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Sample Lesson Plan: Science of Sound

Teacher: Ms. Jackson Level: 4th Grade

Scope and Sequence: Found Sounds (Timbre)

Objectives:
1.   Before it is presented to them, students will draw and label a diagram of what they think
happens in and around the bottle to make sound.
2.   Students will observe and record their exploration of the sounds of glass battles.
3.   Students will create a hypothesis.
4.   In groups of three, students will create, implement, and reflect on an experiment to test
their hypothesis.
5.   After a short presentation on sound, students will draw and label a diagram of what they
think happens in and around the bottle to make sound.
6.   In groups of three, students will create an instrument that has at least two different
pitches.

National Standards Addressed:

§   MU:Cr.3.4 Evaluate, refine, and document revisions to personal music, applying teacher-
provided and collaboratively-developed criteria and feedback to show improvement over
time.
§   MU:Cr.4.4 Present the final version of personal created music to others, and explain
connection to expressive intent.
§   MU:Pr.2.4.a Demonstrate understanding of the structure and the elements of music (such
as rhythm, pitch, and form) in music selected for performance.
§   MU:Re.4.4 Evaluate musical works and performances, applying established criteria, and
explain appropriateness to the context.
§   MU:Cn11.0.4a Demonstrate understanding of relationships between music and the other
arts, other disciplines, varied contexts, and daily life.
§   NS.K-4.1: Science as Inquiry As a result of activities in grades K-4, all students should
develop Abilities necessary to do scientific inquiry, Understanding about scientific
inquiry

Materials:
●   Glass bottles  
●   Water  
●   Worksheets: Science of Sound  
●   PowerPoint  
●   For Instruments (8 groups)  
●   Rubber bands
●   Straws
●   Metal things, cans,
●   Plastic bottles
●   Balloons
●   Toilet paper / paper towel rolls
●   Popsicle sticks
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Sequence:

Pre-Assessment:
1.   Ss and T watch video of bottle boys: https://www.youtube.com/watch?v=-­‐
E1YP53WAuE&index=13&list=PLhJac5iLNoVVXxyPW7C0m6IhQ7HlrTCIi  
2.   T’s helper passes out worksheet packets.
3.   T calls rows for Ss to get white boards and pencils.
4.   T: “based off the video, how do you think the bottle makes a sound, fill out the first
page.”
5.   Ss work on the first page.

Activity 1: Observe and Record

6.   T: “now that you have explored what you think sound looks like we are going to conduct
an experiment to test our thoughts. The first thing we need to do is observe and record, so
each of you is going to get a bottle with water in it and you can try different ways of
making sound with it.
7.   T: “looking at page two of your worksheet, let’s see…” T blows over bottle, “how would
you describe that sound? , it’s a high sound so where it says I hear… you would write a
high sound.”
8.   T: “when I hand your bottle, just place it quietly in front of you until I tell you explore.
9.   T passes out bottles.
10.  Ss explore their own bottles first.
11.  T: “to explore different variables you can ask people who have different size bottles and
water levels to play their bottle, but please, PLEASE, do not put your lips on someone
else’s bottle, the only bottle you can play with your lips is the one I gave you, this is very
important because we have a lot of people sick right now and we don’t want any more
people sick.”
12.  T: “okay, don’t move yet, when I say explore, you may work with a partner to fill out the
second page but remember you can only play the bottle I gave you, explore!!”
13.  Ss work together exploring sounds with the bottles.
14.  T: “based off of your observations so far which of these bottles will sound lower” T has
one bottle with a lot of water, the other has only a little bit of water. T taps the bottle
instead of blowing over it.
15.  Ss finish up page two.

Activity 2: Experiment
1.   Allow students to choose groups.
2.   T: “in your groups, share your observations, create a hypothesis, and create an
experiment by filling out page 3 of the packet.”
3.   T: “Once you have a plan for your experiment, raise your hand and then we’ll get you
your materials.”
4.   Ss conduct their experiment.
5.   T presents PowerPoint about sound. (pages 4 & 5)
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Activity 3: Create
1.   Show Video: https://www.youtube.com/watch?v=oAxJOQYsqyc
2.   T: “what are some different ways to play an instrument?” hit it, strum, blow in or over it,
etc.
3.   T: “today your group is going to create your own instrument.”
4.   T shows students the materials they can use to create their instrument. “each group will
get, a shoe box, rubber bands, etc.”
5.   T: “before I hand out any of the materials, in your groups you are going to draw a
diagram, make a list of materials, and make a plan to create your instrument.”
6.   Ss work in groups to develop a plan.
7.   T passes out materials.
8.   Ss work in groups to create instruments.
9.   T: “it’s okay if your instrument is not finished we are just going to show each other what
we have so far”
10.  Ss present instruments.
 
