Lesson 1: What's That Sound? - Teacher Script

(2 minutes) Warm-up: "What Do You Hear?"

"Good morning, Sound Detectives! Today, we're going on an exciting listening adventure. Before we begin, I want you to close your eyes for a few seconds if you feel comfortable, or just look down at your hands. I want you to listen very carefully to all the sounds around you. What do you hear?"

(Pause for 30 seconds while students listen.)

"Okay, open your eyes! Who can share one sound they heard? Don't shout it out, just raise a quiet hand."

(Call on a few students. Write their responses on the board. Acknowledge all contributions.)

"Wow, you already have super listening ears! We heard a fan, maybe some kids playing outside, a pencil tapping... our world is full of sounds!"

(3 minutes) Introduction to Listening

"Take a look at our first slide! Lesson 1 Slide Deck (Slide 1: What's That Sound? - Welcome, Sound Detectives!) Isn't that fun? We are going to be sound detectives today!"

"Now, let's look at this next slide. Lesson 1 Slide Deck (Slide 2: Our Amazing Ears! - Our ears help us hear everything around us!) Our ears are incredible! They help us hear music, our friends talking, stories, and even important directions. What are some other reasons why listening carefully is important?"

(Allow 1-2 student responses.)

"Exactly! Listening helps us learn, helps us stay safe, and helps us understand the world around us. Today, we're going to give our listening ears a special workout."

(7 minutes) Sound Identification Game

"Alright, Sound Detectives, get ready for your first mission! Look at our next slide. Lesson 1 Slide Deck (Slide 3: Sound Detective Challenge! - Get ready to listen carefully!)"

"I'm going to hand out a special Lesson 1 Worksheet. On this worksheet, there are spaces for you to write or draw what you hear. I will play a sound, and your job is to be a detective: listen very carefully, and then write or draw what you think that sound is in the first box. Keep your guesses quiet, it's part of the detective fun!"

(Hand out the Lesson 1 Worksheet. Ensure all students have a pencil or crayon ready.)

"Are we ready for Sound Number 1?"

(Play the first sound clip. Give students about 30 seconds to respond.)

"Okay, now for Sound Number 2!"

(Play the second sound clip. Give students about 30 seconds to respond.)

(Continue this process for all 4-5 sound clips.)

"Excellent listening, everyone! You all did a fantastic job focusing. Now, let's look at our last slide. Lesson 1 Slide Deck (Slide 4: What Did We Hear? - Time to share our clever guesses!)"

"For Sound Number 1, who wants to share their guess? What did you think it was? (Call on a student.) That's a great guess! It was actually a (reveal sound)!"

(Repeat for each sound, praising effort and good listening.)

(3 minutes) Cool-down: Quick Reflection

"You were all amazing Sound Detectives today! Give yourselves a quiet pat on the back for your super listening skills."

"Before we finish, I have one last question for you: Which sound was the trickiest for you to guess today? Why do you think that sound was hard?"

(Allow 1-2 students to share.)

"That's a very thoughtful answer. Sometimes sounds can be tricky, but the more we practice listening, the better our ears become at identifying them. Great job today, everyone! You can hand in your worksheets now."

(Collect worksheets.)

Sound Detective Worksheet: What's That Sound?

Name: _________________________

Date: _________________________

Hello, Sound Detective! Your mission is to listen very carefully to the sounds your teacher plays. For each sound, either draw a picture of what you hear or try to write down your guess!

Sound 1:

What do you hear?

Sound 2:

What do you hear?

Sound 3:

What do you hear?

Sound 4:

What do you hear?

Sound 5:

What do you hear?

Bonus Challenge!

What is your favorite sound to hear?

Lesson 2: Spot the Same Sound? - Teacher Script

(2 minutes) Warm-up: "Listen and Repeat"

"Good morning, future Sound Masters! Our ears are getting sharper every day. Let's warm them up with a quick 'Listen and Repeat' game. I'll say a short phrase, and then you'll all repeat it together, just like an echo. Ready?"

"First phrase: 'Red car.'"
(Pause for students to repeat.)

"Next: 'Jump high.'"
(Pause for students to repeat.)

"How about: 'Sunny day'?"
(Pause for students to repeat.)

"And finally: 'Big blue ball!'"
(Pause for students to repeat.)

"Fantastic! You have excellent echo ears. That's a great way to get our brains and ears ready for listening."

(3 minutes) Introduction to Matching Sounds

"Today, our mission is to become 'Sound Matchers'! Look at our first slide. Lesson 2 Slide Deck (Slide 1: Spot the Same Sound! - Are your listening ears ready for a challenge?) We're going to use our amazing ears to figure out if two sounds are exactly the same, or if they are different."

"Let's look at the next slide. Lesson 2 Slide Deck (Slide 2: Sound Detectives, Unite! - Today, we're going to be looking for matching sounds.) Sometimes, sounds are identical, like two claps that sound just alike. Other times, sounds might be similar, but not quite the same, like a clap and a snap. Your job today is to tell the difference!"

"Let me show you. Listen to these two sounds: (Clap your hands once. Pause. Clap your hands once again.) Were those sounds the SAME or DIFFERENT?"
(Students should say 'Same'.) "Right! They matched!"

"Now listen to these two sounds: (Clap your hands once. Pause. Stomp your foot once.) Were those sounds the SAME or DIFFERENT?"
(Students should say 'Different'.) "You got it! They did not match."

(7 minutes) Sound Match Game

"Okay, Sound Matchers, it's your turn! I'm handing out a Lesson 2 Worksheet. On this worksheet, you'll see a 'Sound A' and 'Sound B' for each number. I will play Sound A, then I will play Sound B. Your job is to circle 'SAME' if they match, or 'DIFFERENT' if they don't match. No peeking at your neighbor's paper – trust your own amazing ears!"

(Hand out the Lesson 2 Worksheet. Ensure students have pencils ready.)

"Let's start with Sound Pair Number 1! Listen for Sound A, then Sound B."

(Play Sound A of Pair 1. Pause briefly. Play Sound B of Pair 1. Give students about 20-30 seconds to mark their answer.)

"Ready for Sound Pair Number 2?"

(Repeat the process for 3-4 more sound pairs, ensuring adequate pause between sounds and between pairs for student responses.)

"Excellent listening, everyone! You all did a fantastic job focusing. Now, let's look at our last slide. Lesson 2 Slide Deck (Slide 4: Discuss Our Discoveries! - Let's review our sound matches!)"

"For Sound Pair Number 1, who thinks the sounds were SAME? Who thinks they were DIFFERENT? (Call on a student for their answer, then reveal if it was same or different. Briefly ask how they knew.)"

(Repeat for each sound pair, reviewing answers and discussing strategies for listening.)

(3 minutes) Cool-down: Partner Share

"You've shown super skills today in spotting same and different sounds! Before we go, I want you to turn to a partner sitting near you. Talk to your partner and tell them one sound pair you heard today that was 'SAME,' and one sound pair that was 'DIFFERENT.' Take about 30 seconds."

(Allow students to discuss.)

"Alright, bring it back together! Who wants to share something their partner said about the sounds today?"
(Call on one or two students.)

"Wonderful! Keep practicing those keen listening skills. You can hand in your worksheets now."

(Collect worksheets.)

Sound Detective Worksheet: Spot the Same Sound!

Name: _________________________

Date: _________________________

Hello, Sound Detective! Listen very carefully to each pair of sounds. Circle "SAME" if Sound A and Sound B are exactly alike, or "DIFFERENT" if they are not.

Sound Pair 1:

Sound A: _________________________
Sound B: _________________________

Are they: SAME / DIFFERENT

Sound Pair 2:

Sound A: _________________________
Sound B: _________________________

Are they: SAME / DIFFERENT

Sound Pair 3:

Sound A: _________________________
Sound B: _________________________

Are they: SAME / DIFFERENT

Sound Pair 4:

Sound A: _________________________
Sound B: _________________________

Are they: SAME / DIFFERENT

Sound Pair 5:

Sound A: _________________________
Sound B: _________________________

Are they: SAME / DIFFERENT

Bonus Question:

What helps your ears know if two sounds are the same?

Lesson 3: Sounds in a Sequence? - Teacher Script

(2 minutes) Warm-up: "Clap the Beat"

"Good morning, amazing listeners! Today, we're going to practice remembering sounds in order. Let's start by warming up our ears and hands with some clapping patterns. I'll clap a simple beat, and then I want you all to clap it back, exactly the way I did. Listen carefully!"

(Clap: clap-clap. Pause. Wait for students to reproduce.)

"Great! Let's try another one."

(Clap: clap-pause-clap. Pause. Wait for students to reproduce.)

"Excellent! You're already showing off your sound memory skills!"

(3 minutes) Introduction to Sound Sequences

"Today, we're going to become 'Sound Pattern Professionals'! Take a look at our first slide. Lesson 3 Slide Deck (Slide 1: Sounds in a Sequence! - Can you remember the order of the sounds you hear?) We're going to focus on sounds that happen one after another, in a special order, like a story your ears hear."

"Now, let's look at the next slide. Lesson 3 Slide Deck (Slide 2: Sound Memory Masters! - Our ears help us listen for patterns of sounds.) Think of it like putting beads on a necklace. Each bead goes in a certain order to make a beautiful pattern. Sounds can do the same thing! If I say 'Meow-Woof', it's different from 'Woof-Meow', right?"

"Let's try a quick example. Listen to my sounds, then you try to make them in the same order. Ready? (Tap on desk once, then clap hands once.) Your turn!"
(Wait for students to reproduce 'tap-clap'.)

"Super listening! You remembered the sequence."

(7 minutes) Sound Memory Chain Game

"Now for our main challenge: the 'Sound Memory Chain' game! Look at our next slide. Lesson 3 Slide Deck (Slide 3: Chain Reaction Challenge! - I will make a sound chain. Your mission: copy it exactly!)"

"I will make a chain of sounds. You need to listen with your super-listening ears and then, when I say 'GO!', you will all try to make the exact same sounds in the exact same order. We'll start with short chains and make them a little longer as we get better."

(Refer to Lesson 3 Activity for sound sequence ideas.)

"Sequence 1 (2 sounds): (e.g., a quiet snap, then a quick stomp). Listen carefully... (make sounds)... Now, on the count of three, you try! One, two, three, GO!"
(Observe and praise efforts. Repeat sequence if many struggle.)

"Fantastic effort! Let's try another sound chain. Listen very closely."

"Sequence 2 (2 sounds): (e.g., a gentle hum, then a 'shhh' sound). Ready? (make sounds)... One, two, three, GO!"
(Observe and praise.)

"You're doing great! Now, let's see if we can try a slightly longer chain. This one will have three sounds. Remember to listen to all three before you start!"

"Sequence 3 (3 sounds): (e.g., clap, tap, snap). Here it comes... (make sounds)... One, two, three, GO!"
(Observe and praise. If students struggle, repeat slowly or break it into two parts.)

"One more challenge! Another three-sound chain."

"Sequence 4 (3 sounds): (e.g., click tongue, stomp, soft cough). Listen, listen, listen... (make sounds)... One, two, three, GO!"
(Praise their hard work and listening skills.)

(3 minutes) Cool-down: Reflect on Strategy

"Wow, you were all incredible Sound Pattern Professionals today! Give yourselves a silent cheer for remembering those sound chains!"

"Take a look at our last slide. Lesson 3 Slide Deck (Slide 4: Super Sound Recall! - What helped you remember the sound sequences?) What helped your brain remember the order of the sounds? Did you make a picture in your mind? Did you try to say the sounds in your head?"
(Allow 1-2 students to share their strategies.)

"Those are excellent ways to help our brains remember! This skill of remembering sounds in order helps us when we listen to a story, or when the teacher gives us a few directions at once. You are all becoming such amazing listeners! Great job today!"

Activity: Sound Memory Chain!

Objective: Students will listen to and reproduce sequences of non-verbal sounds, strengthening their auditory memory.

Materials: None (teacher uses their voice and body to make sounds)

Instructions for the Teacher:

1. Introduction (as per Lesson Plan/Script): Remind students that they are "Sound Memory Masters" and will be listening to "sound chains."
2. Model and Practice (as per Lesson Plan/Script): Demonstrate a simple 2-sound sequence and have students practice reproducing it.
3. The Game - Sound Memory Chain:
   • Explain clearly: "I will make a chain of sounds. Listen very carefully to each sound and its order. When I say 'GO!', everyone will try to make the exact same sounds in the exact same order."
   • Start Simple (2-sound sequences):
     • Sequence 1: (Teacher makes a clear clap, then a light tap on the desk.) "One, two, three, GO!"
     • Sequence 2: (Teacher makes a short "shhh" sound, then clicks tongue.) "One, two, three, GO!"
     • Sequence 3: (Teacher stomps foot once, then whispers "woo.") "One, two, three, GO!"
   • Increase to 3-sound sequences (if students are successful with 2 sounds):
     • Sequence 4: (Teacher makes a gentle cough, then claps, then snaps fingers.) "Listen closely... One, two, three, GO!"
     • Sequence 5: (Teacher says "beep" in a robot voice, then taps desk twice quickly, then hums a short note.) "Try this one... One, two, three, GO!"
     • Sequence 6: (Teacher whistles a short tune (2 notes), then stomps, then says "psst" quietly.) "Last challenge... One, two, three, GO!"
4. Feedback and Encouragement:
   • Praise effort and good listening throughout the game.
   • If students struggle with a sequence, model it again slowly, perhaps breaking it down (e.g., "First sound was this... now the second...").
   • Remind them that it's okay if it's tricky; the important part is practicing their listening.

Adaptations:

• For struggling students: Provide fewer sounds in a sequence, or offer visual cues (e.g., hold up 2 fingers for 2 sounds, then 3 for 3 sounds). Allow them to practice in a small group.
• For advanced students: Challenge them to create their own short sound sequences for the class to copy, or try a 4-sound sequence.

Lesson 4: Find the Rhythmic Pattern? - Teacher Script

(2 minutes) Warm-up: "Echo Claps"

"Good morning, everyone! Let's get our ears and hands ready for another sound adventure. We're going to play 'Echo Claps'! I'll clap a pattern, and then you all echo it back to me. Ready?"

(Clap a steady, even rhythm: clap-clap-clap-clap. Pause. Wait for students to reproduce.)

"Excellent echoes! Now listen carefully, this one is a little different."

(Clap a slightly faster rhythm: clap-clap-clap, pause, clap. Pause. Wait for students to reproduce.)

"Wow, super speedy listeners! You're already feeling the rhythm!"

(3 minutes) Introduction to Rhythm

"Today, we're going to become 'Rhythm Detectives'! Look at our first slide. Lesson 4 Slide Deck (Slide 1: Find the Rhythmic Pattern! - Can your ears hear the beat and the rhythm?) We're going to discover patterns in sounds called rhythms."

"Now, let's look at the next slide. Lesson 4 Slide Deck (Slide 2: Rhythm is Everywhere! - Rhythm is a pattern of sounds and silences.) Think about your favorite song. Does it have a beat? Does it have parts that are fast and parts that are slow? That's rhythm! It's like a secret dance for our ears!"

"Rhythm is in our bodies too! Listen to your own heartbeat for a moment... thump-thump, thump-thump. That's a rhythm! Or when you walk, step-step-step-step. Can you hear the rhythm in your name? Like 'Miss-Len-ny' (clap out the syllables). What about your name?"
(Briefly engage a few students to clap out their names.)

"See? Rhythm is all around us! It's a pattern of sounds and silences."

(7 minutes) Rhythm Detective Game

"Alright, Rhythm Detectives, it's time for our challenge! Look at our next slide. Lesson 4 Slide Deck (Slide 3: Rhythm Detective Challenge! - I'll make a rhythm. You listen, then try to clap it back and draw it on your worksheet!)"

"I'm handing out a Lesson 4 Worksheet. On this worksheet, you'll see spaces for different rhythms. I will be the 'Rhythm Maker,' and you are the 'Rhythm Detectives.' First, listen very carefully to the rhythm I make. Then, try to clap or tap it back with me. After that, you'll try to draw a picture of the rhythm in the box. You can use a dot for a sound and a little line for a pause, or any way you want to show the pattern."

(Hand out the Lesson 4 Worksheet. Ensure students have pencils ready.)

"Are you ready for Rhythm Number 1? Listen first!"

(Teacher claps/taps a rhythm: e.g., clap-clap-pause-clap. Pause.)

"Now, let's try to do it together. One, two, three, GO!"
(Students reproduce. Offer a quick cue if needed.)
"Great job! Now, draw that rhythm on your worksheet for Rhythm 1."
(Give students about 30 seconds.)

"Okay, ready for Rhythm Number 2? Listen closely!"

(Teacher claps/taps a rhythm: e.g., tap-tap-tap-pause-tap. Pause.)

"Let's try it together. One, two, three, GO!"
(Students reproduce. Offer a quick cue if needed.)
"Wonderful! Now, draw that rhythm on your worksheet for Rhythm 2."
(Give students about 30 seconds.)

(Repeat for 2-3 more rhythms, offering different patterns and encouraging both physical reproduction and drawing.)

(3 minutes) Cool-down: Create a Rhythm

"You are all truly amazing Rhythm Detectives! Give yourselves a round of applause for your listening and drawing skills!"

"Now, for our cool-down, I want you to turn to a partner. With your partner, I want you to create your own short, simple rhythm using claps, taps, or stomps. Take about 30 seconds to make up your own rhythm together."

(Allow students to discuss and practice their rhythms.)

"Alright, let's hear some of your creative rhythms! Who would like to share their rhythm with the class? (Call on 1-2 pairs to share, have the class echo.)"

"Fantastic! You can hand in your worksheets now. Keep listening for all the rhythms around you, everywhere you go!"

(Collect worksheets.)

Rhythm Detective Worksheet: What's the Pattern?

Name: _________________________

Date: _________________________

Hello, Rhythm Detective! Listen carefully to the rhythms your teacher makes. First, try to clap or tap the rhythm back. Then, draw what you heard in the box! You can use dots for sounds and lines for pauses.

Rhythm 1:

Draw the rhythm you hear:

Rhythm 2:

Draw the rhythm you hear:

Rhythm 3:

Draw the rhythm you hear:

Rhythm 4:

Draw the rhythm you hear:

Bonus Challenge:

Draw a rhythm that sounds happy!

Lesson 5: Listening for Story Details? - Teacher Script

(2 minutes) Warm-up: "Listen for the Word"

"Good morning, fantastic listeners! Today, we're going to practice listening for super important details, especially in stories. Let's warm up our ears with a game called 'Listen for the Word.' I'm going to say a sentence. If you hear the word 'happy' in my sentence, I want you to gently tap your nose. Ready?"

"The sun makes me feel happy." (Students tap their nose.)
"The cat sat on the mat." (No tap.)
"I love to eat a happy apple." (Students tap their nose.)
"Birds sing sweet songs." (No tap.)
"Being with my friends makes me very happy." (Students tap their nose.)

"Great job! You have super ears for finding that special word!"

(3 minutes) Introduction to Listening for Details

"Today, we're going to be 'Story Detail Detectives'! Look at our first slide. Lesson 5 Slide Deck (Slide 1: Listening for Story Details! - Can your ears catch the important clues in a story?) When we listen to a story, there are little pieces of information, like clues, that help us understand everything that's happening."

"Now, let's look at the next slide. Lesson 5 Slide Deck (Slide 2: Details are Clues! - Details are the special facts that tell us: Who? What? Where? When?) These clues are called details. They tell us who the story is about, what is happening, where it is taking place, and sometimes even when it's happening!"

"For example, if I tell you, 'Put on your shiny, blue sneakers before we go outside,' what color are your sneakers? (Students say 'blue'.) And what kind of shoes? (Students say 'sneakers'.) Those are the important details! Your ears caught them!"

(7 minutes) Story Recall Challenge

"Alright, Story Detail Detectives, it's time for your main challenge! Look at our next slide. Lesson 5 Slide Deck (Slide 3: Story Recall Challenge! - I will read a story just ONE time. Listen closely for all the important details!)"

"I'm going to hand out a Lesson 5 Worksheet. On this worksheet, you'll see some questions. I will read a short story only one time. Your job is to listen with your super-duper listening ears for all the important details. After I read the story, you will try to answer the questions on your worksheet by drawing a picture or writing a few words."

(Hand out the Lesson 5 Worksheet. Ensure students have pencils ready.)

"Ready? Here is our story. Listen, listen, listen..."

Story: Lily the Ladybug's Picnic
"Lily the ladybug loved to fly over the tall, green grass in her red polka-dot dress. One sunny morning, she packed a blue berry for her picnic by the sparkling river. She met her friend, Freddie the Frog, who brought yellow dandelions for their dessert. They laughed and ate under a big, shady oak tree."

(Pause after reading the story.)

"Okay, Story Detectives! Now, look at your worksheet and try to answer the questions. Remember, you can draw or write. Do your best!"
(Give students about 3-4 minutes to answer the questions.)

"Alright, let's look at our last slide. Lesson 5 Slide Deck (Slide 4: What Did Our Ears Hear? - Let's share the details our listening ears found!) Let's review the questions. For Question 1, 'Who was the story about?' (Call on a student. Confirm: Lily the ladybug.) Excellent! Question 2, 'What color was Lily's dress?' (Call on a student. Confirm: Red.) Super listening!"

(Continue reviewing all questions, rereading parts of the story if a detail was missed to reinforce where the information was found.)

(3 minutes) Cool-down: "One Thing I Heard"

"You are all truly magnificent Story Detail Detectives! Give yourselves a silent pat on the back for your amazing listening!"

"For our cool-down, turn to a partner. Tell your partner one interesting thing you heard in the story today. Just one thing you remember!"

(Allow students to discuss for about 30 seconds.)

"Alright, bring it back together! Who wants to share something their partner remembered from the story?"
(Call on one or two students.)

"Fantastic sharing and fantastic listening! You can hand in your worksheets now. Keep those super listening ears ready for more stories!"

(Collect worksheets.)

Story Detail Detective Worksheet: Lily the Ladybug's Picnic

Name: _________________________

Date: _________________________

Hello, Story Detective! Listen super carefully to the story. Then, use your listening clues to answer the questions by drawing or writing!

1. Who was the story mostly about?

Draw or write:

2. What color was Lily the Ladybug's dress?

Draw or write:

3. Where did Lily have her picnic?

Draw or write:

4. What did Freddie the Frog bring for dessert?

Draw or write:

Bonus Question:

What was your favorite part of Lily's picnic?

Lesson 6: Filtering Out Noise? - Teacher Script

(2 minutes) Warm-up: "Quiet Time Challenge"

"Good morning, incredible listeners! Today, we're going to make our ears super strong at focusing, even when there's a lot of noise. Let's start with a 'Quiet Time Challenge.' I want everyone to sit very still and quiet. Close your eyes if you want, or just look down. Your mission is to listen for the furthest sound you can hear. Don't make a sound yourself. Ready?"

(Pause for 30 seconds of quiet listening.)

"Okay, open your eyes. Who heard a sound that was far away? Maybe something outside the classroom?"
(Call on a few students. Acknowledge what they heard.)

"Wow, you already have super sensitive ears! That was great focused listening."

(3 minutes) Introduction to Filtering Noise

"Today, we're going to become 'Noise Filterers'! Look at our first slide. Lesson 6 Slide Deck (Slide 1: Filtering Out Noise! - Can your ears find the important sound in a noisy room?) Have you ever tried to listen to a friend talk when there's a lot of other noise, like at a playground or a busy restaurant? It can be hard, right?"

"Now, let's look at the next slide. Lesson 6 Slide Deck (Slide 2: Focus Ears! - Sometimes our ears hear many sounds at once!) Our ears hear everything, but our brains need to decide what's important. It's like when you're looking for one special toy in a big, messy toy box. You have to focus your eyes past all the other toys to find the one you want. Today, we're going to learn to focus our ears!"

"We're going to try to listen through other sounds to find the one we're looking for."

(7 minutes) Focus Ears Challenge

"Alright, Noise Filterers, it's time for our 'Focus Ears Challenge'! Look at our next slide. Lesson 6 Slide Deck (Slide 3: Focus Ears Challenge! - I will play a noisy sound. Listen for the secret important sound hidden inside!)"

"I will play a sound that has some background noise. Your job is to listen very, very carefully and tell me the one important sound you hear hiding in all that noise. You can close your eyes again if it helps you focus your ears. Ready for our first noisy sound?"

(Refer to Lesson 6 Activity for prepared audio clips.)

"Noisy Sound Clip 1: (Play audio clip with a clear target sound, e.g., a duck quacking, embedded in light cafeteria noise.)"
(Pause.) "What was the important sound you heard?"
(Wait for student responses. Confirm: 'a duck quacking'.) "You found the duck! Amazing focus!"

"Let's try another one. Listen very closely for the special sound."

"Noisy Sound Clip 2: (Play audio clip with a clear target sound, e.g., a telephone ringing, embedded in light traffic noise.)"
(Pause.) "What was the important sound hiding in that noise?"
(Wait for student responses. Confirm: 'a telephone ringing'.) "Excellent! You heard the telephone over the cars!"

"You're doing great! This is a tricky skill, and your ears are working hard. Here's another challenge."

"Noisy Sound Clip 3: (Play audio clip with a clear target sound, e.g., a child laughing, embedded in general playground sounds.)"
(Pause.) "What was that important sound?"
(Wait for student responses. Confirm: 'a child laughing'.) "Wonderful! You heard that happy laughter!"

(3 minutes) Cool-down: "My Quiet Place"

"You are all becoming super Noise Filterers! Give yourselves a thumbs up for that hard work!"

"Take a look at our last slide. Lesson 6 Slide Deck (Slide 4: Super Focused Listening! - You did it! You found the hidden sounds!) What helps you focus your listening when it's noisy? Or, where is a place where you love to listen because it's so quiet?"
(Allow 1-2 students to share their thoughts.)

"That's a great idea! Knowing how to focus our ears helps us so much in school and everywhere we go. Keep practicing those super focus ears!"

Activity: Focus Ears Challenge!

Objective: Students will practice attending to specific sounds amidst distracting background noise.

Materials:

• Speaker or sound system (to play audio clips)
• Pre-recorded audio clips (3-4 needed). Each clip should have a clear target sound layered over mild background noise.
  • Example Clip 1: Target: Duck Quacking; Background: Light cafeteria chatter.
  • Example Clip 2: Target: Telephone Ringing; Background: Distant traffic.
  • Example Clip 3: Target: Child Laughing; Background: General playground sounds (swings, kids talking softly).
  • Example Clip 4: Target: Doorbell chime; Background: Gentle rain.

Instructions for the Teacher:

1. Introduction (as per Lesson Plan/Script): Remind students they are "Noise Filterers" and will be using their "focus ears" to find important sounds.
2. Explain the Challenge (using Lesson 6 Slide Deck Slide 3):
   • "I'm going to play a sound that has lots of other sounds happening at the same time. Your job is to listen super carefully and tell me the one important sound you hear hiding in all that noise."
   • "You can close your eyes if that helps your ears focus better. Let's really concentrate!"
3. Play the Audio Clips:
   • Clip 1: Play the first audio clip. Allow it to play once fully (5-10 seconds).
     • Ask: "What was the important sound you heard?"
     • Wait for student responses. Confirm the correct target sound. Praise their focus.
   • Clip 2: Play the second audio clip.
     • Ask: "What was hiding in that noise?"
     • Confirm the correct target sound.
   • Clip 3 (and 4 if time allows): Continue playing the remaining clips, repeating the process.
4. Discussion and Reinforcement (as per Lesson Plan/Script, using Lesson 6 Slide Deck Slide 4):
   • After all clips are played, lead a brief discussion on how challenging it was and what strategies they used to focus.
   • "This is a tricky skill, and you all did a wonderful job! What did you do to help your ears find the important sound?" (e.g., "I closed my eyes," "I tried to only think about the animal sound.")
   • Connect this to real-life: "Sometimes in our classroom, there might be sounds outside or friends whispering. This practice helps us listen to the teacher's voice or a friend's words even when there are other noises."

Adaptations:

• For struggling students: Start with clips where the target sound is more prominent or the background noise is very subtle. Provide a visual cue of the target sound before playing (e.g., show a picture of a duck).
• For advanced students: Ask them to identify two target sounds in a single noisy clip, or to identify the type of background noise in addition to the target sound.

Lesson 7: Listen and Follow Directions? - Teacher Script

(2 minutes) Warm-up: "One-Step Wonders"

"Good morning, incredible listeners! Today, we're going to use our amazing listening skills to become 'Direction Detectives'! Let's start with some 'One-Step Wonders' to warm up. I'll give you a direction, and you follow it. Ready?"

"Touch your nose!"
(Students follow.)

"Pat your head!"
(Students follow.)

"Wiggle your fingers!"
(Students follow.)

"Point to the door!"
(Students follow.)

"Excellent! You are all fantastic at following one-step directions!"

(3 minutes) Introduction to Multi-Step Directions

"Now, sometimes, grownups give us directions that have more than one step. Look at our first slide. Lesson 7 Slide Deck (Slide 1: Listen and Follow Directions! - Can your ears help your body follow all the steps?) It's like a recipe, where you have to do things in a special order to make something yummy!"

"Let's look at the next slide. Lesson 7 Slide Deck (Slide 2: Directions Have Steps! - We need to listen for the first, next, and last thing to do!) If I told you, 'First, put on your shoes, then put on your socks,' would that make sense?" (Students should say no.) "Right! We have to do socks first, then shoes! The order matters."

"Let's try a quick two-step direction together. Listen carefully: 'First, stand up. Then, clap your hands once.' Ready? (Wait for students to do it.) Amazing! You remembered both steps!"

(7 minutes) Direction Detective Game

"Alright, Direction Detectives, it's time for our main challenge! Look at our next slide. Lesson 7 Slide Deck (Slide 3: Direction Detective Challenge! - I will give you a few steps. Your mission: do them in the exact right order!)"

"I will give you a set of directions with 2 or 3 steps. Your job is to listen to all the steps before you start. Don't move your body until I've finished saying all the directions. Then, when I say 'GO!', you will do all the steps in the correct order!"

(Refer to Lesson 7 Activity for prepared directions.)

"Directions Set 1 (2 steps): 'First, touch your toes. Then, stand up tall.' Listen... (say directions slowly)... GO!"
(Observe students. Praise those who followed correctly.) "Fantastic! You got both steps!"

"Directions Set 2 (2 steps): 'First, gently tap your desk twice. Then, smile.' Listen... (say directions slowly)... GO!"
(Observe. Praise.) "Excellent! You remembered to tap then smile!"

"You're doing great! Now, let's try a set of directions with three steps. Remember to listen to all three before you start!"

"Directions Set 3 (3 steps): 'First, put your hands on your knees. Next, turn your head to the left. Then, turn your head back to the front.' Listen carefully... (say directions slowly)... GO!"
(Observe. Guide gently if needed. Praise effort.) "Wow! That was three steps, and you did it!"

"Directions Set 4 (3 steps): 'First, stand up. Next, jump up and down one time. Then, sit back down quietly.' Listen, listen, listen... (say directions slowly)... GO!"
(Praise their hard work and listening skills.)

(3 minutes) Cool-down: Reflect on Strategies

"You are all becoming incredible Direction Detectives! Give yourselves a silent round of applause for following those multi-step directions!"

"Take a look at our last slide. Lesson 7 Slide Deck (Slide 4: Super Direction Followers! - You remembered all the steps!) What helped you remember all the steps today? Did you try to make a picture in your mind? Did you quietly repeat the directions to yourself?"
(Allow 1-2 students to share their strategies.)

"Those are excellent strategies! Knowing how to listen to and follow directions helps us so much in school, when we're playing games, and even at home. Keep practicing those super listening ears!"

Activity: Direction Detective Game!

Objective: Students will accurately follow multi-step oral directions (2-3 steps).

Materials: None required beyond classroom furniture, or simple objects readily available (e.g., pencils, erasers if directions involve them).

Instructions for the Teacher:

1. Introduction (as per Lesson Plan/Script): Remind students they are "Direction Detectives" and need to listen for multiple steps.
2. Explain the Challenge (using Lesson 7 Slide Deck Slide 3):
   • "I will give you a few steps to do. It's super important to listen to all the steps before you start. Don't move your body until I say 'GO!'. Then, do all the steps in the exact order I told you."
   • Emphasize listening before acting.
3. Give Multi-Step Directions:
   • Start with 2-step directions (3-4 sets):
     • Directions Set 1: "First, touch your nose. Then, clap your hands once. GO!"
       • (Observe students' accuracy. Praise those who followed correctly.) "Great job remembering both steps!"
     • Directions Set 2: "First, wiggle your right hand. Then, wiggle your left foot. GO!"
       • (Observe. Praise.) "Excellent! You wiggled the right hand then the left foot!"
     • Directions Set 3: "First, put your hands on your head. Then, make a silly face. GO!"
       • (Observe. Praise their listening and fun.)
   • Progress to 3-step directions (2-3 sets), if students are successful with 2 steps:
     • Directions Set 4: "First, stand up quietly. Next, turn around one time. Then, sit back down in your seat. GO!"
       • (Observe carefully. Guide gently if some students miss a step, or repeat the sequence slowly if many struggle.) "Wow, three steps and you did it! Super listening!"
     • Directions Set 5: "First, touch your shoulders. Next, touch your knees. Then, touch your head. GO!"
       • (Observe and praise their ability to remember the sequence of body parts.)
     • Directions Set 6: "First, put your hands on your hips. Next, take one step forward. Then, take one step back. GO!"
       • (Observe and praise.)
4. Feedback and Encouragement:
   • Throughout the game, provide positive reinforcement for listening carefully and attempting the directions.
   • If a student or group struggles, gently re-model the directions or break them down into smaller chunks for a quick re-try. Focus on the learning process.
   • "This is tricky, and your brains and ears are working so hard! Keep practicing!"

Adaptations:

• For struggling students: Continue with more 2-step directions until mastery. Use visual cues (e.g., hold up fingers to represent the number of steps). Have them repeat the directions quietly to themselves before acting.
• For advanced students: Challenge them to create a short, multi-step direction set for a partner or small group to follow. Introduce slightly more complex verbs or concepts.

Lesson 8: Hearing Rhyming Words? - Teacher Script

(2 minutes) Warm-up: "Say My Rhyme"

"Good morning, fantastic listeners! Today, we're going on a special mission to find words that sound alike – rhyming words! Let's warm up our ears with a quick 'Say My Rhyme' game. I'll say a word, and then you quickly shout out a word that rhymes with it. Ready?"

"My word is 'fun'!"
(Students might say 'sun,' 'run,' 'bun'.)

"My word is 'log'!"
(Students might say 'dog,' 'frog,' 'bog'.)

"My word is 'bed'!"
(Students might say 'red,' 'head,' 'fed'.)

"Excellent! You have super rhyming brains already!"

(3 minutes) Introduction to Rhyming

"Today, we are going to become 'Rhyme Time Detectives'! Look at our first slide. Lesson 8 Slide Deck (Slide 1: Hearing Rhyming Words! - Can your ears find words that sound like twins?) Rhyming words are like word twins because they sound the same at the very end!"

"Now, let's look at the next slide. Lesson 8 Slide Deck (Slide 2: Rhyme Time! - Rhyming words have the same ending sound.) Listen to these words: 'cat' and 'hat'. Do they rhyme? (Students say yes.) Yes! The '-at' sound is the same at the end. How about 'frog' and 'log'? Do they rhyme? (Students say yes.) Absolutely! They both end with '-og'."

"Now, what about 'book' and 'tree'? Do they rhyme? (Students say no.) That's right, they don't. Their ending sounds are different. Let's try some! Give me a thumbs up if the words rhyme, and a thumbs down if they don't."

"Star, car?" (Thumbs up.)
"Jump, hop?" (Thumbs down.)
"Moo, blue?" (Thumbs up.)

"You've got the hang of it!"

(7 minutes) Rhyme Time Detectives Game

"Alright, Rhyme Time Detectives, time for your main mission! Look at our next slide. Lesson 8 Slide Deck (Slide 3: Rhyme Time Detective Challenge! - I will say two words. Your mission: decide if they RHYME or DON'T RHYME!)"

"I'm handing out a Lesson 8 Worksheet. On this worksheet, you'll see a few pairs of words. I will say two words for each number. Your job is to listen with your super-duper listening ears and circle 'Rhyme' if they sound the same at the end, or 'Don't Rhyme' if they don't. No peeking!"

(Hand out the Lesson 8 Worksheet. Ensure students have pencils ready.)

"Are you ready for Word Pair Number 1? Listen carefully: 'fox' and 'box'."
(Give students about 15-20 seconds to mark their answer.)

"Okay, now for Word Pair Number 2: 'moon' and 'spoon'."
(Give students about 15-20 seconds to mark their answer.)

"Word Pair Number 3: 'table' and 'chair'."
(Give students about 15-20 seconds to mark their answer.)

"Word Pair Number 4: 'bake' and 'cake'."
(Give students about 15-20 seconds to mark their answer.)

"Word Pair Number 5: 'fish' and 'wish'."
(Give students about 15-20 seconds to mark their answer.)

"Excellent listening, everyone! You all did a fantastic job focusing. Now, let's look at our last slide. Lesson 8 Slide Deck (Slide 4: Our Rhyming Discoveries! - Let's share our rhyming answers!)"

"For Word Pair Number 1, 'fox' and 'box', who thinks they rhyme? (Call on a student.) Yes, they do! They both have the '-ox' sound! Can anyone think of another word that rhymes with 'fox' and 'box'? (e.g., socks)"

(Continue reviewing all word pairs, discussing why they rhyme or don't, and encouraging students to generate additional rhyming words for the rhyming pairs.)

(3 minutes) Cool-down: "Rhyme Partner"

"You are all truly magnificent Rhyme Time Detectives! Give yourselves a quiet cheer for your amazing rhyming skills!"

"For our cool-down, turn to a partner. I'm going to give you a word, and I want each of you to tell your partner one word that rhymes with it. Our word is 'tree'!"

(Allow students to discuss for about 30 seconds.)

"Alright, bring it back together! Who wants to share a rhyming word their partner said for 'tree'?"
(Call on one or two students.)

"Fantastic sharing and fantastic listening for those rhymes! You can hand in your worksheets now. Keep listening for rhymes in all the songs and stories you hear!"

(Collect worksheets.)

Rhyme Time Detective Worksheet!

Name: _________________________

Date: _________________________

Hello, Rhyme Detective! Listen carefully to each pair of words your teacher says. Circle "RHYME" if they sound the same at the end, or "DON'T RHYME" if they do not.

Word Pair 1:

Words: _________________________ / _________________________

Do they: RHYME / DON'T RHYME

Word Pair 2:

Words: _________________________ / _________________________

Do they: RHYME / DON'T RHYME

Word Pair 3:

Words: _________________________ / _________________________

Do they: RHYME / DON'T RHYME

Word Pair 4:

Words: _________________________ / _________________________

Do they: RHYME / DON'T RHYME

Word Pair 5:

Words: _________________________ / _________________________

Do they: RHYME / DON'T RHYME

Bonus Challenge:

Think of one more word that rhymes with "star":

Lesson 9: Syllable Counting Champs? - Teacher Script

(2 minutes) Warm-up: "Name Clap-Out"

"Good morning, everyone! Today, our ears are going to become super smart at breaking words into parts. Let's start by clapping out the parts of our names. Each part is called a syllable."

