Design properties

Name
Sound for beginners
Topic
Sound and its properties
Learning time
3 hours and 40 minutes
Designed time
3 hours and 40 minutes
Size of class
25
Description
This lesson plan is designed for first year students (11/12 years old) who are involved in a bilingual section (even though they are Spanish the whole lesson is given in English) The learning process is organized on four 55 minutes lessons.
Aims
To be able to describe different sounds using appropriate terms To state that sound is caused by vibrations To state that sound needs a medium to travel through and it can be solid, liquid or gas To be able to use the terms 'frequency' and 'amplitude' in describing sound waves To be able to compare and interpret wave forms in terms of pitch and loudness To explain simple how the ear works To understand that the loudness of sound is measured in decibels To understand that loud sounds over a period of time can cause deafness To give possible solutions to noise pollution
Outcomes
Identify causes of, Evaluate, Show awareness of, Organise, Summarise
Editor
FPVMus

Timeline controls

Timeline

Warm up activity: Is it Music?
60 minutes)
  • Read Watch Listen
    20
    1
    0
    Listen to the audio files and decide if each one is music or not. Justify your answer according to your own opinion.
  • Discuss
    10
    25
    0
    Debate about the previous activity.
  • Read Watch Listen
    15
    25
    1
    Handouts about sound: Read the content and answer the questions
  • Collaborate
    5
    3
    0
    In groups of three people, write your own definition of Music.
  • Practice
    10
    1
    0
    Homework. Look for information to complete the following tasks: http://en.educaplay.com/en/learningresources/1363841/sound_and_its_properties.htm http://en.educaplay.com/en/learningresources/1364050/sound_parameters.htm
Notes:
Resources linked: 0
Sound properties
50 minutes)
  • Read Watch Listen
    5
    1
    0
    Watch the video related to the topic
  • Discuss
    5
    25
    0
    Join the class discussion and get ready to differentiate high, low, long, short, loud, soft sounds
  • Practice
    10
    2
    0
    In pairs, create sounds according to the sound properties given (for example, a short, high, soft sound). Record the sounds in order to create a classroom sound bank. Decide about the examples created by other students
  • Investigate
    15
    0
    Choose one of this topics to investigate on the Internet: The human hearing range. The animals hearing range. The mosquito sound.
  • Produce
    15
    2
    0
    In pairs, and using computers, create a mind map related to sound properties or to the Internet research you have done (using popplet or similar)
Notes:
Resources linked: 0
The hearing process
55 minutes)
  • Practice
    5
    1
    1
    Vocabulary activity: Fill in the gaps
  • Read Watch Listen
    10
    1
    0
    The teacher gives a short presentation related to the hearing process. Then you will watch a video related to the topic
  • Collaborate
    10
    2
    2
    Students are given a graphic related to the loudness of sounds around us and, working in pairs, they will have to decide which sounds are too loud and represent a danger to our health. They will have to decide how to "fight" against these specific sounds.
  • Collaborate
    20
    4
    1
    Working in groups of four and using a sound level meter application, students will measure sound level in different places around the school.
  • Produce
    10
    4
    0
    The groups will produce a map establishing sound levels in the school according to the measures taken in the process.
Notes:
Resources linked: 0
Noise pollution
55 minutes)
  • Discuss
    15
    25
    0
    Taking the work done the previous day, the whole group comment and get conclusions about what noise pollution is and give possible solutions
  • Investigate
    15
    1
    0
    Using the Internet, students will look for solutions and legislation related to noise pollution
  • Produce
    25
    2
    0
    Working in pairs, and using Pixton, students create a comic on which, at least, one cause of noise pollution is presented and one possible solution is given.
Notes:
Resources linked: 0

Learning Experience

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