KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Lauren Chiarchiaro

Cooperating Teacher: Dr. Varano

Group Size:

Class

Subject or Topic:

Date: 3/26/16
Coop. Initials

Allotted Time 1 Hour Grade Level

Hearing Impairment

Section

3
205

STANDARD: 3.1.4.C2 Describe plant and animal adaptations that are important to
survival.
I. Performance Objectives (Learning Outcomes):
A. The third grade students will analyze and restate the different types of hearing
loss by completing a guided note sheet.
B. The third grade students will investigate ways of communication with a
hearing impairment by reciting their name in American Sign Language.
II. Instructional Materials
A. Note sheet (see attached)
B. Power Point
C. Let It Go video (https://www.youtube.com/watch?v=DfgpLIP0jnk)
D. American Sign Language Alphabet Sheet (see attached)
E. Scissors
F. Colored Markers
G. 4 piece of big lined paper
H. Science notebooks
I. 18 x 24 poster paper
J. Rubric for poster
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
a. Students will need to be familiar with the anatomy of the ear prior to
lesson (lesson 2).
B. Key Vocabulary
1. Deaf: Lacking the power of hearing or having impaired hearing.
2. Conductive Hearing Loss: This happens when there is a problem with the
outer and middle ear.
a. Kids with conductive hearing loss have a mild hearing loss.

b. It is usually temporary because in most cases medical treatment

can help.
3. Sensory Hearing Loss: This happens when the cochlea is not working
correctly because the tiny hair cells are damaged or destroyed.
a. Kids with sensory hearing loss hear most sounds (muffled), hear in
quiet but not in noise, hear only some sounds; or hear no sounds at
all.
b. Almost always permanent and a kids ability to talk may be
affected.
4. Neural Hearing Loss: This happens when there is a problem with the
connection from the cochlea to the brain.
a. Neural means related to nerve, so neural hearing loss means the
nerve that carries the messages from the cochlea to the brain is
damaged.
5. Central Hearing Loss: This happens when the cochlea is working properly,
but parts of the brain are not.
a. This is a less frequent type of hearing loss and is more difficult to
treat.
C. Big Idea
a. Type of hearing loss and ways of communication.
D. Content
1. Cochlea: Small, curled tube. When sound reaches the cochlea, the
vibrations cause the hairs on the cell to move, creating nerve signals that
the brain interprets.
2. What causes hearing loss?
a. Can happen because a person was born with part of the ear that
didnt form correctly and dont work well.
b. Other
i. Middle ear fluid
ii. Serious infection (meningitis)
iii. Head injury
iv. Listening to music very loud (especially headphones or
earbuds)
v. Repeated exposure to loud sounds like machinery
vi. Ear infection (rare)
3. How to test for hearing loss?
a. Audiologist: Someone who is specially trained to test and help
with the problems related to hearing loss.
4. How is hearing loss treated?
a. Cochlear implant
i. Very tiny piece of electronic equipment that is put into the
cochlea during an operation. It takes over the job of the
damaged or destroyed hair cells in the cochlea by turning
sounds into electrical signals that stimulate the hearing
nerve directly.
5. Communication

a. Sign Language (ASL: American Sign Language): language of

hand movements that allows a person who is deaf to
communicate without speaking.
b. Speechreading: Involves looking closely at a persons lips, facial
expressions, and gestures to help figure out spoken words.
IV. Implementation
A. Introduction
1. The teacher will say, All this week, as a class, we have talked about what
sound is and how we hear. I am confident you know what hearing is, but
what is hearing loss? Talk to your group for a moment and brainstorm
ideas of what you all think hearing loss is.
a. The teacher will give the students a few minutes to discuss their
ideas. Once the groups are finished, ask each one to share their
thoughts.
B. Development
1. The teacher will say, Great! Now that we have some idea as to what
hearing loss is, we are going to explore more in depth the types of
hearing loss.
2. Teacher will go through a quick power point of the 4 types of hearing
loss and how someone losses their sense of sound.
a. See Key Vocabulary for explanation.
3. Now I am going to hand out a note sheet that is going to go in your
science notebooks. So everyone please take out your notebooks.
a. The teacher will hand out the worksheet while students are
taking out their materials.
4. If you look at the sheet, you will see each type of hearing loss
(conductive, sensory, neural, and central). Cut along the dotted line
(teacher will drag finger across the line) so it creates a flap. Then with
tape or glue ONLY stick down the side that says 4 types of hearing
loss, leaving all the flaps alone so you can lift them up later (show
students using a model).
a. Students will work on pasting and cutting guided note sheet.
5. The teacher will walk around to assist students with any questions or
issues while cutting and pasting.
6. Once all students are finished, the teacher will say, Underneath each
flap, we are going to create our own definition for each type of hearing
loss.
a. Four pieces of big lined paper will be set up prior to the lesson.
7. On the top of each piece of paper the teacher will write the type of
hearing loss in different colors (conductive-blue, sensory-purple, neuralgreen, and central-orange).
8. The teacher will call up a helper to write down ideas the class
brainstorms for the definition.
a. The student helper will be Lucy.