"I'll start with my name: 'Len-ny'. (Clap twice.) Two syllables!"

"Now, let's try some of your names! What about 'A-lex'? (Clap twice.) Two! How about 'So-phi-a'? (Clap three times.) Three!"

(Call on a few more students to clap out their names, guiding as needed.)

"Great job! You're already syllable champions!"

(3 minutes) Introduction to Syllables

"Today, we are going to be 'Syllable Counting Champs'! Look at our first slide. Lesson 9 Slide Deck (Slide 1: Syllable Counting Champs! - Can you hear the 'beats' in words?) Syllables are like the 'beats' or 'chunks' of a word. When we say a word, our mouth opens for each syllable."

"Now, let's look at the next slide. Lesson 9 Slide Deck (Slide 2: Word Beats! - Syllables are the sound 'chunks' or 'beats' in a word.) Here's a trick: put your hand under your chin. Say a word slowly, and feel how many times your chin drops. Each time it drops, that's a syllable!"

"Let's try: 'apple'. (Say slowly: 'ap-ple', chin drops twice.) Two syllables! Try 'book'. (Say slowly: 'book', chin drops once.) One syllable!"

"Syllables help us when we're learning to read and spell big words. Knowing the 'beats' makes it easier!"

(7 minutes) Syllable Clap-Out Game

"Alright, Syllable Counting Champs, it's time for your main challenge! Look at our next slide. Lesson 9 Slide Deck (Slide 3: Syllable Clap-Out Challenge! - I will say a word. Your mission: clap out the syllables and write how many!)"

"I'm handing out a Lesson 9 Worksheet. On this worksheet, you'll see spaces for different words. I will say a word. Your job is to listen carefully, then clap out the syllables, count how many claps you made, and write that number in the box. Ready?"

(Hand out the Lesson 9 Worksheet. Ensure students have pencils ready.)

"Are you ready for Word Number 1? Listen carefully: 'pencil'."
(Pause. Students clap 'pen-cil'.) "How many syllables?" (Wait for responses.) "Two! Write '2' on your worksheet."
(Give students about 20-30 seconds to write.)

"Okay, now for Word Number 2: 'cat'."
(Pause. Students clap 'cat'.) "How many syllables?" (Wait for responses.) "One! Write '1' on your worksheet."
(Give students about 20-30 seconds to write.)

"Word Number 3: 'banana'."
(Pause. Students clap 'ba-na-na'.) "How many syllables?" (Wait for responses.) "Three! Write '3' on your worksheet."
(Give students about 20-30 seconds to write.)

(Continue this process for 3-4 more words, mixing 1, 2, and 3 syllable words. Always have students clap and count, then write.)

"Excellent clapping and counting, everyone! You all did a fantastic job focusing. Now, let's look at our last slide. Lesson 9 Slide Deck (Slide 4: Our Syllable Super Skills! - You are amazing at finding word beats!)"

"Let's review our words! For 'pencil', how many syllables did we hear? (Students say 2.) Let's clap it out: 'pen-cil'! Great!"
(Continue reviewing all words, having the class clap them out and confirm the syllable count.)

(3 minutes) Cool-down: "Clap a Word"

"You are all truly magnificent Syllable Counting Champs! Give yourselves a quiet cheer for your amazing word-breaking skills!"

"For our cool-down, I want you to think of your favorite animal, or food, or toy. When I say 'GO!', turn to a partner and clap out the syllables of your word for them. Take turns!"

(Allow students to discuss and clap for about 30 seconds.)

"Alright, bring it back together! Who wants to share their word and how many syllables it has?"
(Call on one or two students, e.g., 'My partner chose 'elephant'! It has 'el-e-phant' - three syllables!')

"Fantastic sharing and fantastic listening for those word beats! You can hand in your worksheets now. Keep listening for the syllables in all the words you hear!"

(Collect worksheets.)

Syllable Counting Champ Worksheet!

Name: _________________________

Date: _________________________

Hello, Syllable Champ! Listen carefully to each word your teacher says. Clap out the syllables, then write down how many "beats" you heard in the word!

Word 1:

Word: _________________________

Number of Syllables: ________

Word 2:

Word: _________________________

Number of Syllables: ________

Word 3:

Word: _________________________

Number of Syllables: ________

Word 4:

Word: _________________________

Number of Syllables: ________

Word 5:

Word: _________________________

Number of Syllables: ________

Word 6:

Word: _________________________

Number of Syllables: ________

Bonus Challenge:

Write or draw a picture of a word with 4 syllables!

Lesson 10: Pitch and Volume Power? - Teacher Script

(2 minutes) Warm-up: "Voice Play"

"Good morning, future Sound Scientists! Today is our last lesson in the 'Sound Sleuths' series, and we're going to explore some amazing things about sounds. Let's warm up our voices and ears with some fun 'Voice Play'!

"First, can everyone make a tiny mouse squeak? A very high sound?" (Students make high sounds.) "Great! Now, can you make a big, low bear growl? A very low sound?" (Students make low sounds.)

"Okay, now let's try volume! Can you make a super loud roar, like a lion?" (Students make loud roars.) "Good! Now, can you whisper something very, very soft, like a secret?" (Students whisper.)

"Fantastic! You already know a lot about how sounds can change!"

(3 minutes) Introduction to Pitch and Volume

"Today, we're going to learn the special words for those sound changes: 'pitch' and 'volume'. Look at our first slide. Lesson 10 Slide Deck (Slide 1: Pitch and Volume Power! - How do sounds change? Let's explore!)"

"Now, let's look at the next slide. Lesson 10 Slide Deck (Slide 2: Sound Science! - Sounds can be: Pitch: How high or low a sound is. Volume: How loud or soft a sound is.)"

"Pitch is how high or low a sound is. Think of a tiny squeaky mouse - that's high pitch! (Gesture hand up.) Or a big, booming drum - that's low pitch! (Gesture hand down.)"

"Volume is how loud or soft a sound is. A roaring lion has a loud volume! (Spread arms wide.) A tiny whisper has a soft volume! (Bring hands close.)"

"Can a high sound be soft? (Pause for answers. Yes!) What about a low sound that's loud? (Pause for answers. Yes!) Our ears are super smart and can hear all these differences!"

(7 minutes) Sound Science Experiment

"Alright, Sound Scientists, it's time for our 'Sound Science Experiment'! Look at our next slide. Lesson 10 Slide Deck (Slide 3: Sound Experiment Time! - I will make a sound. Your mission: tell me if it's HIGH or LOW, and LOUD or SOFT!)"

"I will make different sounds using objects or my voice. Your job is to tell me two things about each sound: Is it HIGH or LOW? And is it LOUD or SOFT? You can use your hands to show me: hand up for high pitch, hand down for low pitch. Arms wide for loud volume, hands close for soft volume."

(Refer to Lesson 10 Activity for prepared sounds/objects.)

"Sound Experiment 1: (Ring a small bell loudly.)"
(Pause.) "Is that sound HIGH or LOW? (Students show high.) Is it LOUD or SOFT? (Students show loud.) You got it! High and loud!"

"Sound Experiment 2: (Tap a large box softly.)"
(Pause.) "Is that sound HIGH or LOW? (Students show low.) Is it LOUD or SOFT? (Students show soft.) Excellent! Low and soft!"

"Sound Experiment 3: (Whistle a high, soft tune.)"
(Pause.) "Is that sound HIGH or LOW? (Students show high.) Is it LOUD or SOFT? (Students show soft.) Amazing! High and soft!"

"Sound Experiment 4: (Say a low 'BOOM' loudly.)"
(Pause.) "Is that sound HIGH or LOW? (Students show low.) Is it LOUD or SOFT? (Students show loud.) Perfect! Low and loud!"

(3 minutes) Cool-down: "My Favorite Sound"

"You are all truly incredible Sound Scientists! Give yourselves a final pat on the back for completing our 'Sound Sleuths' series with such amazing listening!"

"Take a look at our last slide. Lesson 10 Slide Deck (Slide 4: Amazing Sound Scientists! - You correctly identified all the sound changes!) For our cool-down today, I want you to think: What is your favorite high-pitched sound? Or your favorite soft sound? Or a favorite loud sound? Any sound that you like that fits what we learned today."
(Allow 1-2 students to share their answers, and if appropriate, demonstrate the sound.)

"Fantastic! Throughout these lessons, you've learned so much about listening, identifying sounds, remembering patterns, following directions, finding rhymes, counting syllables, and understanding pitch and volume. Your ears and brains are so much stronger! Keep being wonderful listeners, everyone!"

Activity: Sound Science Experiment!

Objective: Students will identify and differentiate between high/low pitch and loud/soft volume of sounds.

Materials:

• Teacher's voice (for demonstrations)
• Various objects that can produce sounds with distinct differences in pitch (high/low) and volume (loud/soft). Aim for 4-5 different sounds.