Assessment:
1.   Teacher will collect worksheets and grade using the rubric below.

 
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Reflections
https://www.youtube.com/watch?v=70JtptvVaf0&feature=share

1.   As I reflect on the lesson, to what extent were the students actively engaged? How do
I know?
I think they were engaged a majority of the time because the directions were given on the board.
So if they weren’t engaged they didn’t know what was going on and nobody wants to be the
clueless kid.

2.   Did the students learn what I had intended? Were my instructional goals and
objectives met? What is my evidence?
Yes, they learned what was intended. I have worksheets with pre-assessment, post assessment,
and it provides an outlet to see student thinking.

3.   Did I alter my goals, strategies, activities, student grouping and/or assessment as I

taught the lesson? If so, what changes did I make and why did I make these
changes?
One of my strategies was to not talk the entire time. I changed this because I realized that some
groups needed my guidance. I also wanted to add a step to my instructions so I had to say that
part out loud.

4.   Were my strategies and activities effective? What is my evidence?

I think the silent lesson went really good. The students were engaged the whole time and some of
them thought it was really fun.

5.   To what extent did the classroom environment (Respect and Rapport, Culture for
Learning, Classroom Procedures, Appropriate Student Behavior, the Physical
Environment) contribute to student learning? What is my evidence?
This lesson would not have been successful if I did not already have respect and rapport with the
students. This class is a tough bunch of kids but I really love them and I think they love and
respect me too. I stated on my 1st slide that they were in charge of their learning. This class does
not know how to behave appropriately in music class. They talk out of turn, they blurt out, and
they just can’t sit still but we are slowly learning how the class should run.

6.   Was my assessment effective and useful to my students and me? Describe an

instance in which my feedback positively affected a student's learning.
Formal assessment will be given later on when I read through and comment on their worksheets.
But informally I would comment on student’s observations and thinking and I think it helped
encourage excitement.

7.   If I had the opportunity to teach this lesson again, what might I do differently?
Why?
I would figure out how to pass out materials in a more productive way. It takes us a long time to
pass out materials and put away materials because I have to baby them and do it step by step. I
would like to find a way to pass out materials yet still be doing something musically valuable so
we are using all of our time learning.
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Science of Sound

What do you think sound waves look like?

In the box below draw and label a diagram of what you think happens in and
around the bottle to make sound.

When you are finished, place your paper in front of you and quietly ponder the interactions of
sounds that surround you.
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What do you observe?

Write or draw/label your observations in the box below.

I hear…

I see…

I feel…

I think _______________________ changes the pitch.

(Choose an Observation)

I think this because

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
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Use what you hear, see and feel to explain to your group why you think your
variable changes the pitch.

My group thinks ____________________ changes the pitch.

(Variable)

We think this because

______________________________________________________________

______________________________________________________________

______________________________________________________________

We will test this by

______________________________________________________________

______________________________________________________________

______________________________________________________________

What did you find out?

______________________________________________________________

______________________________________________________________

______________________________________________________________
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What is Sound??

v   A Sound wave is _________ not ____________.

v   _________ get closer, then farther apart, but stay in the same
place, like a surfer waiting for a wave.

v   Sound needs a _____________ such as solids, liquids, and gasses

to travel through.

v   Sound also needs to come from a ______________ which

provides energy for particles to vibrate.

Simile:

Sound is like ______________ because

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
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What did you learn?

What do you think sound waves look like?

In the box below draw and label a diagram of what you think happens in and
around the bottle to make sound.
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Working with your group make a musical instrument out of recycled materials.

Be prepared to share your instrument at the end of class.

1. Challenge: Create an instrument that 4. Imagine: Brainstorm ways to complete

has at least two different pitches. the task.

2. Plan: Draw a diagram.

5. Create: Follow the plan and make a

model.

6. Improve: What worked? What didn’t?

How can we make it better?

3. Make a list of materials you will need.