BYU-Idaho Preschool Lesson Plan

Lesson Plan #27

Lab 4
Musical Instruments

Date: Friday, December 2, 2016

Supervisor: Angelica Lippe and Marianne Lee
Lead Teacher: Rae Miller

Ideas to be Emphasized:
1. Instruments have parts that vibrate fast or slow to make sound.
2. Instruments with keys and strings can play different notes including high notes and low
notes.
3. Instruments can be played using different rhythms.

Preschool Concepts or Skills:

1. Working with others to create something together
2. Keeping rhythm
3. Sense of accomplishment

Assignments:
___________________ Self-Selected _______________ Floater/Runner/Snack
___________________ Small/Focus Groups _________ /_________ Booth/ Photographer
___________________ Outdoor play _______________ Greeter/Walkie (Lead Teacher)
_________ /_________ Snack _______________ Data Collector

Special instructions for the day: Hyrams dad, Mr. Love and some CHILD 150 students
will be helping with the music activity, and the sensory activity during self-selected
activities. Mr. Love will also stay and help with Gathering Time.

SELF-SELECTED ACTIVITIES 1:20 - 2:50 p.m.

Literacy Activities/ Books: Morning Sounds, Evening Sounds by Cecile Schoberle (S4)
Read Aloud Rhymes for the Very Young by Jack Prelutsky (J4), Drummer Hoff by Barbara Emberley
(E10)
Activity Description: The children will be able to write in, and draw pictures in books. The books
will be a few pieces of paper stapled together. The children can look at the alphabet provided to
copy letters. Set up drawing materials on the math table along with the booklets. Set out the
names of the children so that they can copy them. Materials: Booklets (IWP), colored pencils,
markers, and crayons (classroom), name tags (classroom closet)
Child Objective: The children will copy some letters, and demonstrate some print awareness (i.e.
writing from left to right, and holding the books and turning the pages the right way) by making
their own books.
Intentional Teaching: The teachers will model the print awareness skills mentioned above. They
will also assist the children in copying letters, and writing from left to write.
Activity Name Description/Activity Objective Materials, Special Set-up
Creative Art: Activity Description: The children will paint Blocks of Wood (GG)
Wood Painting (6) blocks of wood. Lay down butcher paper to Paint (RR1)
cover the table, and set the blocks of wood in Paint Brushes (RR1,
the center. Set out different colors of paint, Creative Arts 15)
paint brushes, and smocks around the table. Smocks (Laundry Room)
 Child Objective: The children will be creative Butcher (RR1)
by using different colors and strokes on the
blocks of smooth parts of the wood, and the
bark.
Intentional Teaching: The teachers will
encourage creative exploration by asking the
children questions like, What are you doing?
and by talking to them about how the texture
of the wood makes painting different.
*Manipulatives: Activity Description: The children can pluck Picks (IWP)
String Instruments the strings of the string instruments, using DIY String Instruments
and Picks (4) their fingers, or with picks. (IWP)
Child Objective: The children will use their
small muscles to manipulate the picks and
strings by using the picks and their fingers to
pluck the strings.
Intentional Teaching: The teachers will
model how to use the picks, and how to pull
the strings to make sound.
*Math: Piano Activity Description: The piano will be Piano (Clarke building)
Chord Patterns (3) placed against the fort in the book area. The Post-it note tabs (IWP)
piano keys will be color coded with post-it note
tabs. The children can play the keys with the
same colors to play chords. They can look at
the patterns on the piano keys, and try out
different combinations.
Child Objective: The children will experiment
with pitches by playing different combinations
of keys and playing the same colored keys at
the same time to make chords.
Intentional Teaching: The teachers will invite
the children to play the same color keys. They
will tell the children that the sound that the
same color keys make are called chords. The
teachers will also point out the color pattern on
the keys.
Science: Activity Description: The children will use Spaghetti noodles (IWP)
Spaghetti Bridges uncooked spaghetti noodles to build bridges Blocks (Classroom)
(4) with, and to test how strong it is. They can Styrofoam Blocks (RR2,
stick the noodles in the styrofoam and place White 45)
blocks on top of them, or lay them down across
blocks and place blocks on them to test their
strength. The children may also use the art
supplies available in the classroom to build
their bridges.
Child Objective: The children will practice
trial and error by coming up with different ways
to use the spaghetti noodles to create bridges
(IELG D1 G11 CI1)
Intentional Teaching: The teachers will help
the children come up with different ways to use
the spaghetti noodles to make bridges. They
will help the children test out their ideas.
Sensory Table: This activity will be prepared and set-up by the
Community CHILD 150 students.
Helpers (6)
Blocks: Magnetic Activity Description: The children will use Magnetic Tunnels and
Tunnels and the magnetic board to build tunnels and Ramps (GG)
Ramps (4) pathways for the balls. Set out a few of the Wooden Blocks (classroom)
triangular blocks to roll the wood cars and balls
down too. Set up some blocks around the block
area to keep the balls from rolling away too far.
The felt board may need to be moved to fit the
metal board.
Child Objective: The children will develop
gross motor skills by using their large muscles
to lift and move the tunnels. They will also
come up with different ways for the balls to
move through the tunnels.
Intentional Teaching: The teachers will help
children come up with different ways to set up
the tunnels. They will invite the children to
come up with new ideas, and will help them try
out their ideas.
*Dramatic Play: Activity Description: Set up a stage with the Plastic cups and plates
Music Caf wooden box blocks and the instruments. Place (RR2, Yellow 232)
the different instruments on the shelves. Set Spoons and Pitchers (RR2,
up the table with plates, cups, pastries, tea Yellow 233)
pots, and spoons. In a spot that can see the Pastries and treats (RR2,
stage. Yellow 234)
Child Objective: The children will make the Blocks (classroom)
instruments vibrate to make sound by Blow-up Instruments (WR)
performing on the stage with the instruments. Rain Sticks (WR)
(IELG D4 G46 CI6) Blue Man Group Piano (WR)
Intentional Teaching: The teachers will talk Autoharp (WR)
to the children about the different ways that Guitar (WR)
instruments make music.
*Music: Boom Activity Description: The children will use Boom Whackers (Provided
Whackers (6)@ the boom whackers to create sound by hitting by Mr. Love)
them on different objects according to Mr.
Loves specifications. This activity will be set
up at the math table.
Child Objective: The children will make music
by hitting different sized tubes to make
different notes.
Intentional Teaching: The teachers will
follow Mr. Loves instructions on how to use the
boom whackers, and will model how to use
them. They will assist the children in how to
properly use them. They will explain how the
tubes vibrate to create sound. They will ask the
children questions about the different tubes
and how the different tubes make different
sounds because they are different lengths.