9. The teacher will say, Lucy is going to be my helper today. We are going
to think of different words that would help us describe the type of hearing
loss. Lucy is going to write the words down on the pieces of paper. Once
we are finished, we are going to create a definition for you all to write
down under the corresponding flap.
10. Lucy will come up to the board and the teacher will assist with any
spelling help as well as giving her the correct color coded markers to go
with each type of hearing loss (conductive-blue, sensory-purple, neuralgreen, and central-orange).
a. Students will shout out words for each type of hearing loss. The
teacher will choose up to four words for each type so there is
room on the bottom of the paper to write out the full definition.
b. After all the words are up, the class will come up with a
definition together (following the definition given by the teacher
earlier as close as possible)
c. The teacher should try and guide students to come up with key
words, for example, conductive hearing loss outer and middle
ear.
11. Using the colored markers at your table, please write down the
definition under the corresponding flap with the color Lucy used on the
board
12. The teacher will give the students time to write down the definitions
while walking around and assisting if necessary.
13. The teacher will then pull up the video, https://www.youtube.com/watch?
v=DfgpLIP0jnk, to play when students are finished with note sheet.
14. Once all students are done and have put away their science notebooks the
teacher will say, Now we are going to talk about how people with
hearing loss communicate since speaking isnt appropriate. There are
ways to treat hearing loss. For example, people can use a hearing aid or a
cochlea implant that is a very tiny piece of electronic equipment that is
put into the cochlea during an operation. It takes over the job of the
damaged or destroyed hair cells in the cochlea by turning sounds into
electrical signals that stimulate the hearing nerve directly.
15. But lets say someone doesnt have a cochlea implantone of the ways
they would communicate is through American Sign Language. We are
going to watch a video of a womans interpretation of Let It Go from
Frozen using Sign Language (play video).
16. While the video is playing the teacher will hand out the ASL alphabet
sheet (see attached).
17. Once the video is over the teacher will say, We arent going to practice
anything that complicated, but one day you guys can do that too if you
practice! You can pursue a career in ASL interpretation if you are
interested in it. Today, we are just going to learn how to spell out names.
As you can see, I handed out the ASL alphabet sheet. We are going to go
through the alphabet together as a class then you can practice spelling
your own names!

18. The class will follow the teacher in practicing the alphabet all the way
through two times. Then students will have 10 minutes to practice their
names.
19. While the students are practicing the teacher will hand out a piece of
paper (18x24) to each student as well as the rubric.
20. The teacher will say, Tonight, you are all going to make a poster based
on the type of hearing impairment I assign you! I want you all to have fun
with this poster. Look over the rubric when you get home to make sure
you dont leave anything out.
a. On your poster I would like a definition in your own words,
3 characteristics of the type of hearing loss and 3 ways of
communication. For example, a cochlear implant, sign
language, or speechreading.
b. This will be due tomorrow! If anyone wants to, we will
share them before we start our study stations.
c. Group 1: Conductive Hearing Loss
Group 2: Sensory Hearing Loss
Group 3: Neural Hearing Loss
Group 4: Central Hearing Loss
21. Once the 10 minutes is up, the teacher will ask anyone if they want to
come to the front of the room with their ASL sheet to show the class how
to spell their name.
C. Closure
1. Once all of the student who want to share have the teacher will say, If
anybody else practices their name at home and wants to share tomorrow,
we will have a few minutes of you to show the class!
2. Tomorrow we will have a big review day for the unit test so bring your
A game tomorrow since we will be playing review games!
D. Accommodations/Differentiation
a. Lucy is a third grade student with ADHD. She will be working with
her normal group for activities since she is comfortable and familiar
with their work ethic. Lucy will also be the classroom helper for this
lesson so she can stand up and move around. Lucy will also be
provided with a note sheet that has already been filled out and color
coded since she will be up at the board writing. The color coating
will help her organize her notes and recall the information based on
color.
E. Assessment/Evaluation Plan
1. Formative
a. The teacher will collect the students science notebook and
evaluate the students guided note sheet.
i. Any areas that seem to be challenging will either be addressed
at the station or before the unit test.

2. Summative
a. There is no summative assessment for this lesson.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
a. What went well during the lesson?

b. What didnt work and could be changed?

c. Did the students enjoy the lesson and seem focused or were they
bored/uninterested in the material?

How can I make this lesson more engaging?

VI. Resources (in APA format)
A. https://www.youtube.com/watch?v=DfgpLIP0jnk