Ourselves

Objectives

Identify different sources of sound.

Identify the senses (limited to sight, hearing, taste, smell and touch) and what they detect, linking each to the correct body part.

Resources

📄 Science Dictionary sheet | Portable device that plays music, e.g. a radio, smartphone | Device to film your student | Guess the sound (YouTube) | Assignment 1

Vocabulary

Today's Lesson

What to Get Ready

This is an assignment lesson. Please access Assignment 1 for details of what you will need to submit to your student's Wolsey Hall tutor.

Introduction

Start today’s lesson by having a short discussion with your student about any sounds they have heard today.

Ask: ‘What did you hear? What did it sound like? Was it a quiet or loud sound? Was it a high or a low sound?’

Watch

Play the Guess the Sound YouTube video and ask your student to listen to the sounds.

Ask your student to identify the part of their body they were listening with. Be prepared to pause the recording to allow time for your student to identify the sounds.

New Learning

Show your student the ‘Senses’ page from the 📄 Science Dictionary resource.

Say: ‘Hearing is one of our senses. We use hearing to listen to sounds around us. There are five main senses. Can we think what the other four might be?’

Give clues, such as, ‘How do we know what things look like?’ Accept descriptions related to the five senses and then list them on paper: taste, sight, hearing, touch and smell.

Say: ‘We are going to think like real scientists. We will be talking to each other, asking lots of questions about hearing and trying to find the answers, just like scientists do.’

Experiment / Practical

Prepare your device for filming your student. Film them completing the following sound experiment. Submit this film as Assignment 1.

You will now need your device that plays music (for example, a portable radio or Smartphone). Tell your student that you want to find out how loudly we can play music without disturbing anyone else.

Ask your student: ‘How do we know if it will disturb someone else?’

Expect answers like: ‘If someone else can hear it in another room and they are busy, it will disturb them.’

Ask: ‘How can we make a difference to how loud the music is?’

Expect answers like: ‘We can turn the volume up or down.’

Ask: ‘How else?’

Leave the music playing in one room, and ask your student to move into the next room with the doors open and the next room with the doors closed. If possible, ask your student to move upstairs with the doors open, upstairs with the doors closed, and so on. Each time they are in a different location ask them how the sound has changed. If there is no upstairs, perhaps move further away from the room you are in, e.g. down a corridor or even outside.

Try to use a range of rooms or areas which are different distances away from the music.

Ask: If you stand with your back to the music, does it make a difference to hearing the sound?’

Ask: ‘What happened when we went into different rooms/areas? What are the best tips for where we should go if we do not want to be disturbed by the music?

Explore early scientific ‘fair testing’ by discussing with your student what would have given us an incorrect result. For example, if we had changed the volume of the sound at the same time as we changed the room/area we were in.

Please submit Assignment 1 at the end of Step 3 Lesson 2.

Citations

[1] www.youtube.com [2] www.youtube.com