Instructions for the Teacher:

1. Introduction (as per Lesson Plan/Script): Remind students they are "Sound Scientists" and will be exploring "pitch" and "volume."
2. Explain Pitch and Volume (using Lesson 10 Slide Deck Slide 2):
   • Clearly define:
     • Pitch: How high or low a sound is. Use hand gestures (hand high for high pitch, hand low for low pitch).
     • Volume: How loud or soft a sound is. Use hand gestures (arms wide for loud, hands close for soft).
   • Practice: Ask students to use their voices to demonstrate (e.g., tiny mouse squeak, bear growl; loud roar, soft whisper).
3. The Sound Science Experiment (using Lesson 10 Slide Deck Slide 3):
   • Explain: "I will make a sound. After you hear it, you will use your hand signals to show me two things: Is it HIGH or LOW pitch? And is it LOUD or SOFT volume?"
   • Sound 1: High Pitch, Loud Volume (e.g., ring a small bell loudly)
     • Make the sound.
     • Ask: "Is it HIGH or LOW?" (Students show high). "Is it LOUD or SOFT?" (Students show loud).
     • Confirm: "Yes! High pitch and loud volume!"
   • Sound 2: Low Pitch, Soft Volume (e.g., gently tap a large book or box)
     • Make the sound.
     • Ask: "HIGH or LOW?" (Students show low). "LOUD or SOFT?" (Students show soft).
     • Confirm: "Right! Low pitch and soft volume!"
   • Sound 3: High Pitch, Soft Volume (e.g., whistle a high, soft tune or play a high, soft note on a recorder)
     • Make the sound.
     • Ask: "HIGH or LOW?" (Students show high). "LOUD or SOFT?" (Students show soft).
     • Confirm: "Fantastic! High pitch and soft volume!"
   • Sound 4: Low Pitch, Loud Volume (e.g., hit a drum loudly, or say "BOOM" in a deep, loud voice)
     • Make the sound.
     • Ask: "HIGH or LOW?" (Students show low). "LOUD or SOFT?" (Students show loud).
     • Confirm: "You got it! Low pitch and loud volume!"
   • Sound 5 (Optional): Mid-Pitch, Varying Volume (e.g., strum a rubber band at medium pitch, first loud, then soft)
     • Make the sound (loud). Ask.
     • Make the same sound (soft). Ask.
     • Discuss how pitch can stay the same, but volume can change.
4. Discussion and Reinforcement (as per Lesson Plan/Script, using Lesson 10 Slide Deck Slide 4):
   • "You all did an amazing job identifying those sound properties! What was the trickiest part? What was the easiest?"
   • Connect to real life: "Knowing about pitch and volume helps us understand if someone is excited (high pitch, loud volume) or sad (lower pitch, soft volume). It also helps us know if something is far away (softer volume) or close (louder volume)."

Adaptations:

• For struggling students: Focus on one concept at a time (e.g., only pitch for a few sounds, then only volume). Provide more distinct sound examples.
• For advanced students: Challenge them to create a sound that is, for example, high pitch AND soft volume. Have them describe sounds they hear outside the classroom using both pitch and volume.

Lesson 1: Listen Up! What's That Sound? Script

Warm-Up: What Do You Hear? (3 minutes)

"Good morning, everyone! Today, we're going to put on our super listening ears. Listening isn't just about hearing; it's about paying attention to what those sounds mean. Let's start with a quick warm-up. Close your eyes if you feel comfortable, or just look down at your desk. I want you to listen very carefully for any sounds you hear in our classroom, or even outside."

(Pause for 30 seconds to allow students to listen.)

"Okay, open your eyes. Who would like to share one sound they heard?"

(Facilitate a brief discussion, encouraging students to describe the sounds.)

Introduction to Sound (4 minutes)

"Great listening, everyone! Our ears hear so many sounds all day long. But what happens after our ears hear them? Our brain gets to work! This is called auditory processing. It's how our brain understands what our ears hear. Think of your brain as a detective trying to figure out clues from sounds.

Why do you think listening carefully and understanding sounds is important?"

(Allow a few student responses.)

"Exactly! It helps us learn, follow directions, and understand our friends and family.

Sounds can be all kinds of things! They can be loud or soft, high or low, long or short. They can even make us feel happy or sad.

(Show Lesson 1 Slide Deck - Slide: All Kinds of Sounds!)

Now, let's play a game called 'Guess the Sound!' I'm going to play some sounds, and I want you to listen very closely and tell me what you think it is."

(Play sound examples from the slide deck, one at a time. After each sound, ask: "What was that sound?" "How did you know?")

Activity: Sound Scavenger Hunt (5 minutes)

(Show Lesson 1 Slide Deck - Slide: Sound Scavenger Hunt!)

"You're all fantastic sound detectives! Now it's your turn to go on a Sound Scavenger Hunt! We're not leaving our seats, but I want you to use your super listening ears to find sounds in our classroom.

Here's how we'll do it:

1. I'll give you a moment to listen.
2. When I say 'Share!', raise your hand and tell us: What sound did you hear? Where did it come from? How would you describe it?

Ready? Listen!"

(Allow 30 seconds for listening, then call on students. Repeat 2-3 times, guiding them to identify different sounds like pencil tapping, papers rustling, a clock ticking, someone breathing, the hum of the lights.)

Cool Down: One New Sound (3 minutes)

(Show Lesson 1 Slide Deck - Slide: Cool Down: One New Sound)

"Wow, you all did an amazing job listening today. Before we finish, I want you to think for a moment. What is one new sound you noticed today, or one sound you heard in a different, more careful way than usual?"

(Give students a moment to think, then ask a few to share. Reinforce their great listening.)

"Fantastic! Keep those listening ears active all day!"

Warm Up: What Do You Hear?

Objective: To activate students' listening skills and awareness of their auditory environment.

Instructions for Students:

1. Close your eyes gently (if you feel comfortable, or just look down at your desk).
2. Listen very, very carefully for 30 seconds. What sounds can you hear around you, inside or outside our classroom?
3. When I say 'Open your eyes,' think about one sound you heard.

Teacher Facilitation:

• After 30 seconds, say "Open your eyes."
• Ask students: "Who would like to share one sound they heard?"
  
  
  
• Encourage them to describe the sound. (e.g., "I heard a faint hum." "I heard someone tapping their pencil.")
• Briefly discuss how different sounds tell us different things. This sets the stage for thinking about auditory processing.

Activity: Sound Scavenger Hunt

Objective: Students will practice identifying and describing familiar sounds in their immediate environment.

Materials: None (just your listening ears!)

Instructions:

1. Listen Carefully: The teacher will tell you when to listen. Close your eyes or look at your desk and try to hear sounds around you.
2. Think: What did you hear? Where did it come from? How would you describe it? (Is it loud or soft? High or low? Short or long?)
3. Share: When the teacher says 'Share!', raise your hand and tell us about the sound you found!

Teacher Facilitation:

• Guide students through 2-3 rounds of listening and sharing.
• Encourage detailed descriptions of sounds (e.g., "I heard a scratching sound from the back of the room; it was soft and short, like a pencil on paper.")
• Possible sounds to prompt for if students are struggling: pencil tapping, papers rustling, the hum of lights, someone breathing, distant voices, a clock ticking.

Cool Down: One New Sound

Objective: To encourage reflection on auditory observations and reinforce active listening.

Instructions for Students:

1. Take a quiet moment to think about everything we did today with our listening ears.
2. What is one new sound you noticed today, or one sound you heard in a different, more careful way than you usually do?
3. Be ready to share your thought with the class if you'd like.

Teacher Facilitation:

• Give students about 1 minute to think.
• Ask a few volunteers to share their 'new sound' or 'new way of listening' observation.
  
  
  
• Praise their thoughtful responses and active listening throughout the lesson.

Lesson 2: Sound Detectives: Same or Different? Script

Warm-Up: Listen to the Clapping (3 minutes)

"Hello, future sound detectives! Today, we're going to work on our super listening skills, specifically, how to tell sounds apart. Let's warm up our ears and brains with a clapping game. I'm going to clap a pattern, and your job is to listen carefully and clap the exact same pattern back to me. Ready?"

(Perform 2-3 simple clapping patterns, varying length and speed. E.g., clap-clap, clap-clap-pause-clap, clap-clap-clap-clap-clap-pause-clap-clap.)

"Great job listening and clapping! You were really paying attention to the sounds!"

Introduction to Sound Discrimination (4 minutes)

(Show Lesson 2 Slide Deck - Slide: Are These Sounds the Same?)

"Today, we're going to learn about auditory discrimination. That's a fancy way of saying we're going to practice figuring out if two sounds are exactly alike or a little bit different. It's like being a detective listening for clues to see if things match up or not.

Why do you think it's important to tell if sounds are the same or different?"

(Allow a few student responses. Guide towards understanding instructions, hearing differences in words).

"Let's try listening to some sounds. I'm going to play two sounds. After you hear both, I want you to tell me if they were the same or different. You can give me a thumbs up for same, and a thumbs down for different."

(Show Lesson 2 Slide Deck - Slide: Listen Closely: Sound Pairs!)

(Play sound examples, pausing after each pair for student response. Examples:

• Pair 1: Identical dog barks (Same)
• Pair 2: A cat meow, then a dog bark (Different)
• Pair 3: Two identical short whistle sounds (Same)
• Pair 4: A drum beat, then a cymbal crash (Different))

"Excellent listening! You're really good at noticing those differences."

Words Have Sounds Too! (Brief Transition)

(Show Lesson 2 Slide Deck - Slide: Words Have Sounds Too!)

"This skill is super important for words too! Sometimes, just one little sound can make a word completely different. Listen to these two words: cat and hat. Are those the same or different? (Different!) What about pin and pen? (Different!)

We'll work more on word sounds later, but for now, let's keep practicing with all kinds of sounds!"

Activity: Sound Pair Match (5 minutes)

(Show Lesson 2 Slide Deck - Slide: Activity: Sound Pair Match)

"Now it's time for our Sound Pair Match! We're going to play more pairs of sounds. After each pair, everyone will show me with a thumbs up if the sounds were SAME or a thumbs down if they were DIFFERENT.

Listen carefully for each sound, and then for the second one. Think: are they exactly alike or not?"

(Play 4-5 more pairs of diverse sounds, a mix of same and different, e.g., paper crumpling/paper crumpling, knocking/doorbell, water pouring/water pouring, zipper/buttons shaking, whistling/whistling. Encourage quick but thoughtful responses.)

Cool Down: One Pair of Sounds (3 minutes)

(Show Lesson 2 Slide Deck - Slide: Cool Down: One Pair of Sounds)

"Amazing work, sound detectives! You've used your auditory discrimination skills so well today. For our cool down, I want you to think: What was one pair of sounds today that you had to listen super, super carefully to tell if they were the same or different?"

(Give students a moment to think, then ask a few to share. Reinforce their effort and improved listening.)

"Keep practicing listening for those differences every day!"

Warm Up: Listen to the Clapping!

Objective: To engage students and activate their auditory memory and sequencing skills through a simple clapping imitation game.

