 90 minutes
“Is it too Loud” is a STEM-centric biology lesson that allows students to develop
answers to the complex question Is it too Loud? Students will analyze how the ear
and brain work together as a system to perceive and interpret sound. Students will
conduct investigations to determine if sound levels are dangerous or acceptable and
ascertain which part of the auditory system can be damaged by dangerous sound
levels. Students will examine models of the human ear to identify and explain the role
and function for each part of the ear required for hearing.
A STEM Specialist may be used in a variety of ways in this lesson. Listed below are
some suggestions:
1. Engagement – The STEM Specialist can be used to engage students in handson activities that demonstrate the hierarchical organization of interacting
systems that provide specific functions within multicellular organisms.
2. Exploration – The STEM Specialist can assist students in the development of
working models.
3. Evaluation – The STEM Specialist can be used to critique and evaluate student
products.


The brain is divided into several distinct regions and circuits, each of which
primarily serves dedicated function such as auditory perception.
The ear and brain work together as a system to perceive and interpret sound.
Page 1 of 21
Is it Too Loud?
Biology Lesson
Background Information
 How are parts of a system interdependent?
Essential Questions:
 How does the ear and brain work together to process sound?
Identify several open-ended questions to provoke
 How can models be used to predict a system’s behaviors and/or identify
inquiry about the core ideas for the lesson. They are
failures in functioning?
grade-level appropriate questions that prompt
intellectual exploration of a topic.
 How does loud or continuous sound cause damage to the human auditory
system?
Students will be able to:
Student Outcomes:
Identify the transferable knowledge and skills that
 classify sound levels as acceptable or dangerous.
students should understand and be able to do when
 analyze the parts and functions of the human auditory system.
the lesson is completed. Outcomes must align with
 analyze the parts of the ear that are damage due to loud and/or continuous
but not limited to Maryland State Curriculum and/or
national standards.
sound.
1. Students will work in teams to develop a working model of
Audience:
the ear.
☒Peers
Product, Process, Action, Performance,
2. Students will work in teams to produce a short video/public ☒Experts /
etc.:
Practitioners
service announcement to explain how the parts of the ear
Identify what students will produce to
☒Teacher(s)
work as a system with the brain to produce sound. The
demonstrate that they have met the challenge,
video
will
include
data
pertaining
to
how
loud
or
continuous
☐School
learned content, and employed 21st century
sounds impact the hearing system - OR - Students will add
Community
skills. Additionally, identify the audience they will
present what they have produced to.
lyrics to the song “ Turn it to the Left” identifying the parts of ☐Online
the hearing system damaged by loud or continuous noise.
Community
☐Other______
Next Generation Science Standards:
HS.LS1 From Molecules to Organisms: Structures and Processes
HS-LS1-2 Develop and use models to explain the hierarchical organization of
interacting systems working together to provide specific functions within
Standards Addressed in the Unit:
multicellular organisms.
Identify the Maryland State Curriculum Standards
and/or national standards addressed in the unit.
Maryland Common Core Reading Standards for Literacy in Science and
Technical Subjects
RST11-12.9 Synthesize information from a range of sources (e.g., text,
experiments, simulations) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when possible.
Page 2 of 21
Is it Too Loud?
Biology Lesson
Background Information
Core Learning Goal 3: Concepts of Biology
Expectation 3.2 The student will demonstrate an understanding that all organisms
are composed of cells which can function independently or as part of multicellular
organisms.
Indicator 3.2.1 The student will explain processes and the function of related
structures found in unicellular and multicellular organisms.
Equipment:
 Computers
 Projector
 Decibel Meter
Websites*:
 Video clip “Turn it to the Left” (song and lyrics)
http://speakuplibrarian.blogspot.com/2008/10/turn-it-to-left-song-and
lyrics.htmlhttp://www.youtube.com/watch?v=kLSYq5kau_w
http://www.youtube.com/watch?v=kLSYq5kau_w
Suggested Materials and Resources:
Identify materials needed to complete the unit. This
includes but is not limited to websites, equipment,
PowerPoints, rubrics, worksheets, and answer keys.
 Free decibel meter from itunes
https://itunes.apple.com/us/app/decibel-meter-free/id509979847
 Noise Level Evaluation
o http://www.asha.org/public/hearing/Noise/
o http://www.dangerousdecibels.org/education/information-center/decibelexposure-time-guidelines/
 Parts of the Ear
o http://webschoolsolutions.com/patts/systems/ear.htm
o http://www.hhmi.org/senses/c110.html ( information about cilia/hair
cells)
o http://www.neurophys.wisc.edu/h&b/textbook/textindex.html
o http://www.sfu.ca/sonic-studio/handbook/
o http://neuroscience.uth.tmc.edu/s2/chapter12.html
* Throughout the lesson, students are linked to online resources in order to conduct research. The sites have been
Page 3 of 21
Is it Too Loud?
Biology Lesson
Background Information
chosen for their content and grade-level appropriateness. Teachers should preview all websites before introducing
the activities to students and adhere to their school system’s policy for internet use.
People, Facilities:
 Location or student stations to record sound
 STEM Specialist
Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):
 Student Resource 1: Sound Location Graphic Organizer
 Student Resource 2: Parts of the Ear
 Teacher Resource 2: Parts of the Ear Answer Key
 Student Resource 3: The Hearing System Sequence Chain
 Teacher Resource 3: The Hearing System Sequence Chain Answer Key
 Student Resource 4: Working Model of the Ear Rubric
 Student Resource 5 – PSA Video Rubric
 Student Resource 6 – Lyrics Rubric
Page 4 of 21
Is it Too Loud?
Biology Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E
model is not linear.
☒Engagement
☐Exploration
☐Explanation
☐Extension
☐Evaluation
Details
Scientific and Engineering
Practices
Materials:




