You will learn
- Name parts of the ear.
- Say why hearing matters.
- Name ways to protect hearing.
- Say what to do if an ear hurts.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- We hear with our ears.
- Loud noise can damage hearing.
- We keep sound low and cover our ears near loud machines.
- We never poke things in our ears.
Words to know
the sense of listening
the sticky stuff that protects the ear
harm
a button that makes sound louder or softer
1. Discover: The loud festival
Kunle goes to a loud festival. A man tells him, “Wear ear covers.” Kunle puts them on. Later his friend, who did not wear them, says, “My ears are ringing.” Kunle’s ears feel fine. “Protecting my hearing is wise,” he says.
Think: Why did Kunle wear ear covers?
2. Understand: Keeping ears safe
Idea 1: Our ears
We hear with our ears. The outside part catches sound. Inside there are tiny parts that shake and send messages to the brain. Earwax keeps dust out.
Idea 2: Hearing is precious
Hearing lets us talk, learn, enjoy music and notice danger. If we damage our hearing with loud noise, it may not come back.
Idea 3: Protect your ears
Keep the volume low. Use the volume control on radios and phones. Cover your ears near loud machines. Never poke anything in your ears. Tell an adult if an ear hurts or if you cannot hear well.
3. Worked examples
Example 1 (I show you): Too loud?
A radio at full volume.
- It is too loud.
- It can hurt ears.
- Turn it down.
Answer: Turn the radio down to protect our ears.
Example 2 (We do it together): Ear hurts
You have an earache.
- Do not poke the ear.
- Tell an adult.
- A doctor can help.
Answer: Tell an adult if an ear hurts.
Example 3 (You try): Choose
A loud machine.
Show the steps and answer
- Cover your ears.
- Move away.
- Use ear covers.
Answer: Cover or protect your ears near loud machines.
Did you know?
Some people use special sign languages to talk with their hands if they cannot hear well. Sign languages are rich languages with their own rules.
Why this matters
Hearing helps us all learn and stay safe, so we must look after our ears.
4. Explore: Ear safety poster
Make a poster that shows three ways to protect your ears.
- Think of three safe actions.
- Draw each.
- Write a short sentence under each.
- Share with the class.
Think about it: what did you notice?
What did you notice? Simple actions protect ears.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- We hear with our ___.
- Loud noise can ___ ears.
- We keep the volume ___.
- We never ___ things in ears.
Guided practice
Question 1. What do we hear with?
Ears.
Question 2. Can loud noise harm hearing?
Yes.
Question 3. Do we poke things in ears?
No.
Independent practice
Level 1: Start
- What do we hear with?
- Can loud noise harm hearing?
- Do we poke things in ears?
- What do we do if an ear hurts?
- What does earwax do?
Level 2: Grow
- Name two ways to protect ears.
- Why do we need good hearing?
- What is a volume control?
Level 3: Stretch
- Plan a quiet corner at school.
- Explain why we do not shout in ears.
- Make a hearing safety poster.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where is it very loud near you?
Show a sample answer
Roads, mills and markets.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Damage may be permanent.
Fix: Never put things in ears.
8. Lesson summary and revision card
- I can name parts of the ear.
- I can say why hearing matters.
- I can name ways to protect hearing.
- I can say what to do if an ear hurts.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- We hear with our ears.
- Loud noise can damage hearing.
- We keep sound low and cover our ears near loud machines.
- We never poke things in our ears.
11. Next lesson
Next lesson: What is weather. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What do we hear with? [1 mark]
- Give three ways to protect hearing. [3 marks]
- Why is hearing important? [2 marks]
- What should you do if an ear hurts? [2 marks]
- What does earwax do? [1 mark]
Total: 9 marks.
Marking guide and model answers
- Ears [1]
- Any three [1 each]
- Talk and learn [1]; notice danger [1]
- Do not poke it [1]; tell an adult [1]
- Keeps dust out [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What do we hear with?
- Can loud noise harm hearing?
- Do we poke things in ears?
- What do we do if an ear hurts?
- What does earwax do?
- Name two ways to protect ears.
- Why do we need good hearing?
- What is a volume control?
- Plan a quiet corner at school.
- Explain why we do not shout in ears.
Homework
Make a hearing safety poster with three rules. Talk with your family about loud places.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What do we hear with? | Ears. | 1 |
| 2. Can loud noise harm hearing? | Yes. | 1 |
| 3. Do we poke things in ears? | No. | 1 |
| 4. What do we do if an ear hurts? | Tell an adult. | 1 |
| 5. What does earwax do? | Keeps dust out. | 1 |
| 6. Name two ways to protect ears. | Keep volume low; cover ears. | 1 |
| 7. Why do we need good hearing? | To talk and learn. | 1 |
| 8. What is a volume control? | A button for loudness. | 1 |
| 9. Plan a quiet corner at school. | Soft sounds only. | 1 |
| 10. Explain why we do not shout in ears. | It can hurt. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Ears.; 2 Yes.; 3 No.; 4 Tell an adult.; 5 Keeps dust out.. Level 2: 1 Keep volume low; cover ears.; 2 To talk and learn.; 3 A button for loudness.. Level 3: 1 Soft sounds only.; 2 It can hurt.; 3 Three rules..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name parts of the ear | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Say why hearing matters | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Name ways to protect hearing | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say what to do if an ear hurts | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Hearing always comes back.” Damage may be permanent.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Say three ways to protect your ears.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns how to protect their hearing. You do not need to be an expert to help.
- Keep volumes low at home.
- Ask, “What if an ear hurts?”
- Visit a doctor for ear problems.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name parts of the ear; say why hearing matters; name ways to protect hearing; say what to do if an ear hurts.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Chart paper, crayons, a picture of the ear and a radio with volume control. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare a picture of the ear. Use a radio at a safe volume. Prepare poster paper.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask, “How can we protect our ears?”
Explanation (10 min). Teach how ears work and safety.
Guided activity (10 min). Learners make posters.
Independent activity (10 min). Learners create a class rule.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Is it too loud? How can I protect my ears?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Hearing always comes back.” Damage may be permanent.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Say three ways to protect your ears. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 8, topic 9; Next Generation Science Standards, waves: light and sound; Cambridge Primary Science Stage 1, light and sound; IB Primary Years Programme, how the world works. These sources informed the lesson.