Instructions for Students:

1. Listen very carefully to the clapping pattern I make.
2. When I stop, you will clap the exact same pattern back to me.
3. No talking, just listening and clapping!

Teacher Facilitation:

• Start with 2-clap patterns (e.g., clap-clap).
• Move to 3-clap patterns (e.g., clap-clap-pause-clap).
• Gradually increase complexity (e.g., clap-clap-clap-pause-clap-clap).
• Do 3-4 different patterns.
• Praise students for their careful listening and accurate imitation.

Activity: Sound Pair Match

Objective: Students will practice auditory discrimination by identifying if two sounds played are the same or different.

Materials: Audio device to play sound pairs (can be simple sound effects from a computer/tablet or pre-recorded).

Instructions:

1. Listen to the First Sound: The teacher will play one sound.
2. Listen to the Second Sound: The teacher will then play a second sound.
3. Decide: Are the two sounds exactly the SAME, or are they DIFFERENT?
4. Show Your Answer: Give a thumbs up if the sounds are the SAME, and a thumbs down if they are DIFFERENT.

Teacher Facilitation:

• Prepare a list of 5-7 sound pairs. Include a mix of clearly same, clearly different, and some slightly challenging ones.
• Example Sound Pairs:
  • Identical bird chirps (Same)
  • Cow moo, then dog bark (Different)
  • Two identical door knocks (Same)
  • Telephone ring, then alarm clock (Different)
  • Snapping fingers, then snapping fingers (Same)
  • Whistle, then a bell (Different)
• Play each sound pair, pausing between pairs to allow students to show their response.
• After each pair, briefly confirm the correct answer and why (e.g.,

Cool Down: One Pair of Sounds

Objective: To encourage reflection on auditory discrimination and reinforce understanding.

Instructions for Students:

1. Take a moment to think about all the sound pairs we listened to today.
2. What was one pair of sounds that you had to listen super carefully to tell if they were the same or different? (It could be the hardest one, or one you just really focused on!)
3. Be ready to share your thought with the class if you'd like.

Teacher Facilitation:

• Give students about 1 minute to think and recall a specific sound pair.
• Ask a few volunteers to share their chosen sound pair and explain why it was interesting or challenging to discriminate.
  
  
  
• Praise their effort in active listening and sound discrimination.

Lesson 3: Memory Mix-Up: Can You Remember? Script

Warm-Up: Follow the Teacher's Sounds (3 minutes)

"Good morning, memory masters! Today, we're going to put our sound memories to the test! Let's get our ears and brains ready with a warm-up. I'm going to make a short sequence of sounds using my voice or classroom objects. Your job is to listen carefully and then make the exact same sounds back to me in the same order. Ready?"

(Perform 2-3 simple sound sequences, e.g., "tap-tap," "clap-snap," "hum-whistle-hum." Start with 2 sounds and move to 3 if students are successful.)

"Fantastic listening and remembering! You're already showing off your amazing auditory memory!"

Introduction to Auditory Memory (4 minutes)

(Show Lesson 3 Slide Deck - Slide: What is Auditory Memory?)

"What you just did is called auditory memory. It's how your brain remembers sounds and words after you hear them. Think of your brain having a special notebook just for sounds and words that it wants to remember.

Why do you think it's important to remember what we hear?"

(Allow a few student responses. Guide towards remembering instructions, stories, songs.)

(Show Lesson 3 Slide Deck - Slide: Remembering Sounds and Instructions)

"We use auditory memory all the time! Like when your teacher gives you directions: 'Please put your pencil down, stand up, and line up at the door.' Your brain has to remember all those steps!

Let's try a quick one. Everyone, please touch your nose, then your shoulder."

(Observe and affirm.)

"Now, touch your head, then your tummy, then clap your hands."

(Observe and affirm.)

"You're already pros at remembering instructions!"

Activity: Sound Sequence Challenge (5 minutes)

(Show Lesson 3 Slide Deck - Slide: Activity: Sound Sequence Challenge!)

"It's time for our Sound Sequence Challenge! I'm going to make a sequence of sounds. Listen all the way through until I finish, then I'll call on someone to try and repeat the exact sequence back to me. Let's see who has the best sound memory today!

Remember, listen first, then repeat!"

(Start with 2-sound sequences, then progress to 3 or 4 sounds if students are successful. Use distinct sounds from classroom objects or body percussion. Examples:

• Tap-clap (2 sounds)
• Knock-whistle-tap (3 sounds)
• Snap-hum-clap-stomp (4 sounds)
• Pencil drop-cough-sneeze (3 sounds using pre-recorded sounds if available)
• Chair scrape-desk tap-book close (3 sounds)

Call on different students for each sequence. Provide gentle support if they struggle, perhaps repeating the sequence slower.)

"Fantastic effort, everyone! That was a real challenge for our auditory memory, and you did wonderfully!"

Cool Down: Remember This! (3 minutes)

(Show Lesson 3 Slide Deck - Slide: Cool Down: Remember This!)

"Before we go, let's do one last memory check. I'm going to give you a very short instruction with two steps. I want you to remember both steps and then do them.

Here's your instruction: 'Stand up and turn around one time.'"

(Observe students. Once they've done it, bring them back.)

"Now, **'Give yourself a pat on the back and say

Warm Up: Follow the Teacher's Sounds!

Objective: To engage students in active listening and short-term auditory memory recall through sound imitation.

Instructions for Students:

1. Listen closely to the sounds your teacher makes.
2. Try to remember the sounds and the order they were made in.
3. When the teacher finishes, make the exact same sounds back in the same order.

Teacher Facilitation:

• Start with simple two-sound sequences (e.g., two claps, a tap then a hum).
• Gradually increase to three sounds (e.g., clap-snap-tap, whistle-hum-whistle).
• Use a variety of sounds (body percussion, voice sounds, simple object sounds).
• Do 3-4 different sequences. Encourage students to listen to the entire sequence before repeating.

Activity: Sound Sequence Challenge

Objective: Students will practice auditory memory by recalling and reproducing sequences of non-speech sounds.

Materials: The teacher can use their voice, body percussion (claps, snaps, stomps), or simple classroom objects (tapping a pencil, knocking on a desk, rustling paper) to create distinct sounds.

Instructions for Students:

1. Listen Carefully: Your teacher will make a sequence of sounds. Listen all the way to the end.
2. Remember: Try to remember each sound and the order they were made in.
3. Repeat: When the teacher calls on you, try to make the exact same sounds in the same order.

Teacher Facilitation:

• Start Simple: Begin with 2-sound sequences (e.g., clap, snap or tap, tap).
• Gradually Increase Complexity: As students succeed, move to 3-sound sequences (e.g., clap, snap, stomp or knock, hum, whistle).
• Vary Sounds: Use different types of sounds to keep it engaging. Ensure sounds are distinct.
• Individual or Small Group Responses: Call on individual students or small groups to repeat the sequence. Provide support and positive reinforcement.
• Example Sequences:
  • (Teacher claps, then taps desk) -> Student repeats clap, tap
  • (Teacher snaps fingers, then hums, then claps) -> Student repeats snap, hum, clap
  • (Teacher stomps foot, then taps pencil, then coughs softly) -> Student repeats stomp, tap, cough
• Remind students to wait until the entire sequence is played before attempting to repeat it.

Cool Down: Remember This!

Objective: To practice recalling short verbal instructions and to reflect on auditory memory.

Instructions for Students:

1. Listen carefully to the two-step instruction I give you.
2. Try to remember both parts of the instruction.
3. Then, follow the instruction!

Teacher Facilitation:

• Give the first instruction: "Stand up and touch your toes." (Observe and affirm)
• Give the second instruction: "Spin around twice and then sit down." (Observe and affirm)
• Ask: "What was one thing you had to remember today to do well with our sound games?"
  
  
  
• Praise their efforts in remembering and following instructions.

Lesson 4: Sound Story Order! Script

Warm-Up: Word Train (3 minutes)

"Good morning, everyone! Today, we're going to practice remembering things in the right order, especially what we hear. Let's start with a 'Word Train' warm-up! I'll start with one word, and the next person will say my word and add a new one. Then the next person will say all the words and add another! We need to remember the words in the exact order!"

(Start with a simple word, e.g., "apple"). Call on a student. Student: "Apple, banana." Call on next student. Student: "Apple, banana, orange." Continue for 2-3 rounds, keeping it light and fun. If a student forgets, gently prompt or let another student help.

"Great job remembering the order of our words! That's exactly what we're working on today!"

Introduction to Auditory Sequential Memory (4 minutes)

(Show Lesson 4 Slide Deck - Slide: Auditory Sequential Memory)

"What you just did with the word train is a great example of auditory sequential memory. That means remembering sounds or words in the right order, just like how a train car follows another in a line.

Why do you think remembering the order of sounds or words is so important?"

(Allow a few student responses. Guide towards following multi-step directions, understanding stories, remembering steps in a game.)

(Show Lesson 4 Slide Deck - Slide: Remembering the Order)

"Think about when I give you instructions. If I say, 'First, get out your math book, and then open it to page 10,' what happens if you open it to page 10 before you get it out? It might be tricky! The order matters!

Let's try a few quick ones. Repeat these words in the exact order I say them:

• 'Desk, chair' (Pause for response)
• 'Pencil, eraser, paper' (Pause for response)
• 'Blue, green, yellow, red' (Pause for response)

"You're doing wonderfully at remembering that order!"

Activity: Story Chain Fun (5 minutes)

(Show Lesson 4 Slide Deck - Slide: Activity: Story Chain Fun!)

"Now for our Story Chain Fun! I'm going to tell you a very short, simple story. Your job is to listen carefully to the order of what happens. Then, we'll go around and each person will try to retell a piece of the story in the correct order."

(Teacher tells a very short 3-4 sentence story. Example Story:

• "Little bear woke up hungry."
• "He walked to the berry bush."
• "He ate all the yummy berries."
• "Then he went home for a nap."

"Okay, who remembers the very first thing that happened in the story?" (Call on a student).