Projector connected to a computer
Speakers
Video clip - Turn it to the Left”
http://www.youtube.com/watch?v=kLSYq5kau_w
Lyrics - http://speakuplibrarian.blogspot.com/2008/10/turn-it-to-leftsong-and-lyrics.html
Preparation:

Make copies of the lyrics printed for each student.
Facilitation of Learning Experience:
Students will watch the video clip “Turn it to the Left”
(http://www.youtube.com/watch?v=kLSYq5kau_w)
Teachers may also provide students with a copy of the lyrics.
http://speakuplibrarian.blogspot.com/2008/10/turn-it-to-left-song-andlyrics.html
Teacher will ask the following questions (the suggested answers are written
below the question):
 What is the song about?
- Sounds which are too loud must be turn down.
- To protect your hearing when listening to music turn the
volume down.
- Turning the volume knob down ….. means turn it to the left.
☒Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☐Obtaining, evaluating, and
communicating information
Page 5 of 21
Is it Too Loud?
Biology Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E
model is not linear.
Details


☐Engagement
☒Exploration
☐Explanation
☐Extension
☐Evaluation
What does it mean to “turn it to the left?”
When listening to music turn the volume control knob down or
turn it to the left
Does the singer identify the parts of the ear damaged by loud
music?
No... The actual ear parts are not identified.
Teacher will introduce the essential questions for the unit:
 How are parts of a system interdependent?
 How does the ear and brain work together to process sound?
 How can models be used to predict a system’s behaviors and/or
identify failures in functioning?
 How does loud or continuous sound cause damage to the human
auditory system?
Materials:



