Sound Mapping - teaching newsletter, activities, lesson ...starteaching.com/SoundMapLessonPlan.pdfSound Mapping SYNOPSIS Students practice using their sense of hearing to observe and

Sound Mapping

SYNOPSIS Students practice using their sense of hearing to observe and gain information about their surroundings. OBJECTIVES Through this lesson and with additional practice, students will be able to rely on their sense of hearing to experience and obtain information about their surroundings. MATERIALS

• clipboard or hard writing surface (1/student) • outdoor area (ideally natural, if unavailable, school playground/field or

backyard are sufficient) • Sound Map Worksheet (1/student) • writing utensils (1/student)

PROCEDURES

1. Give each student a copy of the Sound Map Worksheet, a clipboard and a writing utensil.

2. Explain that today they are going to focus on their observation skills, specifically, their sense of hearing. (Note: Students who are hearing impaired can work with a partner and/or they can use visual cues to create their map.)

3. Ask the students why scientists such as ecologists might need to rely on their sense of hearing (e.g., to be safe in the outdoors, if they are looking for a particular species they might identify the animal’s sound before they see it)

4. Explain that they are going to go outside as a group and then individually find a spot to sit or stand. They will spend approximately 10 minutes in complete silence focused on their observational skills using their sense of hearing to locate things in their environment. They should close their eyes and listen. When they hear a sound they can open their

eyes to mark the sound on their worksheet.

5. Tell the students the “X” in the center of the Sound Map is their own location.

6. The circles on the Sound Map represent the 360° area that surrounds them. On the inner circle they will place the sounds that are near their spot. The sounds that are far away will be placed on the outer circle. Those in between go on the in between circle. If a student hears a sound directly in front of them, then they will place a mark at the top of the corresponding circle. A sound to the right/left will be marked on the right/left of the circle and a sound from behind will be marked at the bottom of the circle.

7. Depending on the age / ability of the students, you can have them place a dot to mark the spot of a sound, or you can have them write a letter that stands for the sound (e.g., “b” for bird, “c” for car, “w” for wind) or create a symbol for each sound they hear (e.g., “>>” for bird).

8. Take the students outside to do the activity. Once they have settled into their spots, remind them they need to be quiet for 10 minutes. Reassure them that you are monitoring the environment for the students’ safety.

9. Once the designated time has passed, bring the students back inside for discussion or gather them in a circle outside.

CHECK FOR UNDERSTANDING - Have the students share some of the sounds they heard. - Ask them to share their experiences about deciding where to mark the

sound on their map. Was it difficult for them to decide the location of the thing making the sound? Was it difficult for them to decide if it was far away or close to them?

- Did they find themselves wanting to rely on their sense of vision as opposed to their sense of hearing to locate the location of the sound?

- Ask them how this experience was different from how they normally observe their surroundings.

EXTENSION - Have the students do a sound map in a variety of different environments

(e.g., rural vs. urban, pond vs. mountain, school yard vs. street corner).

Sound Map

Describe your “X” spot:

Describe your surroundings: