KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Tatiana and Morgan__ Date: ______

Cooperating Teacher: Coop. Initials

Group Size: Allotted Time __50 minutes__ Grade Level _3rd grade___

Subject or Topic: Introduction to the Five Senses and Hearing Section

STANDARD: (PA Common Core):

- 3.1.3.A9. - Use simple equipment (tools and other technologies) to gather data and
understand that this allows scientists to collect more information than relying only
on their senses to gather information.

- 3.1.3.A9 - Use data/evidence to construct explanations and understand that

scientists develop explanations based on their evidence and compare them with
their current scientific knowledge.

I. Performance Objectives (Learning Outcomes)

A. The third grade students will be able to confirm their understanding of the
five senses by creating a cartoon using the five senses in their science
notebooks.
B. The third grade students will be able to investigate how sound travels by
talking through cups connected by a string and completing an inquiry in
their science notebook.
II. Instructional Materials
A. BrainPop (https://www.brainpop.com/health/bodysystems/hearing/)
B. A Whiff of Pine, A Hint of Skunk
III. Subject Matter
A. Prerequistes
i. Name the five different senses
ii. Go over what each means and which body part is used
iii. Sounds that you can hear
B. Key Vocabulary
i. Smell – the faculty or power of perceiving odors or scents by
means of the organs in the nose
 ii. Touch – come so close to (an object) as to be or come into contact
with it.
iii. Taste – the sensation of flavor perceived in the mouth and throat
on contact with a substance
iv. Sight – the faculty or power of seeing
v. Hear – the ability to perceive sounds by detecting vibrations
through the ear.
vi. Monotone – a continuing sound, especially of someone’s voice,
that is unchanging in pitch and without intonation
vii. Deaf – unwilling or unable to hear or pay attention to something
C. Big Idea – The Travel of Sound
D. New Content
i. Smell – nose
ii. Touch – hands
iii. Taste – tongue
iv. Sight – eyes
v. Hear – ears
vi. Sounds
1. Loud – great deal of volume
a. Unpleasant
2. Nature – birds chirping, water running
3. Quiet
a. Calming
4. Monotone – a continuing sound, especially of someone’s
voice, that is unchanging in pitch and without intonation
5. Deaf – unwilling or unable to hear or pay attention to
something
IV. Implementation
A. Introduction
i. Review with students what the five senses are and which body
parts are used for each sense. Asks students to discuss with a
partner what different sounds they can hear. Give students 3
minutes to discuss. Remind students that good scientists use their
senses to observe things in the world.
ii. Set a purpose for reading Spring Welcome, Biography of a Beaver,
and A Wild Turkey Comments on his Portrait. Read to class,
discussing connections to today’s topic of the senses and hearing.
Ask students to discuss in pairs, “Why sense did the turkey use
when making his comments? What sense did the little boy use to
draw the turkey?” Discuss answers in a whole group.
 iii. Show the Hearing video on BrainPop. Ask the students to discuss
in pairs, “What are sound waves? How fast do sound waves travel?
The ear is divided into how many parts?” Discuss answers as a
whole group.
iv. Tell students that today we will be able to do what good scientists
do and investigate how sound travels by talking through cups that
are attached by a string.
B. Development
i. Review rules for working with the sound box:
1. Do not take apart the cups or cut the string
2. Please be careful with the cups as the string could break
3. Be respectful of others using the cups.
ii. Go over the focus question as a group and have the students write
it in their journals: How can you make the sound clearer or weaker
using the string (tighter or looser)? Have each of them make a
prediction.
iii. Give each group a set of the cups with the string already attached.
Monitor students working with items in the boxes.
iv. Tell the students on the count of three that we will discuss what
they explored as a group. Count to three for attention of the class.
v. Discuss with the class that as good scientists, they have made some
observations about sound travel. Record it on the board.
C. Closure
i. Have the students get out their science notebooks and as a whole
group finish the inquiry on the Sound box lesson. Go over the
focus question with the students as a whole class and what they
think now that they did the activity.
ii. Have each student come up with a future question and write it
down in their notebooks.
iii. Assignment – have each student draw a picture of what they did
with the cups and string in the activity
D. Accommodations/Differentiation
i. For the assignment, students can draw a picture or write sentences
describing what they did.
V. Evaluation of Students
A. Formative Assessment
i. Student journals will be completed to demonstrate understanding
of the investigation of how sound travels and some variables that
play a factor in that.
VI. Reflective Response
 A. Report of Students’ Performance in Terms of Stated Objectives
B. Personal Reflection
i. Did my students achieve the expectations of the objective? What
evidence supports this conclusion?
ii. What could I have done to increase the level of active engagement
in the lesson?
iii. What could I have changed to enhance the learning of my
students?
iv. Was the lesson completed in the time allotted? If not, why?
VII. Resources
A. BrainPop (https://www.brainpop.com/health/bodysystems/hearing/)
B. Ruddell, D. (2009). A Whiff of Pine, a Hint of Skunk. New York: Margaret
K. Elderry Books