Curricular Resources > 2009 Volume IV > Unit 1 (09.04.01) > Section 6

How We Learn about the Brain

CONTENTS OF CURRICULUM UNIT 09.04.01

Unit Guide

How the Heightened Senses of the Sea Turtle, Elephant, and Eagle Are Evident in the Brain

Nicholas R. Perrone

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2. Elephant lesson: Do you listen like an elephant?

Lesson Details

°¤ Grade: 5 ^th and 6 ^th

°¤ Time/Duration: 45min./1 Day

°¤ Curriculum Focus: Technology / Science

°¤ Topic: Elephant hearing ability & infrasonic communication

Lesson Summary

°¤ This lesson introduces to the students the idea that sound waves can travel through the ground or objects by vibrations rather than just hearing something through the air. It also points out that some animals can hear sounds outside of what the human ear and brain can detect.

Objectives: "Students Will Be Able To…" (SWBAT)

°¤ SWBAT use technology tools to enhance learning.

°¤ SWBAT use technology to locate, evaluate and collect information from a variety of sources (adapted from the CT Computer Technology Competency Standards for Students) - the students will use Britannica Encyclopedia Online as well as kid-friendly search engines to research more information about elephants and their hearing and communication abilities.

Materials/Preparation

°¤ Desktop computer w/ internet access for each student

Motivation/Engagement

Read the following anecdote: An elephant filmed in the Disney movie, Earth, was able to find her way back to her herd amidst separation of many miles and a fierce sand storm. The Kalahari Desert herd was traveling to a yearly flood area at the inland delta, Okavango, when a storm hit. The elephant was disoriented and dehydrated; she fell back from the herd and began going the wrong direction. Eventually she made her way back to the herd (Fothergill 2009). How did she do it?

°¤ Begin speaking to the students in a low volume so they can hardly hear what you are saying. Ask the students who can hear you to cup the back of their ears to determine if that trick helps to hear your quiet voice. Model cupping the back of your ears so each student can see it.

°¤ Discuss (in a normal volume) what the effect was when the students cupped the back of their ears. Students should respond by saying it allowed them to hear better or it made your talking louder.

°¤ Explain that elephants have an amazing ability to hear over long distances and yet their enormously large ears are only part of the reason why.

Guided Practice/Exploration

°¤ Bring the class to an all metal railing or some other metal object that will allow for proper vibration.

°¤ Have the students place their hands, elbows, or jaws against the railing (whichever each student is able or comfortable doing).

°¤ Instruct a student to lightly tap the railing in different ways: knock lightly, knock heavily, tap it with various materials, hit it with the palm of the hand. The other students should quickly be able to feel the vibrations from the metal railing transfer into their bodies.

°¤ Without talking, have the students return to their computers or a place to write and document what they felt or discovered. This is similar to a journal response; however, it allows the student to express anything they may have felt rather than asking them for something specific.

°¤ Discuss what the students discovered during the activity.

°¤ Have students begin to research elephants and their amazing hearing abilities using kid-friendly search engines and/or online encyclopedias to obtain their information; instruct the students to keep track of their notes on a separate word processing document.

Closure/Conclusion

°¤ Students will share one interesting fact they learned while researching elephants and their hearing abilities.

Extension/Enhancement

°¤ Play some music with heavy bass loudly in the classroom and make sure the door is shut. Before students enter, ask them if they hear the low thumping sounds? Ask the students to determine if there is any difference between what they heard in the hallway as compared to what they heard in the room. Low sounds should travel farther and be the only sounds coming out of the room - this can be compared to the sounds that an elephant makes and how its low infrasonic noises can be heard much farther than a higher-pitched sound.

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°¤	Grade: 5 ^th and 6 ^th
°¤	Time/Duration: 45min./1 Day
°¤	Curriculum Focus: Technology / Science
°¤	Topic: Elephant hearing ability & infrasonic communication

°¤	SWBAT use technology tools to enhance learning.
°¤	SWBAT use technology to locate, evaluate and collect information from a variety of sources (adapted from the CT Computer Technology Competency Standards for Students) - the students will use Britannica Encyclopedia Online as well as kid-friendly search engines to research more information about elephants and their hearing and communication abilities.

°¤	Begin speaking to the students in a low volume so they can hardly hear what you are saying. Ask the students who can hear you to cup the back of their ears to determine if that trick helps to hear your quiet voice. Model cupping the back of your ears so each student can see it.
°¤	Discuss (in a normal volume) what the effect was when the students cupped the back of their ears. Students should respond by saying it allowed them to hear better or it made your talking louder.
°¤	Explain that elephants have an amazing ability to hear over long distances and yet their enormously large ears are only part of the reason why.

°¤	Bring the class to an all metal railing or some other metal object that will allow for proper vibration.
°¤	Have the students place their hands, elbows, or jaws against the railing (whichever each student is able or comfortable doing).
°¤	Instruct a student to lightly tap the railing in different ways: knock lightly, knock heavily, tap it with various materials, hit it with the palm of the hand. The other students should quickly be able to feel the vibrations from the metal railing transfer into their bodies.
°¤	Without talking, have the students return to their computers or a place to write and document what they felt or discovered. This is similar to a journal response; however, it allows the student to express anything they may have felt rather than asking them for something specific.
°¤	Discuss what the students discovered during the activity.
°¤	Have students begin to research elephants and their amazing hearing abilities using kid-friendly search engines and/or online encyclopedias to obtain their information; instruct the students to keep track of their notes on a separate word processing document.