Running head: INVESTIGATING THE PROPERTIES OF SOUND WITHIN MUSIC 1

Investigating the Properties of Sound within Music

Personal Learning Project: Grade 4 Mini-Unit Plan

Tory McCracken

JICS, University of Toronto

APD2214: Cross-Curricular Teachings and Pedagogies

Heather Birch

December 12, 2017

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Unit Context and Big Ideas

This mini-unit plan is intended for a Grade 4 class currently studying the Science strand

of Understanding Matter and Energy: Light and Sound. As the classroom teacher, I have a

recently developed musical skill of playing the ukulele. These Grade 4 students range in their

musical abilities, but all enjoy different types and aspects of music. The students in this class are

already very familiar with the elements of music, and are reviewing them in Music class along

side these lessons. This unit plan is intended to help students reach the following big ideas:

Sound if a form of energy with specific properties, sound is created by vibrations, and the

elements of music can be altered to manipulate sound. By the end of this unit, students will have

met the following specific expectations:

Ontario Science Curriculum (OME, 2007):

2.3 investigate the basic properties of sound (e.g. conduct experiments to show that sound

travels, that sound can be absorbed or reflected, that there is a relationship between vibrations

and sound) (p. 91)

2.4 use technological problem-solving skills (see page 16) to design, build, and test a device

that makes use of the properties of sound (e.g., a musical instrument, a sound amplification

device) (p.91)

3.4 describe properties of sound, including the following: sound travels; sound can be absorbed

or reflected and can be modified (e.g., pitch, loudness) (p. 92)

3.5 explain how vibrations cause sound (p. 92)

Ontario Arts (Music) Curriculum (OME, 2009):

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C1.1 sing and/or play, in tune, from musical notation, unison and two-part music with simple

accompaniments from a wide variety of cultures, styles, and historical periods (e.g., perform folk

songs with syncopation and traditional songs with a simple harmony part) (p. 104)

C1.2 apply the elements of music when singing and/or playing, composing, and arranging

music to create a specific effect (e.g., compose pieces using different expressive controls, such as

staccato/legato or crescendo/decrescendo, to create contrasts and changes in mood; compose a

pentatonic melody for recorder or voice with a bordun for an accompaniment) (p. 104)

The lesson plans included in this document are only three of the possible lessons from the

entire unit. Context will be given between lesson plans to understand the flow of the full unit.

This unit plan is operating at Snyders (2001) described level of Integration. The central idea of

Sound is being explored through more than one discipline, those being science and music. The

group discussions (oral), research (reading), experiments (procedural writing), and the

culminating task (written component, and oral presentation), also integrate Language Arts by

using these to explore the theme of Sound. Snyder (2001) states that in an integrated unit,

application and synthesis of ideas from one discipline to another are encouraged, leading

students to develop deeper understanding and critical thinking through the comparing and

contrasting of ideas, (p. 36). These requirements are all demonstrated in the following unit plan.

The lessons described below relate to the science inquiry unit into Sound. Alongside these

lessons, there would be separate Music lessons in which students would continue learning about

how to manipulate the elements of music. The final lesson plan provided, as well as the

culminating task will integrate these Science lessons, and the instruction being taught during

Music.
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Lesson One
Title of Lesson: What Do We Know About Sound?
Grade(s): 4 Subject(s): Music & Science
Date: Day 1 of unit
Previous Experience/Knowledge Needed
Understanding of the elements of music
Big Idea:
Activate prior knowledge relating to: sound and how it can be changed, and the elements of music
Instructional Strategies to Reach all Students:
Visuals: KWL chart
Organization of students ideas posted and available as reference (KWL chart)
talking-time
Extensions: Students are free to generate their own questions and ideas open-ended
Accommodations/Modifications: Partner can scribe on sticky notes, teacher writes ideas on chart paper,
ELL support if needed
THE LESSON
Preparation
Materials (and how they are organized):
KWL Chart (prepared in advance) and marker Post on board during lesson
Sticky notes for each pair of students & writing utensils
Physical Space:
Carpet gathering space
Students can sit on pillows, stools, chairs, if needed
Procedure:
Introduction/Connection:
o Begin with personal connection/story about learning the ukulele explanation of being
tone deaf/not thinking of myself as a musical person
o Play a song for the class (Basic version)
o Play the same song, but change some elements of the original music duration, pitch,
dynamics and other expressive controls, timbre, texture/harmony, form
Pose question to students for open discussion: What changed about the sound?
Hang on board prepared KWL chart
Ask students to sit knee to knee with an elbow partner and discuss for two minutes, What do you
think about when you hear the word Sound?
o Possible prompt: Why did the way I hear musical sound change while I learned the
ukulele?
After 2 minutes, ask students to share what they Know about sound record their thoughts in
the Know column of the KWL chart
Ask students to sit knee to knee with an elbow partner again and this time write down as many
questions as they can (on sticky notes) about sound What questions do you have about sound?
(e.g., how is it made/heard, how can it be changed)
As students begin to form many questions, have them post their sticky notes in the Wonder
column of the KWL chart
Bring all students focus back to the chart, and read the questions aloud to debrief
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Closure:
o Ask students to begin to think about how we might group some of these questions
together, and what questions they are most interested in exploring themselves next class
we will begin our research into this topic to begin conducting experiments with sound!
Assessment
Music: Students will demonstrate that they have some prior knowledge of the musical elements
Science: Students will demonstrate critical thinking about the topic of sound
Documentation
Music: Communication in discussion of elements changed in ukulele song
Science: Sticky notes of questions students have, ideas generating during discussion

