| (a) |
Identify and classify, using student-developed criteria, examples of natural and artificial sounds in their environments (e.g., classroom, school, home, playground, and community). |
| (b) |
Relate natural and artificial sources of sounds in their environment to the ways in which those sounds are produced. |
| (c) |
Describe examples of sounds (e.g., radio, alarm clock, fire alarm, and whistling steam kettle) that people use to meet their everyday needs. |
| (d) |
Explain how humans and other animals use sounds for various purposes such as enjoyment, warning, navigation, annoyance, ambience, and communication. |
| (e) |
Examine connections between music of various cultures, including First Nations and Métis, and natural sounds (e.g. water moving, bird flying, and wind blowing). |
| (f) |
Differentiate among the types of sounds produced by various stringed, woodwind, brass, and percussion instruments. |
| (g) |
Illustrate and explain how humans create and detect sounds. |
| (h) |
Compare the characteristics of human and animal perceptions of sound, including their sense organs to detect sound and their range of hearing. |
| (i) |
Propose structural modifications that might improve the hearing of a specific animal. |
| (j) |
Predict and explore how sound travels from different sources to the human ear. |
The book includes suggested activities, a table of contents, a glossary and an index.
At the bottom of each page is a highlighted term and a short definition. The book includes a table of contents and an index.
