KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Sarah Klick and Tricia Lattanzio Date: March 4, 2014 Cooperating Teacher: Group Size: Four Allotted Time: One Hour Coop. Initials Grade Level 3rd grade

Subject or Topic: Five Senses

Section

STANDARD: 10.1.3.B: Identify and know the location and function of the major body organs and systems. circulatory respiratory muscular skeletal digestive I. Performance Objectives (Learning Outcomes): The third grade students will label the parts of the ear by completing a worksheet. The third grade students will get move in groups completing different hearing stations. II. Instructional Materials Smartboard Blank parts of the ear worksheet (http://classroom.kidshealth.org/3to5/body/functions/hearing.pdf) Crayons/Markers/Colored Pencils Parts of the ear presentation (http://www.childrensuniversity.manchester.ac.uk/interactives/science/brainandsenses/e ar/) Pennies Cans Maracas Ball Textbook Paper Blindfold III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite Skills 1. How to use a smartboard

2. Knowledge of the five senses B. Key Vocabulary 1. Pinna: the earflaps are the folds of skins and cartilage that we normally think of as the ears. They collect sound waves and send them into the ear canal. (Outer Ear) 2. Ear Canal: tube, which connects the outer earflap with the inner ear. Sound waves are reflected by the earflap and travel down the ear canal to the eardrum. (Outer Ear) 3. Eardrum: a think layer of skin at the end of the ear canal. Sound waves travelling down the ear canal strike the eardrum, causing it to vibrate. (Middle Ear) 4. Hammer: a tiny bone connected to the eardrum, and in turn the anvil. When sound waves cause the eardrum to vibrate, the eardrum moves the hammer, which then strikes the anvil. (Middle Ear) 5. Anvil: a tiny bone located between the hammer and the stirrup. When the eardrum moves the hammer, the anvil is struck and pushes against the stirrup, causing it to move. These tiny bones make the signal louder. (Middle Ear) 6. Stirrup: a tiny bone, the smallest in the human body, which is connected to the anvil and the cochlea. When the anvil moves, it in turn moves the stirrup against the cochlea, sending the sound waves to the inner ear. (Middle Ear) 7. Cochlea: a snail shaped chamber which is filled with liquid and lined with cells that have tiny hairs on top, these are called hair cells. When the stirrup hits the cochlea it sends waves though the liquid inside it. These waves move the tiny sensitive hairs which make up the start of the auditory nerve. (Inner Ear) 8. Auditory Nerve: begins in the cochlea as thousands of tiny hairs. These hairs sense movement in the liquid inside the cochlea and carry this information to the brain, which interprets the sounds that were hearing. (Inner Ear) 9. Semi-circular Canals: there are three semi-circular canals in the inner ear and they are the organs which control your balance. Each of these three canals detects a different movement, upwards, downwards or sideways. When you spin around quickly and then stop, the fluid in the semi-circular canals will keep moving for a little while making you feel dizzy. (Inner Ear) 10. Sound Waves: generated by rapid movement and travel through the air and are reflected by the pinna, or outer ear, into the ear canal. The waves travel down the ear canal, and strike the eardrum, causing it to vibrate and move the hammer, anvil and stirrup in the middle ear. C. Big Idea: Parts of the ear D. Content IV. Implementation A. Introduction

1. Students sit in groups of four 2. Ask students if they can name the five senses in their groups (sight, hearing, touch, taste, smell) 3. Explain that students will be learning about another one of their senses, the ear. B. Development 1. Show the ear presentation on the smartboard (http://www.childrensuniversity.manchester.ac.uk/interactives/scienc e/brainandsenses/ear/) 2. Have students come up to the smartboard and interact with the presentation 3. Run through the different parts of the ear with the students on the board and explain what each is Pinna Ear Canal Eardrum Hammer Anvil Stirrup Cochlea Auditory Nerve Semi-circular Canals Sound Waves 4. Hand out worksheet with different parts of the ear. Have students sit in groups of four to color and label the parts of ear. Explain that each part of the ear should be colored differently because it is easier to remember by color association.(http://classroom.kidshealth.org/index.jsp?Grade=35&Se ction=body) 5. Go over the parts of the ear so the students can check their answers. 6. Split the students in half and place them into the two stations. 7. Explain to the students that they will spend 15 minutes are each station. Station 1: Mystery Noises, Station 2: In the Middle. At station 1, the students will each have a partner. The first person will turn around and their partner will make noises behind them. The person that is turned around will guess what noise the other person is making. The person making the noise can use a variety of objects such as pennies in a can, maracas, ball to bounce, textbook to close and paper to crumble. In station 2, the students will sit in a circle and another student will sit in the middle of the circle, blindfolded. The students sitting in the circle will take turns saying things and the blindfolded student in the middle will try and guess who is speaking and point to where that sound is coming from.

8. After the students have spent the 15 minutes at the station, they will switch. The students that started in station 1 will now be in station 2 and the students that started at station 2 will now be at station 1. C. Closure 1. After students have cleaned up, remind the students that every sense is important, if we take away one sense; all of the others are affected in some way. 2. Draw students attention back to the board with the blank picture of the ear and review the parts of the ear again. D. Accommodations/Differentiation 1. Vision Impaired: the student will sit in the front of the room when working on the board and smartboard. Directions can be read allowed to student if needed. E. Assessment/Evaluation Plan 1. Formative a) Collect The Ear Worksheet b) Checklist for participation on labeling the ear on the board c) Checklist for participation in stations 2. Summative a) There is no summative for this lesson

V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught) Remediation Plan B. Personal Reflection 1. Was my introduction clear? 2. How can this lesson be improved? 3. Was my information clear? VI. Resources (resources did not have authors)