Lesson Two

During this lesson, the class would work together to group their questions into categories,

and create overarching questions for each group. Following this, students would then select their

area of interest to research, experiment, and create a final project on. Based on which students

choose each category, they can work individually, in pairs, or in groups of three for the duration

of this project, with others who have the same research interest as them. Students would then be

given time during this period to generate with their group some ideas for experiments they may

wish to conduct in order to find answers to their research question. Laptops/computers/iPads

would be available during this time to conduct any preliminary research needed in order to

conduct these experiments, but NOT to find answers to their questions.

Lesson Three

The students would have already had some instruction in procedural writing, and this

lesson would be used to activate this prior knowledge, using an anchor chart for students to

reference. Students would then be given time to write their procedure for the experiment they

would like to conduct based on their research question this may extend over a few periods, and

conferences would be had with the teacher to determine materials, and space needed.

Lesson Four

Title of Lesson: Conducting Experiments to Manipulate Sound

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Grade(s): 4 Subject(s): Science (& Music)

Previous Experience/Knowledge Needed
Knowledge of procedure to conduct experiments
Experience recording observations
Big Idea:
Students will begin to understand the properties of sound and how sound can be manipulated
Students will begin to form ideas related to sound and vibrations
Curriculum Expectation(s):
Science SE 2.3 investigate the basic properties of sound (e.g. conduct experiments to show that sound
travels, that sound can be absorbed or reflected, that there is a relationship between vibrations and
sound) (OME, 2007, p. 91)
Instructional Strategies to Reach all Students:
Graphic organizer for recording observations
Engagement through hands-on experiments
Extensions: Open-ended structure, students are not required to follow structure of observation handout
Accommodations/Modifications: Open-ended, students can receive support for recording observations,
simplified observation handout
THE LESSON
Preparation
Materials (and how they are organized):
Schedule of student experiments Depending on space, 1-4 happening at one time
Any materials needed for student experiments, organized before hand
Clipboards, pencils, and observation handout
Physical Space:
Pre-assigned area (as discussed in the student-teacher conferences)
Procedure:
Introduction/Connection:
o Begin with first group of experiments other students are observing and recording on
their observation handout on a clipboard what happens students can choose which
experiment they want to observe
Samples of hypothetical student-generated research questions and experiments:
Example Experiment 1:
o Q: What will happen to the sound produced by the ukulele if we fill the sound hole?
o Experiment: Try with different materials towel, aluminum foil, marbles, etc.
Example Experiment 2:
o Q: What happens to sound under water?
o Experiment: Using a tuning fork, bang the fork and then put it into a bowl of water
This process may extend over a few periods until all students have had an opportunity to conduct
their experiments
Following completion of ALL experiments:
Students work within their individual groups to summarize the results of their experiments and
create a short (5-minute max) summary to present to the rest of the class
Closure:
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o Next class, students will be presenting their results and the floor will be opened for other
students to share their interpretation of the results as well as their observations if they
observed that experiment
Assessment
Science: Students will demonstrate a foundational understanding of the properties of sound, and
that sound is caused by vibrations
Documentation
Science: In the next class, the summary presentation will act as evidence of the students
understanding

Lesson Five

This lesson is reserved for students to present their summaries of the results of their

experiments. During this time, the teacher would record student ideas on a large chart paper, in

the form of a mind map, with the research topic at the center. On the bottom of each mind map,

the students in that group will write one (or two) question(s) to summarize what they are still

unsure about regarding their research topic. This question will be the basis for their research.

Lesson Six

Using the resources collected from the library, laptops, and other research resources

available, students would investigate their pressing research question. After gathering this

information, students would then formulate their ideas and informally present their findings to

the rest of the class (in group discussion). During this discussion, students would be expected to

reference their experiment and use the information they have gathered to make sense of the

results that occurred in their experiment. During this time, the teacher would record on the KWL

chart what each group of students has learned from both their experiment and their research. At

this point, the teacher would label the students learning by introducing the properties of sound

(sound can travel, sound can be absorbed or reflected, sound can be modified) and the

relationship between sound and vibrations. A separate lesson of direct instruction may be needed
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depending on student understanding at this point, as demonstrated through assessment and

documentation.