Alternatives:
Creative Art: Description: The children will glue a variety of Blank paper (classroom)
Collages materials onto paper to create a collage. Crayons (classroom)
Markers (classroom)
Colored pencils (classroom)
Tape (RR1)
2nd: Bowling Description: The children will throw or roll the Bowling set (GG)
bowling ball at the pins to knock them over.
They can set the pins back up to try again. Set
out all the bowling pins and balls available in
the GG. Set up the pins by the two
perpendicular shelves (remove the mirror) So
that they children could roll the bowling ball
parallel to the line that separates the tile and
the carpet.

ROTATING SNACK 1:00-1:40 p.m.

Boiled egg snowmen, crackers and water

OUTDOOR PLAY 1:10-2:30 p.m. Location: South

Playground
Make sure that the mallets for the lady bugs are available.
Gross Motor: Description: Set out the shuffle board set and Shuffleboard set (GG)
Shuffle Board the metal ramp on the grass by the preschool Metal Ramp (GG)
doors. Lay the ramp down flat on the grass.
The children can push the shuffle board pucks
across the metal ramp using the shuffleboard
pucks. Use tape to divide the ramp into 5
different sections. Use the tape to show point
amounts for each section (use numbers 1-5).
Objective: The children will develop gross
motor skills by using their large muscles to
push the shuffleboard puck across the ramp.
Intentional Teaching: The teachers will show
the children that pushing their puck into
different sections will earn them different point
amounts. Teachers will model using control to
push the puck to earn more points. The
teachers will also facilitate sharing and turn-
taking at this activity.

*2nd: Percussion Description: Hang the metal pots from the Metal Pots (IWP)
fort low enough to the ground that the children Rope (IWP)
can reach them. The children will hit the metal Rhythm Sticks (WR)
pots with the rhythm sticks to create sound.
Objective: The children will say that they
make sound by hitting the metal pots. They will
be able to verbally use cause and effect to
describe their actions. (IELG D4 G43 CI1)
Intentional Teaching: The teachers will talk
to the children about the different sounds the
pots make. They will ask them questions like,
How do you think it makes that sound? The
teachers will talk to the children about how the
pots vibrate to make sound.
3rd: Golf Description: The children will use the golf Golf Set (GG)
clubs to hit the golf balls to, or into the cones. Cones (SS)
Set this activity up on the grass by the grass
hut. Place the cones up for the children to hit
the golf balls into them (i.e. lay them down on
their side, or set up two next to each other).
Objective: The children will be able to use
their large muscles to swing the golf club and
hit the golf ball by playing with the golf set and
trying to get the golf ball to the cones.
Intentional Teaching: The teachers will assist
the children with holding and striking with the
golf club, and showing them that they can hit
the ball at, or into the cones.