Scientific and Engineering
Practices
Student Resource 1: Sound Location Graphic Organizer
Decibel Sound Meters
Radio or other device that emits sound
Preparation:
Set up stations or identify locations in the school that students can measure
sound levels.
Facilitation of Learning Experience:
Provide students with sound location graphic organizers and decibel / sound
meters. Direct students to measure the sound level at each station or
location in the school building and record the location and sound level on
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using models
☒Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
Page 6 of 21
Is it Too Loud?
Biology Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E
model is not linear.
Details
graphic organizer.
Teacher will demonstrate for students how to use the sound meter without
discussing dangerous sound ranges.
Example: The teacher plays a radio in the room and measures the
sound using the meter.
Students will work in small teams and record the sound level at each station
or location.
Scientific and Engineering
Practices
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Examples:
 Classroom with students working in groups
 Cafeteria full of students talking
 Hallways (with students or without)
 Music room with students practicing
 Room with radio playing
 Students taking part in physical education activities
☐Engagement
Materials:
☒Explanation
Suggested Resources for Students:
 http://www.asha.org/public/hearing/Noise/
 http://www.dangerousdecibels.org/education/informationcenter/decibel-exposure-time-guidelines/
☐Extension
Preparation:
☐Exploration
☐Evaluation

Schedule time for students in the computer lab or schedule use of
mobile computer cart.
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using models
☐Planning and carrying out
investigations
☒Analyzing and interpreting
data
Page 7 of 21
Is it Too Loud?
Biology Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E
model is not linear.
Details
Facilitation of Learning Experience:
Students will evaluate the noise level collected at each station or location by
using resources to classify sound levels as dangerous or acceptable.
Students must cite specific evidence from reputable sources to justify their
classification of sound. Students will use the information to complete the
justification portion of their graphic organizers.
Scientific and Engineering
Practices
☐Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
☐Engagement
Materials:

Materials to record student responses.
☐Exploration
Preparation:
☐Explanation
☐Extension
☒Evaluation

Be prepared to record student responses. This can be done on chart
paper, white board, chalk board or SMARTboard.
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using models
☐Planning and carrying out
investigations
Facilitation of Learning Experience:
☐Analyzing and interpreting
Teacher will engage students in a class discussion. Students must justify
data
their answers with evidence. Record student responses.
 Which areas of the school had acceptable sound levels? Use data ☐Using mathematics and
to support your answers.
computational thinking
 Which areas of the school had dangerous sound levels? Use data
☒Constructing explanations (for
to support your answers.
science) and designing
 What factors do you think contributed to the classification of sound
levels at different locations (e.g.: student activities, equipment)?
Page 8 of 21
Is it Too Loud?
Biology Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E
model is not linear.
Details


Based on your data, how would you define loud noise? Students
will create a class definition for loud noise.
How do you think sound levels classified as dangerous impact
hearing?
Scientific and Engineering
Practices
solutions (for engineering)
☐Engaging in argument from
evidence
☐Obtaining, evaluating, and
communicating information
☐Engagement
☒Exploration
☐Explanation
Materials:




☐Extension
☐Evaluation
Student Resource 2: Parts of the Ear
Teacher Resource 2: Parts of the Ear Answer Key
Material to record student responses
Suggested Resources:
o http://webschoolsolutions.com/patts/systems/ear.htm
o http://www.hhmi.org/senses/c110.html ( information about
cilia/hair cells)
o http://www.neurophys.wisc.edu/h&b/textbook/textindex.html
o http://www.sfu.ca/sonic-studio/handbook/
o http://neuroscience.uth.tmc.edu/s2/chapter12.html
Preparation:


Be prepared to record student responses. This can be done on chart
paper, the white board, or SMARTboard.
Schedule time for students in the computer lab or schedule use of
mobile computer cart.
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
Page 9 of 21
Is it Too Loud?
Biology Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E
model is not linear.
Details
Facilitation of Learning Experience:
Scientific and Engineering
Practices
communicating information
The teacher will engage students in a brainstorming activity. Display a
diagram of the human ear. Ask students - Based upon your current
knowledge, which part of the ear may be damaged by loud noises? All
answers will be recorded.
The teacher will provide students with Parts of the Ear handout. Students
will use resources (books, websites, charts, models) to analyze the parts of
the ear and brain working as a system to process sound and which parts of
the ear are impacted by loud and/or continuous sounds.
☐Engagement
☐Exploration
Materials:


Student Resource 3: The Hearing System Sequence Chain
Teacher Resource 3: The Hearing System Sequence Chain Answer
Key
☒Explanation
Preparation:
☐Extension
☐Evaluation

