Child job
Give a pretend game two useful describing words.
Day
43
Guided different try
C06 fictional pottery display note calls a sound “bright”; it gives no defined pitch or loudness comparison. Ask if bright fixes either category. Possible: “I would ask what the reporter meant or keep pitch/loudness not supplied.”
Held offer
C-first after ordinary work; no shared ordinary object names.
Home
HomeH03: let your child invent two labels for a pretend creature sound, or keep it totally silent using suppliedC05 notes. Ask which word answers pitch and which answers loudness. Do not test voices or turn volume up.
Lesson minutes
30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.
Next teaching
If loud/high merge, use an unrelated washing-line picture: high/low position and short/long cloth are two sorting questions. After child sorts one picture each way, revisit a new fictional soft-high/soft-low note pair.
Observe
Observe distinction of two descriptive questions, source qualification and honest unknown. No requirement to hear, say pitches or pronounce technical words.
Ordinary model
C05 fictional treasure game notes: objectP, gently plucked paper strip, described by helper as “higher pitch and soft”; objectQ, gentle tap on plastic bowl, described by helper as “lower pitch and soft”. Possible: “The helper used different pitch words and the same loudness word. Both descriptions are supplied, not my listening results.” No numerical level/frequency is claimed.
Partial curriculum
- AC9S2U02
- AC9S2I04
- AC9S2I05
- AC9S2I06
Project
ProjectX03: create a two-column word passport for an imaginary game. Pitch and Loudness each have a source-labelled example and an empty own-example box. Add “not sure” as a useful option, not a failure.
Read aloud
R03: “A high sound can be described as soft. High and loud do different jobs. Today we are word detectives. Which words came from the note? Which words are your own? You can point to a word or leave a question. Nobody has to prove what they can hear. Our guide helps a reader understand the report we actually have.”
Routes
Id
A
Limit
No diagnosis, measurement or correct-hearing score.
Name
My own descriptions
Outcome
Attributed own/other descriptions with unknowns.
Steps
Pick one adult-approved gentle action or pass. Record own observation with comparison context if you use high/low or soft/loud; not sure is allowed. Ask another willing person for their voluntary report without recording identity. Keep two reports separate and do not rank hearing.
Id
B
Limit
No actual sound performance is inferred.
Name
Quiet treasure reporter
Outcome
A supplied-word display with a clearly unresolved word.
Steps
ReadC05 in full. Place higher/lower words under Pitch and soft words under Loudness. ReadC06; add a question card for bright. Design a two-word prompt that does not fill in your own answer.
Id
C
Limit
Drawing speed/span are not actual sound measurements or a speaker experiment.
Name
Silent movement mapper
Outcome
A two-state model note and a real-world question.
Steps
SoundDesk model begins still. Choose slow or quick drawing cycle, narrow or wide drawing span, then Step one frame. Sketch that state on paper. Compare a changed choice with the previous sketch; identify which drawing setting changed. Keep both in the model column and leave real pitch/loudness blank.
Six moves
- Hook3min: compare a high shelf drawing and a wide shelf drawing; high/wide answer different questions. They are an analogy, not evidence of sound.
- Read5min: read two completeC05 fictional reports. Point to pitch words and separately to loudness words.
- Teach5min: pitch and loudness are distinct descriptions; people may report differently. A drawing cannot tell us how an unknown object sounded.
- Model5min: ordinary reporter attributes each pair of words to its note, with no real-child result inserted.
- Try12min: choose sound report, quiet word editor or model-frame explorer. Keep the motion model in its own labelled column.
- Exit4min: give a helper one description pair or a reason to keep a category unknown. Offer C-first separately.
Teacher preparation
Prepare C05–06,V03,W03. No listening/pitch matching test. A real optional gentle sound is described by the child, not graded against teacher perception. Have large-type high/low and soft/loud word cards, plus different/not sure; no colour-only coding. Explain comparative words need a reference. Reference F1 supports keeping pitch and loudness descriptions distinct with interacting perception.
Title
High is not the same word as loud
Worksheet
W03 Word passport: empty Reporter/source, Exact words, Pitch comparison if known, Loudness comparison if known, Unknown/question and My different example boxes; same-source words stay together.