Lesson Seven

Title of Lesson: Orchestra Field Trip

Grade(s): 4 Subject(s): Music & Science
Previous Experience/Knowledge Needed
Knowledge of the elements of Music (developed during Music classes) and the Properties of
Sound (as developed in previous lessons)
Big Idea:
Students will begin to understand ways to manipulate instruments, and area in order to
demonstrate the properties of sound and change the elements of music
Curriculum Expectation(s):
Science SE 3.4 describe properties of sound, including the following: sound travels; sound can be
absorbed or reflected and can be modified (e.g., pitch, loudness) (OME, 2007, p. 92)
Instructional Strategies to Reach all Students:
Engaging real-life application of knowledge
Extensions: Blank space on back of graphic organizer can be used for additional notes, pictures,
questions etc.
Accommodations/Modifications: Graphic organizer with blank boxes where students can draw pictures
instead of writing, or room to write larger not on lines
THE LESSON
Preparation
Materials (and how they are organized):
Clipboards/notebooks and pencils for all students
Observation graphic organizer
Physical Space:
Theatre
Procedure:
Introduction/Connection:
o Students are attending a field-trip to hear an Orchestra
o While still at school, walk students through the observation graphic organizer
o Remind students about what we know regarding the elements of music, as well as the
properties of sound
The graphic organizer has the following things to think about:
o What do I notice about the area where the musicians are performing? How does the stage
look? How does the inside of the theatre look?
o What instruments do I recognize? What do I notice about the shapes of each of these
instruments?
o What elements of music do I notice throughout the performance?
o How do the musicians use the elements of music to change the type of sound that I hear?
o How is sound able to travel throughout the theatre?
o Is there evidence of sound being reflected?
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o Is there evidence of sound being absorbed?

o How is the sound being modified (e.g., pitch, loudness, etc.)?
Throughout the performance, students will use the graphic organizer as a guide for their
observations There will be blank space on the back to record any other observations that they
wish
They should be thinking about how the elements of music are being used in the performance, and
how the properties of sound are being used to enhance the music
Attend performance at the theatre
Closure
o Some debrief can be provided on the bus ride home, but full consolidation should be
provided during next class time
Assessment
Music and Science: Students are actively engaged during performance and recording observations
Documentation
Music and Science: Anecdotal notes of student engagement and answers given on observation
handouts:
o Music: What elements of music do I notice throughout the performance? How do the
musicians use the elements of music to change the type of sound that I hear?
o Science: How is sound able to travel throughout the theatre? Is there evidence of sound
being reflected? Is there evidence of sound being absorbed? How is the sound being
modified (e.g., pitch, loudness, etc.)?

Lesson Eight

In this lesson the teacher would debrief the field trip with students by handing back out

their observation sheets for them to use as a reminder/reference. Student learning should be

recorded on the KWL chart, and students should be encouraged to share their observations as a

class for knowledge building.

Lesson Nine

Students would now begin to work on their culminating task which incorporates all that

they have learned over the course of this unit, and demonstrate that they have met all curriculum

expectations mentioned in the Lesson Context and Big Ideas, for both Music and Science. For

the culminating task, students work in their groups (individual, pair, or group of three) and

choose to create one of the following:

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Option 1: Design, build, and test a musical instrument that makes use of at least one of the

properties of sound.

Written Component: Explain your instrument, the properties of sound used, and the elements of

music demonstrated

Option 2: Write and perform (on an instrument of choice, or on a computer program, e.g., garage

band) a piece of music while making use of at least one property of sound.

Written Component: Describe the elements of music in your piece, and how they relate to the

type of sound produced, as well as the properties of sound you used

Success criteria for each of these projects should be co-created with the students. The written

component included in these projects makes cross-curricular connections to Writing in the

Language curriculum, and having students present their work also meets curriculum expectations

in Oral Language. By incorporating these two areas, the teacher will be making literacy relevant

and meaningful for students. At the end of this project, student work should demonstrate their

overall understanding of the big ideas: Sound if a form of energy with specific properties, sound

is created by vibrations, and the elements of music can be altered to manipulate sound.
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References

Ontario Ministry of Education (2009). The Ontario curriculum grades 1-8: The arts. Retrieved

from http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf

Ontario Ministry of Education (2007). The Ontario curriculum grades 1-8: Science and

technology. Retrieved from

http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf

Snyder, S. (2001). Connection, correlation, and integration. Music Educators Journal, 87(5), 32-

70.