Sydney Allin - Animal Hearing Grade 3

PROGRAM OF STUDY OUTCOMES

General Learning outcome:

- Describe the nature of sound, and demonstrate methods for producing and controlling sound

Specific Learner Outcomes:

- 9: Compare the range of hearing in humans to that in other animals

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Provide two examples of animals that hear frequencies out of the human range
2. Differentiate between human and animal hearing ranges

MATERIALS AND PREPARATION

- Presentation: should be pulled up on the computer and ready to go

- Worksheet: Printed off and in a neat pile

PROCEDURE

Introduction Time

Greet Class
- Alright friends! Now that you’ve learned so much about human hearing, we get to talk
about: Animal Hearing!

Dog Whistle Slide

- This is a Dog Whistle, does anyone know what makes it so special?
- Unlike this whistle, which makes a very loud sound when we blow into it, a dog
whistle sounds silent to humans
- The reason why we can’t hear it is because the sound it makes has a high frequency.
Now we can’t hear that high, but dogs can, which is why when we blow a dog whistle
they all come running up to us
Video:
- Show video, ask questions?

Body Time

Frequency Tables Bring up High Frequency Table slide

- Animals can hear different frequencies that we can’t. But we
can also hear frequencies that other animals can’t
- This graph shows us how high of a frequency each of these
animals can hear. On this graph there's *list animals* Let's
take a second to look at it
- What animal on here can hear the highest? What animal on
here can’t hear very high?
Repeat with Low Frequency

Animal Hearing Bring up worksheet slide

Table - This is the worksheet that I will hand out. Once I’m done
giving instructions. At the top you’re going to write your
 name and the date which is Nov. 16th
Instructions
- This table is similar to the graphs we looked at, it shows the
ranges each animal listed can hear. This side has the lowest
frequency that animal can hear, and this side has the highest
frequency that animal can hear
- Using this information, you’re going to answer these four
questions. Then when you’re done, you can draw in the first
square, the animal that can hear the highest, and in the next,
the animal that can hear the lowest
- Does everyone know what they’re doing? Alright come up and
grab the worksheet and then go to your desk

Class Discussion Go over worksheet as a class

- Ask about what they answered, ask why they answered the
way they did
- Ask about what they drew and why

Conclusion Time

Last slide
- How do we all feel about what we’ve learned? Do we understand Animal Hearing?
- Thumbs up for “I’ve really got this!” Thumbs sideways for “ehhh I kind of understand”
or Thumbs down for ‘hmm I really don’t understand this yet”
Clean up
- Hand in sheets

Formative Assessment

Intro: Student answers to questions asked

Frequency Tables: Student answers and reasoning for answers
Animal Hearing Table: Worksheets handed back in
Class Discussion: Student answers and reasoning for answers
Conclusion: Thumbs up, sideways and down