Unit Plan: Physical Science: Sound Number of Lessons: 6 Time: 2 weeks Subject: Science Grade: 4

Group: Amanda MacLeod, Emily Kelly, Nicole Odishaw

Rationale: Each of these lessons are important in developing an understanding of sounds and how sounds play an important role in
our everyday lives. Students must understand the importance of sounds and how they work to gain valuable knowledge of underlying
principles of modern technology. This inquiry-based unit helps create a basis for students to explore and experiment with sounds to
build their own understanding of the concepts.

Prescribed GCOs (Learning Outcomes): SKILLS: Performing and recording, analyzing and interpreting, communication and
teamwork; KNOWLEDGE: Physical Science; ATTITUDES: Science Inquiry, Safety.

Cross-Curricular Connections: English Language Arts GCO 1 (Students will be expected to speak and listen to explore, extend,
clarify, and reflect on their thoughts, ideas, feelings, and experiences; English Language Arts GCO 2 (students will be expected to
communicate information and ideas effectively and clearly, and to respond personally and critically); English Language Arts GCO 4
(students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts);
English Language Arts GCO 5 (students will be expected to interpret, select, and combine information using a variety of strategies,
resources, and technologies); Music 4.1.2 (explore and identify ways that the elements of music are used to express thoughts,
experiences, and feelings in their own and other's work); Math N1 (represent and describe whole numbers to 10 000, and
symbolically); Math N9 (Describe and represent decimals concretely, pictorially and symbolically); Technology Education GCO
(Students will be expected to operate and manage technological systems); Technological Education GCO (students will be expected to
demonstrate an understanding of the history and evolution of technology, and of its social and cultural implications); Visual Art GCO
3-5 (Students will be expected to choose a variety of art media to express a feeling, to communicate a message and represent people,
places and objects).

Universal Design for Learning (UDL) and Differentiated Instruction (DI): Each lesson will have auditory (mic system) and visual
(powerpoint) aids. We will have handouts for visual learners, too, and activities for kinesthetic learners and for those who have
difficulty with focus. The class will be setup in a way that is conducive to each lesson (small groups, stations)
Lesson Specific Outcome Teaching Assessment Lesson Activities Materials & Resources
#: Outcome s in Strategie Strategies & MI’s
Title: s in Student s Listed
Time: Lesson Friendly
Terms

1: 303-9: Students - Audio Formative APK: We will · - Worksheet

Objects Identify will be from assessment: play 10 sounds. · - Computer for sounds
& Their objects able to system We will go The item that we · - SMART board
Sounds by the recognize over the are playing will· - Water bottles (one full, one empty, one half
Time: sounds an object -Scientific answers as a be hidden so the full)
40 mins they by the observatio class to the students cannot · - Coins
make sound it ns APK, and this see what is being · - Cup of water
makes will work as a played. · - Cereal in a baggie
- Student- formative Individually, the · - A book
107-1: Students centered assessment for students will have · - Balloon
Describe will be & the teacher to to identify the · - A soup can
examples able to Interactiv see if the object that made · - A pen
of sound explain e students are the sound. · - Science Journal
technolog why able to identify [Musical, · - Sticky notes
ies used sounds -Science simple/difficult Intrapersonal] · - Cue cards
by people are Journals sounds · - Flashlight
to meet important Activity 1: · - Mini Broom
their in - Exit Formative Scientific · - Keys
everyday everyday Ticket assessment: observations- · - Spray -Sunscreen
needs life Students will divide the class · -Vitamins
be required to into three small · -Pencil
reflect on their groups. One of us https://www.youtube.com/watch?v=6itvFb
own lives and will be at each DyHAY for other 5 sounds
think of a table and will
sound that is explain the
important to investigation at
their daily the table, and will
lives. They will guide students in
write and their
explain an understanding of
example as an the concept.
exit ticket Switch stations
after 5 minutes.
Formative Station #1: Water
assessment: Bottles (Nicole)
check science Station #2:
journals at the Everyday Needs
end of the unit (Emily)
Station #3:
Background
Noise (Amanda)
[Linguistic,
Logical-
mathematical,
bodily-
kinesthetic,
musical,
interpersonal,
intrapersonal,
naturalistic]

Exit ticket: Each

student will
respond to the
question on the
board using a
sticky note and
place it on the
whiteboard
before exiting the
 classroom,
“Choose one
sound that you
think is important
in everyday life
and explain
why?”