Provide a copy of the Hearing System Sequence Chain to each
student.
Facilitation of Learning Experience:
Students will work in teams to analyze how the different parts of the ear and
the brain work as a system and identify the parts of the ear damaged by
loud noises. Students may use a sequence chain (sample provided), mind
map, or other graphic organizer (e.g: Animoto, Prezi, Jing, Inspiration).
Students will conduct research to trace the path that sounds takes to the
brain.
☒Asking questions (for science)
and defining problems (for
engineering)
☐Developing and using models
☐Planning and carrying out
investigations
☐Analyzing and interpreting data
☐Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing solutions
(for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 10 of 21
Is it Too Loud?
Biology Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E
model is not linear.
☐Engagement
☐Exploration
☐Explanation
Details
Materials:


Student Resource 4: Working Model of the Ear Rubric
A sound emitting device
☒Extension
☐Evaluation


Provide each student with a rubric for developing a working model of
the ear.
Provide graph paper for students to sketch models or they can use
computer software to develop models.
Provide a variety of materials so students can create a 3D model
working model of the human ear.
Facilitation of Learning Experience:
Students will work as teams to make a working model of the human auditory
system, focusing on the parts of the ear, from household or classroom
objects. Students must first sketch their model to scale, identify all items that
will be used, and provide a description of how their model will work. All
sketches must be approved by the teacher before students can begin to
construct their models. To test models, students will place them next to a
sound emitting a specified decibel level.
☐Exploration
☐Explanation
☐Asking questions (for
science) and defining
problems (for engineering)
☒Developing and using models
Preparation:

☐Engagement
Scientific and Engineering
Practices
Materials:



Student Resource 5 – PSA Video Rubric
Student Resource 6 – Lyrics Rubric
Flip camera or other recording device
☒Planning and carrying out
investigations
☐Analyzing and interpreting
data
☒Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☐Obtaining, evaluating, and
communicating information
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using models
☐Planning and carrying out
Page 11 of 21
Is it Too Loud?
Biology Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E
model is not linear.
☐Extension
☒Evaluation
Details
Preparation:

Prepare copies of the rubric to provide to students
Facilitation of Learning Experience:
Option 1:
Students will produce a short video/ public service announcement (PSA) / to
explain how the parts of the ear work as a system with the brain to produce
sound. The video must include data about how loud or continuous sounds
impact the hearing system.
Or
Option 2:
Scientific and Engineering
Practices
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☒Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Students must add lyrics to the song “Turn it to the Left”. The lyrics must
identify the parts of the hearing system damaged by loud or continuous
noise.
Products of either product can be presented to their class, the teacher,
and/or STEM Specialists.
Page 12 of 21
Sound Location Graphic Organizer
Sound Location Graphic Organizer
Location 1 ____________________________
___________________
Decibels
Is this dangerous or acceptable? __________________________
Justification _________________________________________________________________________________________
Location 2 ____________________________
___________________
Decibels
Is this dangerous or acceptable? __________________________
Justification _________________________________________________________________________________________
Location 3 ____________________________
___________________
Decibels
Is this dangerous or acceptable? __________________________
Justification _________________________________________________________________________________________
Location 4 ____________________________
___________________
Decibels
Is this dangerous or acceptable? __________________________
Justification _________________________________________________________________________________________
Location 5 ____________________________
___________________
Is this dangerous or acceptable? __________________________
Decibels
Page 13 of 21
Justification _________________________________________________________________________________________
Parts of the Ear
Directions: Complete the table filling in the part and corresponding function of labeled
ear structure. Place a check in the box next to structures that may be damaged as a
result of loud noise.
Outer Ear
1.
Middle Ear
3.
Inner Ear
5.
Middle Ear
Part
Damaged
by Loud
Noise

7.
2.
4.
6.
8.
Inner Ear
9.
10.
11.
12.
Part
Function
Pinna
Collects and directs sound waves down the auditory canal to the
tympanic membrane.
Parts of the Ear – ANSWER KEY
Parts Damaged
by Loud Noise

