Soundscape Matrix

Colorado
Academic
Standards

ISTE
Standards for
Teachers

ISTE
Standards
for
Students

Blooms
Taxonomy

Constructiv
ism

Gamificati
on

Flipped
Classroom

Mathematics
1. Number
Sense,
Properties,
and
Operations

2. Patterns,
Functions,
and Algebraic
Structures

Teachers use a
soundboard
and different
notes with
different
frequency
levels to create
a soundscape
that teaches
students
student about
subtraction by
listening to
difference in
frequency to
different notes.
Standards 1
and 2

Students
compete to
see who
can answer
the most
questions
about
subtraction
with the
frequency
levels
correctly.
Students
who win get
a sticker as
a prize.

Students
learn about
fractions by
creating
musical
fraction
tubes. Based
on the
length of the
tube
(fraction)
the pitch of
the pipe
changes.
After
creating the
tubes, a
soundscape
is created
based on
the playing
of the tubes.
Students
can guess
what the
fraction of

Apply,
Create,
and
Analyze
Students
are
applying
what they
learned
about
fractions by
creating a
soundscape
that is
about the
frequencies
of different
fractions.
Students
then
analyze
the
soundscape
s that other
students
created to

Students are
given an
alternative
form of
assessmen
t to check
for student
understandi
ng. Students
exhibit
what they
learned
about
fractions by
creating an
alternative
assessment.

At home:
Students
read the
lesson on
fractions in
their math
book and
watch a
tutorial on
how to do
soundscape
, and a
tutorial on
making
musical
fraction
tubes.
In class:
Students
create the
music
fraction
tubes,
record
playing the
fraction

the tube is
that is being
played on
the
soundscape
based on
the pitch of
the note.
Standards
1,4, and 5

identify
fractions by
the pitches
of notes.

tubes, and
create the
soundscape
.

3. Analysis,
Statistics,
and
Probability
4. Shape,
Dimension,
and
Geometric
Relationships
Reading, Writing, and Communicating
1. Oral
Expression
and Listening

2. Reading
for All
Purposes

Teacher creates
a soundscape
to teach
students a
lesson on the
Gettysburg
address. The
soundscape
includes
snippets from
the address
and sounds of
the day the
address was
given like
clapping,
horses trotting,
and leaves
moving in the
wind.
Soundscape is
then posted on
the teachers
website for
students to
listen to later.
Standards
1,2, and 3

While
listening to
the
soundscape
created by
the teacher,
students pay
attention to
the
fluctuation
of voice and
stressed and
unstressed
syllables.
Students
then write a
short
paragraph
about
important
elements
that they
noticed in
the speech.
Standards:
3 and 5

Analyze
and
Evaluate
Students
analyze
the speech
they are
listening to
and
evaluate it
to find the
important
parts of the
speech.

Students
make
observatio

The project
can be
called a

At home:
Students
read three

ns about the
story that
they believe
could be
related to
setting.
Students
then
interpret
their
observations
to find which
ones
describe the
setting of
the story.
Students
then
describe the
storys
setting.

quest to
make it
more video
game-like
and since it
is a
technology
quest it is
including
game-like
technology.

short
stories,
briefly
describe
the setting
for each
one, and
choice their
favorite
setting.
In class:
Students
make a
soundscape
in a group
with other
students
who also
selected
their short
story. The
soundscape
is used to
describe
the setting
in which
their short
story
occurs in.

3. Writing
and
Composition
4. Research
and
Reasoning
Social Studies
1. History

Teacher creates
a soundscape
to describe life
during the civil
war both on
the battlefield
and on the
home front.
Teacher also
includes
sources where
excerpts from
speeches were
pulled from for
students to go

At home:
Students
read a view
select
speeches
about the
civil war
and a
reading on
the civil war
from their
history
book.
In class:
Students

and look up the

entire speech.
Standards 3
and 4

2. Geography

listen to
teachers
soundscape
and have a
Socratic
seminar
about the
opinions of
the orators
of the
speeches
the class
read.
Students do
a research
project on a
particular
state and
their
assessment
for the
project is a
soundscape
that
describes
the state.
Sounds can
include
music from
famous
musicians
from that
state,
speeches,
sounds of
native wild
life, and
much more.
Students
work
together in
groups of 4
or 5 for the
project.
Standards:
1,4, and 6

Evaluate
and
Create
Students
evaluate
the
research
they find on
a specific
state to
determine
whether or
not it is
applicable
to the
project.
Students
then
create a
soundscape
to show
what they
learned.

