Lesson Plan

Name: Miss Matthews Grade/Subject: Grade 3 Science Topic: Hearing and Sound
Date: February 26, 2020 Length of Lesson: 45 minutes

General General Outcome

Learning Describe the nature of sound, and demonstrate methods for producing and controlling sound
Outcomes
(P.O.S.)

Specific Explain the role that sound plays in communication

Leaning
Outcomes
(P.O.S.)

Learning  I can discuss why sound is important

Objectives

Materials • SMART board

https://www.cbc.ca/radio/quirks/hearing-plants-awkward-bees-arctic-gems-farting-fish-
and-chicken-bones-1.4234437/indigenous-stories-lead-scientist-to-discover-plants-can-
hear-1.4234449
• Visual journals and pencils
• Video https://www.youtube.com/watch?v=tPKsETiwDHY
Procedure Assessment Methods
Students will put there work away and come sit on the carpet. Once
Introduction everyone is at the carpet I will start talking about how sound plays an
(10 min.) important role in communication. But I won’t talk- just move my
lips. This is going to show them how important sound is. Then I will
tell the students to have a short discussion with a partner about why
sound is important when communicating. Have they come across a
time when it’s been valuable- smoke alarm for example, police
sirens, etc. Then I will pull popsicle sticks to ask students what they
talked about.
Then we will look at some other examples
Body of - People talking to plants, and plants using sounds to move Formative Assessment:
Lesson (30 towards water. I will pull up the link to the article by CBC Conversation- can they
min) and we will talk about it. think of reasons sound is
(Movement break if needed) important for
- Indigenous storytelling- their whole culture and traditions is communication? Product-
passed down by oral storytelling. Their culture would be I will read their sentences
very different without sound. and see if they retained
Then students will go to their desks, the handout helpers will hand the information.
out visual journals and they will write on their title page 1-4
(depending on their abilities) sentences about either of the examples
we talked about.
Closure (5 I will tell the students to put away their visual journals and come to
min.) the carpet. I will tell them the ‘I can’ statement and I will get them to
show me with their fingers (1 to 5) if they can do it.
Modification I will check in on some students and write ideas on their whiteboards
s for them to write into their visual journal. I will tell some students
they can write one sentence only.