CLEAN UP 2:50-2:55 p.m.

The teachers will sing Its Clean-up Time at Preschool twice.

GATHERING TIME 2:55-3:10 p.m.

Transition
The lead teacher will play Twinkle, Twinkle Little Star on the violin. The mats will be set out for
the children to sit down and listen. Materials: violin (IWP), and mats (classroom)
Activity Name Description Materials
1. Vibration Set out the magnetic board in front of the felt Magnetic Board (GG)
Makes Sound board. Does anyone know what vibrate Violin (IWP)
(Instruments means? Vibrating means shaking back and Magnifying Glasses (RR1,
have parts that forth. Watch the metal board, and I will show Purple 74)
vibrate fast or you what vibration looks like. You will see it
slow to make shake back and forth. The teachers are going
sound.) to pass out some magnifying glasses for
everyone so you can watch really closely. Pass
out the magnifying glasses, then shake the
metal board. When the board vibrates, it
makes a sound. Did anyone hear the sound it
made? Shake the board again. When I play
my violin, I use my bow (thats this stick-
looking thing) to make the strings vibrate. I
vibrate the strings to create sound. We play
different sounds to make music. Sometimes
when I play my violin, I use vibrato. Thats
when I move my finger back and forth like this
so you can hear the string vibrate more. Show
the children what vibrato looks like and ask
them to listen for the vibration. The slower
something vibrates, the lower the sound. The
faster it vibrates, the higher the note. The
thickest string on my violin vibrates slow and
makes a low sound. Play G string. My
thinnest string vibrates fast and makes a high
sound. Play E string. All instruments vibrate in
a different way to make sound.
2. Music is Made Hyrams dad knows a lot about instruments. Piano (Clarke Building)
up of Different He knows a lot about pianos. He is going to
Notes help us learn about how pianos can play **Note: During clean-up,
(Instruments with different notes. Introduce Mr. Love. Mr. Love the piano should be pushed
keys and strings will teach the children about how the piano can over to the gathering time
can play different play different notesincluding high notes and area.
notes including low notes.
high notes and low
notes.)
3. Make a When you play an instrument, you combine Rhythm Sticks (WR)
Rhythm playing different notes with different rhythms.
(Instruments can When I was younger, my violin teacher taught
be played using me some different rhythms. Show them tucka-
different rhythms.) tucka-down stop, up pony down pony, and
tremolo on the violin. The teachers are going
to pass out some rhythm sticks so we can try
out some different rhythms. You can hit them
on the ground and in the air, but not on your
friends. Pass out the rhythm sticks and
practice a few different rhythms with the
children by hitting the rhythm sticks on the
floor.
Transition to A conductor is someone who leads a group of Popsicle Stick (Classroom)
Small Focus musicians. They use a stick like this to lead the
Groups musicians. Today you are all going to be
musicians, and the teachers are going to be
conductors. When I tap you with my
conductors stick, go with the teacher I tell
you. Invite each teacher to stand up when it is
their group. Tap each child with the conductors
stick to dismiss them to their small focus
groups. (IELG D4 G46 CI 1)

SMALL FOCUS GROUP

3:10-3:25 p.m.
Group #1 (Perri) Group #2 (Angelica) Group #3 (Lindsay) Group #4 (Natalie)
Jane, Ace, Iris, Bruin, Brennan, Jade, Ellie, Landon, Rebecca, Hyram, Emmy,
and Kai Macy, and Cannon Olivia, and Griffyn Mayli, Brekken, and
Reagan
Your Activity Description & Objective Materials
Wind Instruments Description: The children will make their own 1) Materials:
wind pipe instruments. To make the instruments, Straws (RR1,
take straws and lay then across a piece of tape. Orange 14),
Tape all the straws together in a straight line, with masking tape
the straws together. Cut a diagonal line across the (RR1), and
straws so they are all different lengths. After the scissors
straw instruments are made, help guide the (classroom)
children to blow into the straw wind pipes. The 2) Rondo in C by
children will have to hold the straws away from Paul Fleischman
their mouths when they blow to produce sound. (H27)
Talk about how the straws vibrate to make sound, 3) Ding, Dong, &
and how the different lengths of the straws make Other Sounds by
different pitches, or notes. Allow the children to Christine Salac
experiment with their instruments. Dubov (T D4)
Objective: The children will make and play their 4) I Make Music by
wind pipe instrument and talk about the straws Eloise Greenfield (T
vibrating to make sound by blowing into the straws G3)
and having a conversation about them. (IELG D1 5) Knock, & Other
 G14 CI7) Sounds by Christine
Intentional Teaching: The teachers will assist the Salac Dubov (T D5)
children in making the instruments. They will
demonstrate how to blow into them, and will
explain how they make sound, and how they make
different pitches.