"Great! What happened after that?" (Call on another student).

"And then what?" (Continue until the story is fully retold. Provide prompts if needed, e.g., "What did he do after he ate the berries?")

"Excellent job, storytellers! You remembered the order of our story so well!"

Cool Down: Three Things I Heard (3 minutes)

(Show Lesson 4 Slide Deck - Slide: Cool Down: Three Things I Heard)

"You've all been fantastic at remembering things in order today. For our cool down, I'm going to say three words. I want you to listen, remember them, and then quietly think of those three words in the order you heard them.

Ready? Listen carefully: 'Tree, river, mountain.'"

(Pause for students to think.)

"Who can tell me the three words I said, in the right order?"

(Call on a few students. Give another example if time allows, e.g., "Run, jump, skip.")

"Super listening and remembering in order! Keep practicing!"

Warm Up: Word Train

Objective: To engage students in recalling an expanding sequence of words, practicing auditory sequential memory in a fun, collaborative way.

Instructions for Students:

1. I will start with one word.
2. The next person will repeat my word and add a new word.
3. Then, the next person will repeat all the words in order and add another new one!
4. Listen very carefully to keep our word train going!

Teacher Facilitation:

• Start with a simple word (e.g.,

Activity: Story Chain Fun

Objective: Students will practice auditory sequential memory by listening to a short story and retelling its events in the correct order.

Materials: None (just your voice and listening ears!)

Instructions for Students:

1. Listen to the Story: Your teacher will tell a very short story. Listen closely to what happens first, next, and last.
2. Retell in Order: When the teacher calls on you, tell one part of the story in the correct order.

Teacher Facilitation:

• Prepare a Short Story: Create a simple 3-4 sentence story with clear sequential events. For example:
  *

Cool Down: Three Things I Heard

Objective: To reinforce auditory sequential memory by recalling a short, ordered list of items.

Instructions for Students:

1. Listen carefully as I say three words.
2. Try to remember all three words in the exact order you heard them.
3. Think about them quietly in your head.

Teacher Facilitation:

• Say a list of three unrelated words clearly (e.g., "Cloud, tree, flower." or "Dog, house, bone.")
• Pause for students to think and mentally rehearse.
• Ask: "Who can tell me the three words I said, in the right order?"
  
  
  
• Repeat with another list if time allows. Praise accurate recall of the sequence.

Lesson 5: Noisy Neighbors: Finding the Focus Script

Warm-Up: Quietly Listen (3 minutes)

"Good morning, everyone! Today, we're going to practice a super important listening skill: finding one sound when there are lots of other sounds around. It's like being a superhero with super hearing!

Let's start our warm-up. Close your eyes gently or look down at your desk. I want you to listen really quietly for the sound of... (choose a very subtle classroom sound, e.g., 'the clock ticking', 'the hum of the lights', 'your own breathing'). Don't say it out loud, just listen for it."

(Pause for 30 seconds.)

"Okay, open your eyes. Who thinks they heard that quiet sound? Raise your hand if you did!"

(Allow a few students to share. Affirm their focused listening.)

"That was great focused listening!"

Introduction to Filtering Sounds (4 minutes)

(Show Lesson 5 Slide Deck - Slide: Finding the Focus Sound!)

"Sometimes, there are lots of sounds happening all at once. Like at a birthday party, or in a busy playground. Our brains are super smart, and they help us listen to the sound we want to hear, even if other sounds are being 'noisy neighbors'!

This is called auditory figure-ground. It means your brain helps you find the 'figure' or the important sound, even when there's a 'ground' or background noise.

Why do you think it's important to be able to focus on one sound when it's noisy?"

(Allow a few student responses. Guide towards understanding the teacher, listening to friends, following directions.)

(Show Lesson 5 Slide Deck - Slide: When Do We Need Focus Ears?)

"You're right! We use our 'focus ears' a lot! Like when you're trying to listen to me, but someone else is rustling papers. Or when your grown-up calls your name in a noisy store. Your brain has to work extra hard to pull out that important sound."

Activity: What's the Secret Sound? (5 minutes)

(Show Lesson 5 Slide Deck - Slide: Activity: What's the Secret Sound?)

"Now, for our What's the Secret Sound? activity! I'm going to play some background noise, like noisy neighbors. Then, over that noise, I'm going to play a secret sound. Your job is to listen super, super carefully to try and hear what that secret sound is, even with the distractions!"

(Play background noise, then play a distinct target sound over it. Ask students to identify the target sound. Repeat 3-4 times with different background noises and target sounds. Start with louder target sounds and gradually make them softer relative to the background noise if students are successful.)

Example Pairs (Teacher should have these ready via audio device):

• Background: Cafeteria chatter / Target: Cow Moo
• Background: City street noise / Target: Phone Ringing
• Background: Gentle rain / Target: Bird Chirp
• Background: Classroom hum / Target: Short Whistle

"Wow, that was tricky, but your focus ears are so strong! You did an amazing job finding those secret sounds!"

Cool Down: Focusing My Ears (3 minutes)

(Show Lesson 5 Slide Deck - Slide: Cool Down: Focusing My Ears)

"You all showed incredible focus today. For our cool down, I want you to think about this: When is a time, either at school or at home, when you need to use your 'focus ears' to listen for something important over other noisy sounds?"

(Give students a moment to think, then ask a few to share. Reinforce their understanding of why this skill is important.)

"Excellent reflections! Remember, you can train your focus ears every day!"

Warm Up: Quietly Listen

Objective: To activate students' ability to filter out background noise and focus on a specific, subtle sound.

Instructions for Students:

1. Close your eyes gently (if comfortable) or look down at your desk.
2. Listen very, very carefully for a specific quiet sound that your teacher will name.
3. Don't say anything out loud. Just try to hear only that sound.

Teacher Facilitation:

• Announce a subtle classroom sound for students to focus on (e.g., "Listen for the sound of the clock ticking.", "Listen for the sound of the air conditioner.", "Listen for the sound of your own breathing.").
• Allow 30-45 seconds for silent listening.
• Ask: "Who thinks they heard the sound of (e.g., the clock ticking)?" (Have students raise hands).
• Briefly discuss how challenging it can be to hear quiet sounds when there are other noises, setting the stage for the lesson on auditory figure-ground.

Activity: What's the Secret Sound?

Objective: Students will practice auditory figure-ground by identifying a target sound presented over distracting background noise.

Materials:

• Audio playback device (computer, tablet, speaker)
• Pre-recorded background noise tracks (e.g., cafeteria noise, city sounds, gentle rain, classroom chatter)
• Pre-recorded distinct target sounds (e.g., animal sounds, instrument sounds, common object sounds like a doorbell or phone ring)

Instructions for Students:

1. Listen to the Noisy Neighbors: Your teacher will play some background noise, like the sounds of a busy place.
2. Listen for the Secret Sound: While the background noise is playing, your teacher will also play a special, secret sound.
3. Guess the Secret Sound: Try your very best to hear only the secret sound and guess what it is!

Teacher Facilitation:

• Preparation: Have 3-4 pairs of background noise + target sound ready. Practice playing them simultaneously or quickly fading between the background and target sound.
• Introduction: Explain that this will be a challenge, just like trying to hear a friend in a crowded room.
• Execution:
  • Play a background noise (e.g., cafeteria sounds).
  • Introduce a target sound (e.g., a dog bark) over the background noise. Ensure the target sound is clear enough to be distinguishable but still requires effort.
  • Pause the sounds and ask: "What was the secret sound you heard?"
    
    
    
  • Repeat with different combinations. Gradually increase the difficulty by making the target sound slightly softer or the background noise slightly louder, as appropriate for your students.
• Discussion: After each round, discuss strategies students used to focus their listening. (e.g., "I closed my eyes," "I really concentrated on the new sound.")

Cool Down: Focusing My Ears

Objective: To encourage reflection on situations requiring auditory figure-ground skills.

Instructions for Students:

1. Think about our activity today, finding the secret sound amidst the noisy neighbors.
2. When is a time, either at school or at home, when you need to use your special 'focus ears' to listen for something important even when there are other sounds trying to distract you?
3. Be ready to share your idea with the class if you'd like.

Teacher Facilitation:

• Give students about 1 minute to think of a personal example.
  
  
  
• Ask a few volunteers to share their situations. (e.g., "When my brother is watching TV loudly, but I need to hear my mom.", "When my friends are talking at recess, but I need to hear the playground supervisor.", "When I'm reading, but there's noise outside.")
• Praise their ability to identify these situations and their improving focus.

Lesson 3: Memory Mix-Up: Can You Remember? Script

Warm-Up: Follow the Teacher's Sounds (3 minutes)

"Good morning, memory masters! Today, we're going to put our sound memories to the test! Let's get our ears and brains ready with a warm-up. I'm going to make a short sequence of sounds using my voice or classroom objects. Your job is to listen carefully and then make the exact same sounds back to me in the same order. Ready?"

(Perform 2-3 simple sound sequences, e.g., "tap-tap," "clap-snap," "hum-whistle-hum." Start with 2 sounds and move to 3 if students are successful.)

"Fantastic listening and remembering! You're already showing off your amazing auditory memory!"

Introduction to Auditory Memory (4 minutes)

(Show Lesson 3 Slide Deck - Slide: What is Auditory Memory?)

"What you just did is called auditory memory. It's how your brain remembers sounds and words after you hear them. Think of your brain having a special notebook just for sounds and words that it wants to remember.

Why do you think it's important to remember what we hear?"

(Allow a few student responses. Guide towards remembering instructions, stories, songs.)

(Show Lesson 3 Slide Deck - Slide: Remembering Sounds and Instructions)

"We use auditory memory all the time! Like when your teacher gives you directions: 'Please put your pencil down, stand up, and line up at the door.' Your brain has to remember all those steps!

Let's try a quick one. Everyone, please touch your nose, then your shoulder."

(Observe and affirm.)

"Now, touch your head, then your tummy, then clap your hands."

(Observe and affirm.)

"You're already pros at remembering instructions!"