2: Pitch, (301-3): Students - Formative APK: (5 mins) Materials:

Loudnes Demonstr will be Video/Au assessment: Play a youtube - Scissors
s, and ate and able to dio The APK will clip that has a - 2 Worksheets for each student
Sound describe describe give the teacher variety high/low - Pictures for worksheet
Technol how the the - Teacher- an idea of how pitches and - Glue sticks for each student
ogy pitch and meaning led many students loud/soft sounds. - Sticky notes
Time: loudness of pitch teaching already know Ask students to
40 mins of sounds and time what pitch and put their hand in Resources:
can be loudness loudness the air and signal - APK Youtube clip
modified of - Group means. This a thumbs up if https://www.youtube.com/watch?v=fo-
(301-3) sounds. Discussio will help they think it is a j6NPpDlU
n determine the high pitched/loud - PowerPoint
(204-3): Students amount of time sound and a - Pitch and Loudness work sheet:
Predictio will be - that needs to be thumbs down if http://www.collaborativelearning.org/whatsou
n and able to Categorizi spent they they think it nd.pdf
hypothesi predict ng explaining the is a low
s about and worksheet definitions. pitched/soft
the effect hypothesi noise. [Musical,
a ze the - Exit Formative Intrapersonal,
modificat pitch and ticket assessment: kinesthetic,
ion will loudness Observations logical
have on that will be done by mathematical]
the pitch sounds the teacher,
and make. walking around Lesson 1: (10
loudness the classroom, mins) After
of a helping seeing what the
sound students who students already
produced need any know about pitch
, based assistance and loudness, we
on the understanding will look at a
pattern of the topic. short PowerPoint
sounds that will explain
produced Formative the difference
assessment: between pitch and
Students will loudness. There
receive marks will be short
for completing sound clips on the
the worksheet. PowerPoint that
The worksheet demonstrate
will be given high/low pitches
back to student and loud/soft
the following sounds. I will ask
class with different students
feedback to to tell me what is
help students kind of sound is
know if they being
are demonstrated.
understanding [Intrapersonal,
the difference Visual/Spatial,
between pitch Musical]
and loudness.
This will also Activity 1: (20
help the teacher mins) Student
evaluate the will work as a
amount of time group but fill in
that needs to be their own
spent reviewing individual
worksheet. Each
pitch and student will be
loudness. given two
worksheets and
Assessment as twelve pictures of
learning: The different common
exit ticket will sounds with
demonstrate the explanations on
students the back of each
understand of picture. The first
applying worksheet will
concepts to the have the page
real world. divided into two
sides. The right
side will say
“Sounds which
are high” and the
left will say
“Sounds which
are low”.
Students will be
asked to look at
each picture then
read the
description on the
back of the
picture the decide
what side the
picture should be
placed on by
discussing with
their group. The
second worksheet
is divided into
four quadrants.
The top says,
“Sounds which
are loud”, the
right says,
“Sounds which
are low”, the
bottom says,
“Sounds which
are quiet”, and
the left says,
“Sounds which
are high”. The
students will be
asked to
categorize each
picture into one
of these four
categories and
glue them onto
the worksheet.
The worksheets
will be picked up
at the end of
class.
[Naturalistic,
Mathematical/Lo
gical,
Interpersonal,
Intrapersonal,
Visual/Spatial]
 Exit ticket: (5
mins) Students
will demonstrate
their
understanding by
answering the
following
question on a
sticky note and
placing it on the
whiteboard
before exiting the
room, “Name one
high pitched and
one low pitched
sound that you
hear on a regular
basis and explain
how it is this
particular pitch”.
[Linguistic,
Intrapersonal]

3: Pitch, (206-7): Students - Small Formative APK: (5 mins) Materials:

Loudnes Evaluate will group assessment: Review the - Chart paper
s, and personall understan Discussio Students will meaning of pitch - Markers
Sound y d how to n demonstrate and loudness. - IPads
Technol construct change their Students will use - Science notebook
ogy ed the pitch - Sharing understanding the chart paper on - Rulers
Time: musical and with the of pitch and their desk and - Bell
40 mins devices loudness class loudness during divide it in half - Guitar
with on the APK with pitch on one - Drum
respect to musical. review as they side and loudness - Cue cards
their - Whole explain in their
on the other. As a
ability to Students group own words to group, they will Resources:
vary their will be instructio the class whatdiscuss and write Download Decibel 10 on each of the Ipads
pitch and able to n the two words down the
loudness use the mean. definitions and
word - meaning of pitch
decibels Collabora Formative and loudness on
(104-6): to tive group assessment: the chart paper.
Use the describe work The science After 2 mins, one
term the pitch notebook will member will
“decibels and - Inquiry/ evaluate stand up and
” loudness Experime whether the explain to the
correctly nt students are class what they
in understanding discussed in their
descriptio - the outcomes or group.
ns of Individual if more time [Interpersonal,
sound work needed. Linguistic,
intensity Logical-
- Exit Formative Mathematical,
ticket assessment: Visual-Spatial]
The exit ticket
will evaluate Lesson 1: (10
each students mins) We will do
individual a short lesson on
understanding decibels to
of decibels. explain that they
are an SI unit to
measure sound
intensity. Each
student will be
given a handout
to visualize how
many decibels it
takes to make a
sound that they
can hear. This
table will help
students with
their following
activity.
[Visual/Spatial,
Intrapersonal,
Mathematical/log
ical]

Activity 1: (20
mins) Students
will be placed in
groups of three
and each group
will be given an
IPad. The Ipad
will have an app
called Decibel 10,
that will measure
sounds for them.
There will be a
list 10 sounds that
students will have
to make and and
record how many
decibels that
noise makes in
their science
notebook. After
finding the
decibels of each
sound students
will return to
their desks and
describe whether
the sounds are
high/low pitched
and soft/loud.
The science
notebook will be
picked up at the
end of class.
1. Whisperin
g
2. Hit a ruler
against
the
chalkboar
d
3. A bell
chiming
4. Stomping
feet
5. Breathing
6. A guitar
7. A drum
8. Go
outside
and
scream
9. Tapping a
pencil on
metal
 10. Knocking
on the
door
[Kinesthetic,
Linguistic,
Visual/Spatial,
Mathematical/log
ical,
Interpersonal,
Intrapersonal,
Musical,
Naturalistic]

Exit ticket: (5
mins) Each
student will be
given a cue card
and must answer
the question
written on the
side board before
leaving class,
“What are
decibels and what
do they
measure?”
[Mathematical/Lo
gical, Linguistic]

4: 107-12, Students - Formative APK: (2 mins) Materials:

Canadia 205-8: will use Discussio assessment: Review some - Computers
ns Identify different n Check in on kinds of sound - Students can type their info into Word or
Who’ve and use a sources each group to technologies we can write with pen and paper
Contribu variety of to - Inquiry see how they know of today. - Articles
ted to sources research are working First, ask anyone - Journals
Sound and important - together, and ifif they know what - Sticky note
Technol technolog Canadian Research they are gettinga sound
ogy ies to figures their work technologies Resources: http://ceo-pdg.blog.techno-
Time: gather important done, asking (technology that science.ca/music-sound-and-technology/
40 mins pertinent to sound relevant emits sound).
informati technolo questions. Then ask some http://www.thecanadianencyclopedia.ca/en/art
on about gies students share icle/recorded-sound-technology-and-its-
Canadian Summative some ideas they impact-emc/
s who assessment: came up with of
have Presentation- machines that https://en.wikipedia.org/wiki/Invention_in_Ca
contribut Personal sound comes out nada
ed to information of (computer,
sound (name, place tablet, IPhone,
technolog and date of radio, speakers,
y birth) – The recording devices
invention/innov that playback …)
ation (What is [Logical/Mathem
the invention/ atical,
innovation? Interpersonal]
Why is it
important?) Activity 1: (35
mins) Break the
Formative class into 12
assessment: groups of 2
The exit ticket (clothes pin or
will evaluate popsicle stick).
each student’s Each group will
individual research 1
understanding Canadian
of their important to the
development of
Canadian sound
inventor. technology. I
have chosen 6
figures, listed
below. 2 groups
per 1 figure.
Students will use
1
laptop/computer
per group and
research their
figure. Also
students will have
journals/articles.
The info they find
will be used to
present a poster
the following
class including:
Personal
information
(name, place and
date of birth) –
The
invention/innovat
ion (What is the
invention/
innovation? Why
is it important?)
Groups 1&2: D.
Shearer
Groups 3&4: R.
Aubrey
Groups 5&6: A.
Mercer
Groups 7&8: H.
Le Caine
Groups 9&10: D.
Rockola
Groups 11&12:
E. Emtage
Information
you’ll need to
know yourself:
 Douglas
Shearer,
sound
recording
technician
was born
in 1899 in
Westmou
nt,
Quebec.
Shearer
won 12
Academy
Awards
for “best
sound
recording
” and for
such
achieveme
nts as
developin
 g an
improved
recording
system
and a
method
for
reducing
unwanted
noise.
 Reginald
Aubrey
Fessenden
, born in
1866 in
East
Bolton,
Quebec,
was one
of the
earliest
pioneers
of radio.
On
December
23, 1900,
he
successful
ly
transmitte
d the
sound of a
human
 voice
between
two 16-
metre
towers.
Only
Morse
code had
been
transmitte
d before.
 Andrew
Mercer
was a
software
developer
in
Newfound
land. In
1995, he
developed
software
that
allowed
musicians,
or a
teacher
and
student, to
play
music
together
in real
 time from
different
locations.
It was
almost as
if they
were
sitting in
the same
room
together.
 In the late
1940s,
Canadian
inventor
and
composer
Hugh Le
Caine
designed
and built
the first
true
electronic
sound
synthesize
r that
correspon
ded to
today’s
touch-
sensitive
keyboards
 . Unlike
other
sound
synthesizi
ng
machines,
Le
Caine’s
machine
that he
named the
Electronic
Sackbut
was able
to control
simultane
ously the
three
important
qualities
of sound:
volume,
pitch, and
timbre.
 A
Canadian,
David C.
Rockola,
played an
important
role in
designing
the
 modern
'juke box'
when he
introduce
d the
Rock-Ola
Multi-
Selector
phonogra
ph in
1934.
 The first
web
search
programm
e,
"Archie"
(Archie
search
engine)
was
developed
by Alan
Emtage,
born
1964, a
student at
McGill
University
in 1990.
Early in
the 21st
century
 the
internet
reached
its stride
and
contribute
d
significant
ly to
Canadian
industrial
research
[Visual/Spatial,
Interpersonal,
Linguistic,
Musical]

Exit Ticket:
Each student will
respond to the
question on the
board using a
sticky note and
place it on the
whiteboard
before exiting the
classroom, “Who
is the inventor
you are
researching and
tell me one
interesting fact
you learned about
 this person
today?”

5: The 300-3: Students - Website; Formative APK: (10 mins) Materials:

Human Describe will be Kids assessment: This activity is - Clock
Ear and able to Health Students will best done in a - Paper
Time: illustrate discuss be responsible large, open area - Ball
40 mins how the how the - Whole for recording (gym, cafeteria,
human human class their time for etc.) but can be Resources:
ear is ear can lesson the APK on a done in a - Website: Kids Health: Your Ears
designed feel piece of classroom if other (http://kidshealth.org/en/kids/ears.html?ref=s
to detect vibration - looseleaf. The rooms are not earch)
vibration s. Discussio teacher will available. The - Smart board
s. n: first roam around teacher will have
with a the room to a soft sound
partner, ensure that playing at the
then with everyone is front of the room
the whole recording. (a clock ticking).
class Students will be
Formative asked to turn their
assessment: backs from the
Each student object, and walk
will have to say in the other
one thing that direction slowly.
they learned in They will stop
class that day. when they can no
This gives the longer hear the
teacher an sound. Record
opportunity to results on a piece
hear what the of looseleaf. Try
students activity again,
learned. this time with a
funnel made out
of paper pressed
to their ear. Did
this make it easier
to hear the
sound? Could
they make it
further? Record
results.
[Kinesthetic,
Logical-
Mathematical]

