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In comparison to other environmental issues noise pollution often receives little attention. Yet, our world is becoming increasingly noisy and there is an important concern about the human and environmental damage from all of this loud sound. This series of science activities is designed to develop awareness about hearing loss and tinnitus associated with an excessively noisy environment. In a hands-on inquiry process students will explore
This teaching unit has a strong science content that supports the development of inquiry and analysis skills along with specific outcomes related to sound, hearing and senses. Human health is also an important topic as students learn about the detrimental effects of noise pollution. The innovative approach fosters continued learning about sound in our environment and students could continue to explore this issue by learning about the impacts of noise pollution on marine mammals.
A unique action project could involve a class in organizing a day of silence at school. Promoting quiet time in the playground and areas like gym class could highlight how noisy our lives can become. The school could even walk to a local park where they could observe wildlife through sound by listening for bird calls and insect songs.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
Hearing loss is investigated from the perspective of how our interaction with the environment can affect our health. Students will be surprised by the types of damage caused by everyday devices. The emphasis is on taking action to improve personal wellness and reduce noise pollution.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Students learn about the science of noise while also considering how they can be active participants in their own hearing health by learning sound reduction techniques and motivating others to protect their ears.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Rather than isolating hearing loss as being caused by individual sounds, this teaching unit supports the concept that human health and environmental health are interconnected.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The lessons do not contain any specific action projects however students are engaged in individual strategies for reducing noise in their own lives which could become the basis of an initiative to promote noise reduction within the local community.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
The environmental conservation ethic of students will benefit as they realize how the noise they create can impact themselves and others.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
One of the unique features of this unit is an online virtual exhibit which includes a session where students can listen to sounds with a simulated hearing loss. This activity fosters empathy for classmates and community members that are deaf.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
The activities are classroom based but a great listening experience could be provided by taking students outside to experience the relative quietness of a local natural area.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students measure sounds at school and identify sources of noise pollution within their community. They also define personal plans for reducing noise in their own lives.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
Although the activities explore noise from a present day context, a discussion about the future of noise pollution could be combined with an investigation of emerging technologies such as electric cars. Students could research how these types of innovations support a cleaner and quieter environment.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The experiments provide students with an autonomous learning experience that supports enthusiastic learning. They are able to develop hypotheses and test their predictions to support informed conclusions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Poor/Not considered|
This resource is primarily science based but has strong curriculum connections to outcomes related to maintaining a healthy lifestyle.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The hands-on approach supports an environment where students can actively engage with content. Pupils will likely experience significant breakthroughs in terms of how their hearing can be impacted by everyday noise.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
One of the unique features of this resource is that additional information is provided for gifted students who would like to learn more about each science topic. The online virtual exhibit with interactive games also offers an additional instructional strategy for differentiation.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
All of the activities are hands-on and interactive which provides an authentic learning experience.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in small groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Assessment strategies are limited in this resource, although reflection questions do provide an opportunity for formative assessment through whole class or small group discussions.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
Students work in small groups or partners so there can be some think-pair-share activity, but overall peer teaching is not considered in this resource.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
Case studies are not included in the resource activities.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
Experimentation is an integral component of the Dangerous Decibels resource and students are encouraged to actively explore the topic through modeling, testing and observation.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|