Courtney Krayniewski ELED 3221-090 21 March 2014 Ear Accordion Elementary Science _____________________________________________________________________________ Central Focus/Big Idea: Relationship

between sound and vibrating objects. Subject of this lesson: Parts of the Human Ear; Outer Ear, Ear Canal, Eardrum. Grade Level: 2nd grade NC Essential Standard(s): 2.P.1.2- Summarize the relationship between sound and objects of the body that vibrate- eardrum and vocal cords. Next Generation Science Standard(s): 1st Grade Science and Engineering Practices: Planning and Carrying Out Investigations Plan and conduct investigations to produce evidence to answer a question. Connections to Nature of Science Science investigations begin with a question. Disciplinary Core Ideas: Wave Properties Sound can make matter vibrate and vibrating matter can make sound Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. 21st Century Skills: 4th grade outcome: o Critical Thinking and Problem Solving- Students construct their own scientific understanding and develop their scientific process skills by asking scientific questions and discussing their explanations with others. o Communication-Students prepare and interpret a variety of methods for demonstrating understanding and explaining the results of investigations including diagrams and illustrations, and informational text. o Collaboration-Students work collaboratively with others, both in small and large groups, in their science classroom.

The students will be working independently and as a whole class. While doing so, the students will use diagrams and text to further their learning and begin to form and ask questions of their own. Academic Language Demand Language Function: o Describe- Students will describe the function of each part of the ear. o Explain- Students will explain how sound travels through the ear as a group. o Question- Students will question the shape of the outer ear and its role to enhance sound. Analyze Argue Categorize Compare/contrast Describe Interpret Predict Question Retell Summarize Scientific Vocabulary: Ear, Outer Ear, Ear Canal, Eardrum, Wax Explain

Instructional Objective: Students will be able to recognize 3 different parts of the human ear (the outer ear, ear canal, and eardrum). They will be able to successfully answer the 3 questions in the elaborate portion of the lesson and explain why for each answer. Additionally, they will be able to connect the ear part with its function through questions asked during the lesson. Prior knowledge (student): Students should know that vibrations are important when discussing the ear and how to protect the human ear. Content knowledge (teacher): The teacher should have already done the ear accordion and be familiar with all vocabulary and parts of the human ear. Accommodation for Special Needs (individual and/or small group): I would make sure that students with limited English have a visual representation and a sample to follow if needed. Materials and Technology Requirements: Class set of Ear Accordion. Class set of colored pencils. Tape for the sample Ear Accordion. Total Estimated Time: 1 class period Source of your lesson: My coordinating teacher provided me with the Ear Accordion worksheet and the Two Ears Are Better Than One activity. Safety considerations: The students will have to color their Ear Accordion before they can cut them out. While playing Two Ears Are Better Than One all but one student will remain in their seat so that no one can fall or get hurt while closing their eyes.

Courtney Krayniewski ELED 3221-090 21 March 2014 ______________________________________________________________________________ Content and Strategies (Procedure) Engage: Write questions on the board and have students Think, Pair, Share for 5 minutes about the topic: Why do you think our ear is shaped the way it is? (Answers will vary, but expect: so we can hear) Do you think it would matter if our ears were as small as a penny? (Answers will vary, but expect: yes, we wouldnt be able to hear as many things because our ears would be smaller) Do you think it would matter if our ears were square? (Answers will vary, but expect: no, we could still hear, it doesnt matter the shape it is) Review the questions with the class and go over correct answers, explain why and how these functions work in the human ear. During this time students are the ones sharing and teacher just provides correct answers. o Teacher should know that the ear is shaped to help trap sound and that the size of our ears is relevant and necessary, realistically our ears could not be as small as a penny in order to function properly. Explore: Ask students the following questions after the Think, Pair, Share activity: Do you use both of your ears to hear? (Answers will vary, but expect: yes) Do the sounds you hear reach both of your ears at the same time? (Answers will vary, but expect: yes) If someone is directly in front/behind you, do you think the sound will reach both of your ears at the same time or at different times? (Answers will vary, but expect: same answer as above question)

Two Ears Are Better Than One Have all students clean up their area and remain seated at their desks. For safety issues, be sure the students are sitting appropriately with feet under their desks and chairs tucked in. Find The Sound: Choose a student by picking popsicle sticks. The student chosen will be the student that goes to different places in the classroom and clap their hands. Have all other students close their eyes and cover their left ear. Once everyone has done so, allow the student chosen walk around and clap in a random part of the room. Ask students where they think the sound is coming from (answer will vary depending on where the chosen student claps). Choose a new student and do the same procedure, covering the right ear instead this time. Have the students explain how they chose which direction the sound was coming from (answers will vary). Explain to the students why they thought the sound was coming from one direction verses the other.

Then ask: What did you notice about where the sound was coming from? (Answers will vary, but they should have something to do with where the person was standing and the ear they have covered). Why do you think you covered one ear? (Answers will vary, but expect: so we can only hear through our one ear). In Front or behind: In this part of the activity, students will do similar actions. This time, the teacher will draw two popsicle sticks. After drawing two students, one student will stand in the middle of the classroom, this student at the middle of the class will close his or her eyes and try to determine where the sound is coming from, in front of them or behind them. While this student has their eyes closed, the other student will walk around the classroom, and then clap either directly in front of the other student or directly behind them. The student will then have to decide where the student was standing, in front or behind of them. Then ask: Does anyone know why this student could not tell where the clap came from? (Answers will vary, but expect: because he/she was behind/in front of the other student) o The teacher will have to explain that the student was not able to tell whether the clapper was in front or behind because the sound reaches both ears at the same time, unlike when the clapper was only on one side of the student then the sound reached one ear before the other because of the side the sound source came from. Explanation: The Relationship Between Sound and the Human Ear Discuss the relationship between vibrations and the human ear. Begin with the outer ear and work your way into the ear. The teacher will review Outer Ear, the Ear Canal, and the Ear Drum. Have students try to come up with a definition of each term on their own. Once you have heard from several different students provide the class with an appropriate definition and relate the term with the picture located on their Ear Accordion. Be sure to include the importance of wax and how it relates/helps protect the ear. Ask: What do you call the part of your ear that you can see? (Answer: Your outer ear.) Which one of these ear parts on our Ear Accordion do you think comes after the Outer Ear? (Answer: The ear canal.) Why do you think we have wax on our ear canals? (Answer: The wax helps protect your ear by collect debris and dust. It also helps fight off infections in your ear.) If wax helps our ears fight off infection and help protect our ears, then why do you think we have to have our parents clean our ears? (Answer: Your parents have to clean the wax out so that it does not clog your ear and cause damage. Wax is a good thing, but too much of it can be dangerous.) What part do you think comes after the ear canal? (Answer: The eardrum.) Do you think sound waves stay sound waves once they enter your Outer Ear and go into your Ear Canal? Why or why not? (Answer: Yes, the sound waves stay sound waves until they reach your eardrum. The ear canal is a tube that the sound waves travel through, then when they reach the eardrum it vibrates when the sound waves reach your eardrum and

that is when the vibrations begin traveling through your ear.) Allow students to begin coloring the outer ear, ear canal, and the eardrum. Elaborate: Ear Accordion Next, show the students the pre-assembled Ear Accordion and explain to them that this will be something they will create over time. Today, they will just be coloring these 3 parts we talked about today. Tape an unassembled Ear Accordion on the board and show the students the pieces they will be coloring by quickly coloring these 3 parts discussed. Explain to students this will be completed over a period of time and they will need to remember the definitions of each word. At the end of the unit, once they have completed each part of their Ear Accordion, the students will make a flip book using all of the vocabulary words and will need to recognize where each part is located on the ear and its function Ask: Recently you have been learning about vibrations, what does vibration have to do with sound? (Possible answer: Vibration is what goes through our ear when we hear sounds.) Using your previous knowledge, how do you think sound travels through our ears? (Possible answer: Vibration.) What are some ways we can protect our ears? (Possible answers: Never put anything in our ears, do not listen to really loud music, keep our ears clean, etc.) Evaluate: Formative Assessment The students will have been partaking in a formative assessment during the entire lesson by answering questions that were directed to them. Since the students are just beginning to learn about the ear and how it relates to how sound and vibrations relate to the human ear it will not be necessary to give them a written test/quiz. Closure: Finish the lesson with a final discussion on the human ear and the functions of the 3 parts discussed. Have students explain in their own words how vibration works in each ear part. Challenge students to quiz a friend or parent on these ear parts and their functions.