Lesson 1: (20
mins) Today we
are going to
introduce the
three main parts
of the human ear:
the outer ear, the
middle ear, and
the inner ear. I
will be using the
website Kids
Health as a
resource for the
information. We
will start by
looking at the
outer ear. The
main job of the
outer ear is to
collect sounds.
Then we will
look at the
diagram on the
Kids Health
website of the
middle ear. I will
teach that the
middle ear has
the job of
changing the
sounds into
vibrations. We
will find the
eardrum and the
bones on the
diagram. Finally,
we will discuss
the inner ear.
Sounds enter this
part of the ear as
vibrations. We
will learn about
the cochlea and
its job. This is
going to be a very
quick overview.
We will spend a
few days on this
outcome where
we can go into
more detail.
[Intrapersonal,
Mathematical/Lo
gical,
Visual/Spatial,
Naturalistic]

Closing: (10
mins) The
students will be
broken up into
partners.
Together, they
will have to
discuss what they
learned in class
today. Each
person will have
to tell their
partner one thing
that they learned.
They will have 2
minutes to do
this. Then, as a
whole class, we
will do an
activity. The
teacher will start
with a ball. I will
carefully throw it
to a student, and
they will have to
tell me what they
learned in class.
That student will
then throw the
ball to another
 student, and so on
until everybody
has had a turn.
This activity will
help me
determine what
the students
learned and what
aspects they did
not pick up on as
easily. This can
help plan for the
next few classes,
and can help
determine what
needs to be
covered again and
what does not.
[Interpersonal,
Kinaesthetic]

6: 300-4: Students - Formative APK: (10 mins) Materials:

Human Compare will be Individual assessment: The APK is going - Science notebooks
vs. the range able to brainstor The teacher to focus on - Netbook cart
Animal of sounds explain m will roam human hearing, - Handout provided by website
Hearing heard by the around the since we haven’t - Sticky notes
Time: humans similariti - Small room during discussed animal
40 mins to that es and group the APK to hearing yet. Resources:
heard by differenc discussion ensure that all Students will - BGRS- Engaging Students website
other es students are on work with their (http://engagingstudents.blackgold.ca/index.p
animals. between - Class task and table to make a hp/division-i/sci-d1/science-3/topic-d-
sounds discussion understand list of sounds that hearing-and-sound/animal-hearing-project/)
that what is we can hear.
humans - Group expected of They must
can hear Assignme them. include low
and nt sounds and high
sounds Formative sounds, loud
that - Handout assessment: sounds and soft
animals We will have a sounds. Students
can hear. - Exit class discussion will write down
Ticket regarding what their answers in
the students their science
came up with notebooks. This
during the is an individual
APK. Each activity. After 3-4
group will be minutes of
asked to share. brainstorming,
they will share
Formative their answers
assessment: with the
The students class. [Interperso
will hand in nal, Linguistic]
their handout at
the end of Activity 1: (25
class. This will mins) Students
give the teacher are going to do
an idea of how some of their own
they did on the research for this
assignment. A outcome. They
number grade will be broken up
will not be into groups of 2-3
given, but and assigned an
feedback will animal from the
be provided for BGRS -
the student. Engaging
students website
(bat, owl, frog,
elephant,
dolphin). They
will click on the
animal that their
group is given,
and will read
what it says.
(There is a
handout provided
with this website
that each student
will have to direct
their research).
Students will
work together to
answer the
questions on their
handout. They
will have to
answer how the
animal hears,
unique features of
the animal, the
range of the
animal hearing,
etc. At the end of
the class, students
will hand in their
responses to be
looked over by
the teacher. This
activity may be
carried over to
the next class day
if it appears that a
majority of the
students need
more time.
[Interpersonal,
Naturalistic,
Linguistic]

Exit Ticket: (5
mins) Today’s
closing activity is
going to be an
Exit Ticket. Each
student will be
given a sticky
note. A question
will be written on
the board for the
students to
answer: “What
animal did you
research today?
What interesting
fact did you learn
today, about that
animal?”
Students will
work
independently to
answer those two
questions, and
once answered,
they will come up
to the front and
place their sticky
note on the
whiteboard. The
teacher will look
over these
answers, and the
handouts,
overnight and the
lesson will be
continued the
next class.
[Intrapersonal,
Linguistic,
Naturalistic]