Soundscape Matrix

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Constructivism

Gamification

Flipped
Classroom

Mathematics
1. Number Sense,
Properties, and
Operations
2. Patterns, Functions,
and Algebraic
Structures

The teacher can

create a
soundscape that
uses music or
sounds with
patterns, and in
the soundscape,
they can include a
voice recording of
explanations of
different
mathematical
patterns. (Teacher
Example) 1.
Facilitate and
inspire students
learning and
creativity.
Teachers use their
knowledge of
subject matter,
teaching and
learning, and
technology to
facilitate
experiences that
advance student
learning,
creativity, and
innovation in both
face-to-face and
virtual
environments. a.
Promote, support,
and model
creative and
innovative
thinking and
inventiveness.
(Teacher

Students use
computer games to
practice
mathematical
patterns so they can
be more familiar
with all the different
patterns before they
listen to the
soundscape made
by the teacher and
have to identify
patterns they hear.

Before coming to
class, students will
watch a prerecorded lecture on
patterns in math.
After watching this
video, they will be
better prepared
coming into the
class so the lesson
will go more
smoothly and the
soundscape will
make more sense.

Standard)
Students can work
in groups to create
a soundscape of
statistics they
gather and match
those statistics to
sounds. For
example, students
can observe birds
that fly by and write
down how many
birds they see that
are black compared
to a lighter color like
white or grey, and
in the soundscape
they can have birds
playing while they
record themselves
talking about the
statistics. (Student
Example) 4. Critical
thinking, problem
solving, and
decision making.
Students use critical
thinking skills to
plan and conduct
research, manage
projects, solve
problems, and make
informed decisions
using appropriate
digital tools and
resources. c. Collect
and analyze data to
identify solutions
and/or make
informed decisions.
(Student Standard)

3. Analysis, Statistics,
and Probability

Apply and Create

(Identify Blooms
Level) Students will
be able to apply their
knowledge of
statistics and
soundscape to create
their own
soundscapes that
demonstrate this
knowledge.
(Explanation)

Students get in groups

to have discussions
about the statistics they
gathered. Before
presenting their
statistics to their
teacher, the students
work together to figure
out if there are any
problems with the
statistics or any followup questions to go along
with their questions.
After the students have
thoroughly investigated
their statistics, they
create their soundscape
to share with the class.

4. Shape, Dimension,
and Geometric
Relationships
Reading, Writing, and Communicating
1. Oral Expression and
Listening

The teacher can

create a
soundscape of a
poem or short
story that has
sounds that go

The students split into

small groups and
discuss what they heard
in the soundscape. They
discuss what the poem
or short story was about

Before coming to
class, the students
read the poem or
short story that will
be on the
soundscape. This

along with the

poem or short
story. The
students can then
listen to the
soundscape and
identify sounds
they heard in the
soundscape.
(Teacher Example)
1. Facilitate and
inspire student
learning and
creativity.
Teachers use their
knowledge of
subject matter,
teaching and
learning, and
technology to
facilitate
experiences that
advance student
learning,
creativity, and
innovation in both
face-to-face and
virtual
environments. d.
Model
collaborative
knowledge
construction by
engaging in
learning with
students,
colleagues, and
others in face-toface and virtual
environments.
(Teacher
Standard)

2. Reading for All

Purposes
3. Writing and
Composition

and which sounds they

heard in the background
of the soundscape. The
students will then join in
a large group discussion
about what they heard
and how they might
change the soundscape
if they were to create a
different version.

Students will write a

short story or any
short piece of
writing they would
like. Then, the
students will record
their writing and
create a
soundscape about

Apply and Create

(Identify Blooms
Level) Students will
compose a piece of
writing that they can
turn into an auditory
piece by applying
their knowledge of
how to create a

will help prepare

them for the content
of the soundscape
and will get them
thinking about what
the poem or short
story is about and
what kinds of
sounds they might
hear.

The students use a

computer program
that helps them do
voice recordings so
they can practice for
when they do voice
recordings for their
own soundscape
and have to match

it, including sounds

or music that go
along with their
writing. (Student
Example) 1.
Creativity and
innovation.
Students
demonstrate
creative thinking,
construct
knowledge, and
develop innovative
products and
processes using
technology. b.
Create original
works as a means of
personal or group
expression. (Student
Standard)

soundscape.
(Explanation)

their recordings with

sounds and music.

4. Research and
Reasoning
Social Studies
1. History

For the beginning

of a unit or lesson,
the teacher will
create a
soundscape that
includes the story
of a battle or war
and has sounds
(gunshots, yelling,
etc.) in the
background of the
story to give the
story some depth
and help the
students
remember what
the story was
saying. (Teacher
Example) 2.
Design and
develop digital
age learning
experiences and
assessments.
Teachers design,
develop, and
evaluate
authentic learning

Students take the war or

battle they learned
about in class through
the soundscape and do
some more research on
it at home so they can
come to class with some
interesting facts to
share with small groups
and then the whole
class. This will allow
them to practice
research skills and help
them have a deeper
understanding of the
lesson.