CLOSING CIRCLE 3:25-3:40 p.m.

Transition Play The Liberty Bell by The Presidents Own U.S. Marine Band. Set Bells out for the
children to play the bells to the music. March in a circle while playing the bells. The mats will be
laid out, and could be used like stepping stones. When the children are gathered around, end the
song, clap and say Thank you musicians! Please hand your instruments to one of the teachers.
For our next performance, we will perform an operaa story put to music Please be seated.
Materials: Mats (classroom), I-Pad (Sister Ponds office), and bells (WR)
Activity Name Description Materials
Book: A Soup Read A Soup Opera by Jim Gill. Sing as you read the book. A Soup
Opera Invite the children to sing the singing parts of the book with Opera by Jim
you. Gill (G28)
Review: Things Today, we learned about vibration. Can anyone tell me what Dynamics
Vibrate to Make the word vibrate means? Vibrate means shaking back and Signs
Sound forth. Instruments vibrate to make sound, like my violin, or (Classroom
Mr. Loves piano. Did you know that your voice vibrates when closet)
you talk or sing? Lets test it out. Everyone put your hand on
your throat like this. Now lets sing Twinkle, Twinkle Little
Star. Try to feel your voice vibrate as you sing. Sing the
song. Raise your hand if you felt your voice vibrate.
Review from Who remembers when Miss Perri taught us about tempo and Egg Shakers
Previous dynamics? She taught us that music can be played quietly, (WR)
Lesson: loudly, fast, and slow! Lets see if we can play these egg
shakers using tempo and dynamics! Pass out the egg
shakers. Watch for when I hold up each sign. We are going to
shake the egg shakers fast, slow, loud, and quiet.
Fingerplay: Put Do the Baby Finger Play. After each time the baby wakes up,
the Baby to Bed ask, What does the Baby Need? Add in the childrens
suggestions to the fingerplay after Cover the baby in the
bed. Get quieter and quieter with each verse.
Phonemic Read Scat the Cat. Have the children predict what color Scat the Cat
Awareness: Scat Scat will turn. (Miss Mary)
the Cat
Game: Bug Under Play Bug Under the Rug. Have the children close their eyes. Blanket or
the Rug Select a child to hide under the rug. Chant Bug, bug, under sheet
the rug. Whos that bug under the rug? Have the children (Beautiful
guess who is under the rug. Junk)
Music: A Tooty Ta The children will sing A Tooty Ta by Dr. Jean, and do the I-Pad (Sister
actions with the teacher. Ponds
Office)
Game: Game: Red Tell the children that when the person who is it turns around Red Stop
Light Green and says green light they need to try to get close to touch Sign and
Light tap them on the back. When the person says red light and Green Go
turns to face them, they must freeze. If someone gets caught Sign (IWP)
moving on the red light, they must go back. The first person
to get to the red light/green light person gets to go next.
WORDS TO SONGS & FINGERPLAYS:
Baby Fingerplay
Its time to go to bed,
Put the baby in the bed,
Cover the baby in the bed,
(Add what baby needs here)
And kiss the baby goodnight.
MWAH!
Will the baby wake up?
WAHHH!
A Tooty Ta
Chorus:
A tooty ta, a tooty ta, a tooty ta, ta!
Verses:
1. Thumbs Up! 2. Elbows back! 3. Feet apart! 4. Bottoms up! 5. Tongue out! 6. Eyes closed!
7. Turn Around!

RESOURCES:
Sister Olsen (Baby Fingerplay)
laughingkidslearn.com (Wind Pipe Instruments)
http://kidsmusic.djjohnnyonly.com/blog/lyrics-and-movements-for-a-tooty-ta-song/ (A
Tooty Ta Song)