1.
Part
Pinna
2.
Auditory Canal
3.
Tympanic Membrane
(eardrum)
4.
Ossicles (malleus, incus,
and stapes)
5.
Round Window
6.
Oval Window
7.
Eustachian Tube
8.
Temporal Bone
9.
Vestibule
10.
 Hair
cells
Cochlea
11.
Semicircular Canals
12.
Auditory Nerve
Function
Collects and directs sound waves down the auditory
canal to the tympanic membrane.
Direct sound waves towards the tympanic
membrane.
A membrane that vibrates in response to pressure
waves traveling from the auditory canal. It is the
bridge (or the division) between the outer and
middle ears.
The three smallest bones in the body. These bones
transmit vibrations from the tympanic membrane to
the oval window.
Flexible membrane at the end of the cochlea canal.
Flexible membrane at the beginning of the cochlea.
Separate the middle ear space from the inner ear
and transmit sound waves to the cochlea.
The middle ear is open to the throat at through the
Eustachian tube. This tube is filled with air to
equilibrate the pressure between the middle ear and
outside world.
The bone enclosing the middle ear
Primarily functions to maintain balance. It is not
actually a part of the hearing process.
the organ of hearing; A tiny organ (organ of Corti)
sits on top of the basilar membrane. This organ
contains hair cells, which convert the mechanical
energy from the vibrations of the basilar membrane
into electrical impulses.
Three fluid filled ring-like structures with hairs that
are sensitive to motion of the fluid. Semicircular
canals sense the position and orientation of the
head. They are essential for maintaining balance.
Transmits signals from the cochlea, up the
brainstem, to the auditory cortex.
Image courtesy of: http://www.boystownhospital.org/knowledgeCenter/articles/hearing/Pages/TheNormalEar.aspx
The Hearing System
Page 16 of 21
The Hearing System – Answer Key
The fluid inside the cochlea
vibrates a series of tiny hairs
called cilia, which are
attached to auditory nerves.
The movement of these cilia
stimulates the nerve cells,
and they send signals to the
brain via the auditory nerve.
The outer ear
Sound waves
collects and
travel through
directs sound
the auditory
waves.
canal.
The stapes transmits
vibrations to the oval
window, the opening of the
coiled chamber called the
cochlea.
The brain processes
electrical signals into
the sounds we hear.
Sound waves
cause the
tympanic
membrane to
vibrate.
The vibration moves the tiny
bones in the ossicles
(malleus, incus, and stapes).
The final step is auditory
perception. Multiple regions
of the brain work together to
identify sound vibrations as
familiar sounds or words.
Page 17 of 21
PSA/Video Rubric
Presentation
2592636
-PSA is unrehear
Content &
Development
2592619
- Content is incom
1
2
3
4
-PSA/video is
unrehearsed.
-You did not
know your lines
or were reading
from the script.
-All team
members did not
participate in the
production of the
PSA/video.
-Your PSA/video
needed more
rehearsal.
-Everyone read
from the script.
-There was not
equal
contribution to
the project in
planning and
production.
-PSA/video was
rehearsed. Effort
is clear.
-Everyone knew
their lines.
-All members
participated in
planning and
production.
-PSA/video was
rehearsed and
polished.
-Everyone knew
their lines and
presented with
enthusiasm.
-This was a true
group effort.
2592637
2592638
-Your PSA neede
-PSA w as rehear
- Content is
incomplete.
- Major points
are not clear and
/or persuasive.
-Unable to
answer
questions about
assigned aid
organization.
-Purpose is
unclear.
- Content is not
comprehensive
and /or
persuasive.
- Major points
are addressed,
but not well
supported.
- Responses to
questions are
inadequate.
- Content is
inconsistent with
regard to
purpose of
assignment.
2592620
- Content is not c
2592639
Total
Points
2592641
-PSA w as rehear
- Content is
accurate and
persuasive.
- Major points
are stated.
- Responses are
adequate and
address
assignment.
- Content and
purpose of the
writing are clear.
2592632
- Content is comp
- Content is
comprehensive,
accurate, and
persuasive.
- Major points
are stated
clearly and are
well supported.