Students watch a
video after the first
lesson about the
war or battle that
further explains the
battle or war. This
will give the
students more
information that
adds to the lesson
and keeps them
thinking about the
lesson so they can
come to class and
remember most of
what they had
learned the day
before.

experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in
context and to
develop the
knowledge, skills,
and attitudes
identified in the
Standards. a.
Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.
(Teacher
Standard)

2. Geography

The students will

get in groups and
each group will
choose a different
continent. The
groups will need to
create a
soundscape of the
different sounds
someone might
hear in their
continent, including
animals, music,
marketplaces, etc.
This project will
require the students
to do research on
their continent and
find sounds to go
along with their
research. (Student
Example) 3.
Research and
information fluency.
Students apply
digital tools to
gather, evaluate,
and use

Understand and
Create (Identify
Blooms Level)
Students will research
their continent so they
will be able to
understand and
explain what life is like
on that continent
through the
soundscape they
create and share with
the class.
(Explanation)

The students use a

computer program
that tests them on
their geography
skills. The groups
can take tests and
play games relating
to their specific
continent so they
can become more
familiar with the
countries that are
on that continent.

information. c.
Evaluate and select
information sources
and digital tools
based on the
appropriateness to
specific tasks.
(Student Standard)

3. Economics
4. Civics
Science
1. Physical Science
2. Life Science

Before teaching
about the food
chain, the teacher
shows the
students a
soundscape that
represents the
food chain with
sounds that show
the order of the
chain. This is a fun
way to engage the
students and get
them interested in
the lesson. 1.
Facilitate and
inspire student
learning and
creativity.
Teachers use their
knowledge of
subject matter,
teaching and
learning, and
technology to
facilitate
experiences that
advance student
learning,
creativity, and
innovation in both
face-to-face and
virtual
environments. a.
Promote, support,
and model
creative and
innovative
thinking and

After listening to the

soundscape, with small
groups, students draw a
food chain with the
animal sounds they
heard on the
soundscape. This will
allow them to get a
visual representation of
what they just heard.
The students will have
the opportunity to hear
the soundscape multiple
times if needed. Then
the groups will share
their chains with the
class.

Before coming to
class, the teacher
has the students
watch a video of the
food chain so the
students have a
basic understanding
of the lesson before
the teacher shows
the soundscape and
further explains the
information. This
should help
minimize any
confusion about the
lesson.

inventiveness.
(Teacher
Standard)
Students get into
groups and create
soundscapes that
show their
understanding of
the water cycle
through music and
sounds. The
students will then
present their
different
soundscapes to the
whole class and will
see the different
ways of
representing the
water cycle.
(Student Example)
2. Communication
and collaboration.
Students use digital
media and
environments to
communicate and
work
collaboratively,
including at a
distance, to support
individual learning
and contribute to
the learning of
others. b.
Communicate
information and
ideas effectively to
multiple audiences
using a variety of
media and formats.
(Student Standard)

3. Earth Systems
Science

Understand, Apply,
and Create (Identify
Blooms Level) Students will take
what they learned
from class and
research further
information about the
water cycle to
demonstrate their
understanding of the
water cycle in a
soundscape they
create in groups.
(Explanation)

After creating their

own soundscapes
about the water
cycle and hearing
the other groups
soundscapes, the
students will go on a
computer program
that tests their
knowledge of the
water cycle through
different games and
activities.

Differentiation
Learning Disabilities EEOs

Through
soundscape,
teachers can give
students with
learning
disabilities an
auditory
representation of
the lesson that
may make more

Understand and
Analyze (Identify
Blooms Level)
Student will be able to
better understand
material through the
use of auditory
representation. They
will be able to discuss
and examine the

Students join in small

group discussions about
the soundscape as they
listen to it. They talk
about what they hear
and collaborate to make
sure everyone notices
all aspects of the
soundscape. They use
each other to answer

To appeal to visual
learners, which is
the cast for many
students, the
students will use
any game on a
computer program
that corresponds
with the lesson
taught in the

connections in
their mind
through the use of
sounds and music.
This adds variety
to the lesson so
different learning
styles can be
accommodated.
(Example of how
the teacher can
use soundscape to
help students who
may need an
alternative way of
learning the
material.)

Physical Disabilities
Gifted/ Talented

Other

soundscape with the

teacher or their peers,
leading to better
understanding of the
material.
(Explanation)

Students will create

a soundscape in
which they dive
deeper into a
research project,
gathering more
information to
support their
research, and
putting the
information
together in the
soundscape. They
will find recordings,
sounds, music, etc.
to add to their
soundscape to
create an organized
presentation for
their classmates.
(Explanation of how
gifted and talented
students can be
further challenged
with the
development of
research and
soundscape
creation skills.)

questions before coming

to the teacher.

soundscape. This
will help them
review the lesson
and see which
concepts they need
to focus on.

Students watch a
pre-recorded lecture
on how to gather
research for their
project and their
soundscape so the
time in class can be
spent working on
the soundscape
instead of figuring
out how to gather
information or what
questions to ask.

Reflection: This matrix allowed me to think more in depth about how to further integrate technology in my classroom through the
use of soundscape. I was able to process how I could engage my students in any subject through the use of soundscape I create,
as well as inspire and demonstrate to my students how to create their own resource that they can use to express creativity,
further explore a topic, or observe their growth throughout the year. I have never learned how to create a soundscape or
experienced it as a learning tool in any of my classrooms, but I was able to figure out how to create one and I can see how it
would be a useful tool in a lesson. By completing this matrix, I was able to see how many ways soundscape can be used in the
classroom, and how it can inspire deeper thinking and more excitement in the learning process. Going through the process of
making my own soundscape and reflecting on it, as well as having this matrix when I begin teaching, makes me more confident in
my preparedness for becoming a teacher, and I feel it has strengthened my knowledge of how lesson plans are made and how I
can incorporate more technology in my classroom so the students can connect more to the material. Whether the soundscape is
used to teach a lesson on seasons of the year, shapes, geography, or even lessons about love or patience or any other theme, it
is a useful and fun resource that I plan on using in my own classroom when I become a teacher. It is easy enough for students to
use as well, so I will create my own soundscape to help teach lessons and I will have students create their own soundscapes for
projects and to demonstrate their writing in a fun way. From my own experience, as well as from the ideas that I came up with
myself in this matrix, I can see how using soundscape is a helpful way of teaching any subject area, especially for students who
are more auditory learners.