Students
exhibit
what they
learned by
creating a
soundscape.
Students
then reflect
on their
work by
listening to
the
feedback
given to
them by
their peers
on the
project.

Students
are given
instant
feedback
by their
peers when
they
present the
project to
the class.
The teacher
also allows
students to
have a
second
attempt at
the project
if their first
attempt
goes poorly.

3. Economics
4. Civics
Science
1. Physical

Teacher creates

Students

Science

2. Life
Science

a soundscape
that teaches
the students
about the
different states
of matter as
well as sound
made that
describe the
melting and
boiling points.
Standards 2
and 3

listen to a
soundscape
describing
the
different
states of
matter.
Students
then are
given a
challenge
worksheet
asking
them to
identify
which state
of matter
an element
started in
and which
state the
element
ended up
in.
Students
listen to a
soundscapes
created by
the teacher
that
describe
different
types of
ecosystems.
Students
then write
down the
ecosystem
the
soundscape
is describing
and three
reasons why
the think
that is the
ecosystem
the
soundscape
is
describing.
Standard 4

Remembe
r and
Understan
d
Students
recall what
they
learned
about
ecosystems
to take the
assessment
. Students
show their
understan
ding of
distinctions
between
ecosystems
by listing
the three
reasons
why they
believe the
ecosystem
they chose
represents

Students are
given an
alternative
form of
assessmen
t to check
for the
students
understandi
ng on
ecosystems.

At home:
Reading
assignment
on
ecosystems
In class:
Short
activity
about
ecosystems
followed by
the
soundscape
quiz.

the
soundscape
.
3. Earth
Systems
Science
Differentiation
Learning
Disabilities EEOs

Physical
Disabilities
Gifted/
Talented

Teacher creates
alternative
assessment in
terms of
soundscapes
for students
who have
reading
disabilities. An
example would
be a teacher
doing a
soundscape of
different
speeches by
the same
person and
then having
the students
state who the
person the
soundscape is
describing.
Standards: 1
and 2

Students are
given an
alternative
form of
assessmen
t for a unit
in a history
class for
students
who struggle
with reading
and
therefore
would have
trouble
taking a
traditional
assessment
such as a
traditional
quiz that
involves
reading and
writing.

Students
work by
themselves
to create the
soundscape
that
describes a
particular
state and
instead of
having the
soundscape
last only a
minute, the
students can
make it last
3-5 minutes.

Apply,
Evaluate,
and
Create Students
apply what
they
learned
about the
state they
researched
to create a
soundscape
to describe
the state.
Students
evaluate

Students
are given
voice in
the
assignment
by being
allowed to
choose
what state
they will
research
and what
type of
material
they wish
to include
in their

At home:
Students
read
articles
about their
state and
find video
files that
can be used
in the
soundscape
.
In class:
Students
create
soundscape
.

Standards:
1,2, and 3

the
material
they find
about the
state to
determine
whether
that
information
is
applicable
to their
project or
not.

soundscape
.

Other
Reflection: When I started the soundscape project I was a bit worried, because I never had
created anything like it before. After watching the tutorial videos, I was less anxious about
creating the soundscape and started looking for sources. One good aspect from doing this
assignment is that I now know how to use windows movie maker and can upload videos onto
YouTube. I dont see myself using a soundscape in every subject, but think it could be useful
in history, reading, and science. Soundscape could be used in those subjects as either an
intro to a lesson or incorporated into a form of alternative assessment. From doing this
project, by technology portion of TPACK has expanded again since I know another method to
incorporate technology into the classroom know and because of this have also expanded the
portion of my TPACK where technological knowledge, pedagogical knowledge, and content
knowledge all overlap with one another.