- Responses are
excellent.
- Content and
purpose of the
writing are clear.
Total
Points
2592642
2592621
- Content is accu
Organization &
Structure
2592622
- Organization an
- Organization
and structure
detract from the
message of the
PSA/video.
- PSA/video is
disjointed and
lack transition of
thoughts.
- Structure of the
PSA/video is not
easy to follow.
- There is a lack
of transition
and/or flow.
2592624
- Structure is mos
2592623
- Structure is
mostly clear and
easy to follow.
- PSA/video
transitions are
present.
- Conclusion is
logical.
2592633
-Structure of the
- Structure of the
-Structure of the
PSA/video is
clear and easy
to follow.
- Transitions are
logical and
maintain the flow
of thought
throughout the
PSA/video.
- Conclusion is
logical and flows
Total
Points
2592643
Length
Poor
:59 or shorter
Fair
1:00-1:29
Good
1:30-2:00
Excellent
2:00
Total
Points
2592651
or
over 2 minutes
Poor <BR>¶:59 or
2592652
2592653
2592654
Good<BR>¶1:30-
Excellent<BR>¶2:
2592655
Fair<BR>¶1:00-1:
Lyrics “Turn it to the Left” Rubric
1973149
1973150
1973151
Accomplished
Proficient
Needs Improveme
50
30
20
3 pts
Mechanics
1973152
Students have no
Students have no spelling
errors, and the use of
stanzas to represent the
song lyrics is clear. The
student writing is well
written.
2 pts
Student has very few
mistakes, Stanzas are
written but not with a
distinct pattern.
1973154
1 pts
Student writing is unclear,
and filled with fragments
and spelling mistakes.
The writing is not broken
into stanzas.
1973153
Student w riting is
Student has very
Use of Figurative
Language
1973155
The student uses
The student uses
imagery, repetition, and
other figurative languages
to give a voice and a clear
understanding of what the
writer is trying to convey.
All parts of the hearing
system are correctly
identified, including the
parts that have been
damaged.
1973156
The student uses
repetition and conveys
the theme through the
use of some figurative
language.
Most parts of the hearing
system are identified,
including the parts that
have been damaged.
There is the use of
figurative language but
there is not the use of
repetition in the writing.
Some parts of the hearing
system are identified, but
does not correctly identify
the parts that have been
damaged.
1973157
There is the use o
The student uses
Formatting
1973158
The student types his
final draft using Times
New Roman, Font Size 12
and has a heading and a
The student types his
final draft but not does
give a title to his writing
and/or use the proper
The student does not type
his final piece but turns in
a hand-written piece as
his final copy.
The student types
title of his song lyrics.
font or size.
1973159
1973160
The student types
The student does
Working Model of an Ear
Based on your understanding of ear anatomy and function, GRADE your model: How
did you do?
Here’s the original assignment:
Your challenge is to make a working model of the human ear so that:
 When a sound emitting device is placed at the outside of the ear
canal, the cochlea will vibrate.
 All the parts of the ear need to be labeled (see your Parts of the Ear
resource sheet)
 Possible household materials: paper cups, wire, pipe cleaners, straws,
aluminum foil, etc.
Scoring Rubric:
Please circle your score.
Score
Requirements to earn that score
3
Model must function accurately and thoroughly; model
must accurately demonstrate how sound travels in the
ear and be labeled according to directions. Model must
identify all parts of the ear damaged by loud or
continuous noises.
2
Model must function accurately; model is complete
with minor errors or misunderstandings. Model
identifies some parts of the ear damaged by loud or
continuous noises.
1
Model does not function accurately, and some parts
show major misunderstandings or are not complete;
students did not follow directions to label their model;
and students have made no attempt to show how
sound travels or one which demonstrates little
understanding of how sound travels; Students have
made no attempt to identify parts of the ear damaged
by loud or continuous noises.