Jessica Meador

September 14, 2010

Introduction

Lesson Plan Topic: Students will investigate and understand that objects may vibrate
and produce sound.

Length of lesson: 40 minutes

SOL: 1.2 The student will investigate and understand that moving objects exhibit
different kinds of motion. Key concepts include
a) objects may have straight, circular, and back-and-forth motions;
b) objects may vibrate and produce sound; and
c) pushes or pulls can change the movement of an object.

Cognitive Objectives

Students will:
• Make drums that will vibrate and produce sound.

Materials/Technology and Advanced Preparation

Materials:
25 small cans
Bag of beans
Balloon
Rubber band
Pencil with an eraser

Advanced Preparation:
1. Check out the book, Oscar and the Bat: A book about Sound
2. Buy and set up supplies
3. Cut off top of balloons. Model how to stretch the rubber band over the balloon to cover
the open end of the can.
4. Make bags with beans (1/2 cup per bag), one balloon, one rubber band, and one pencil.

Teaching and Learning Sequence

Introduction/Anticipatory Set:

• Ask the whole class, In what way are all musical instruments the same?
How are musical instruments different? How do they make sound? Do you
know someone who plays an instrument? Have you ever played an
instrument before?
 • After discussion I will ask all the children to be very quiet so that we may
listen to the sounds that I have down loaded. I will ask the children what
sounds they heard they will go to the circle rug to listen to a story

Lesson Plan Development:

• Introduce book by looking at the cover and asking, What do you think this
bat and Oscar will do? Point to the bat and Oscar’s ears? What sounds do
you think they may hear?
• Read Oscar and the Bat: A book about sound
• Discuss book: Ask what sounds did Oscar hear? How do you think he
heard those sounds? What’s pitch did some of the sounds make? Were the
sound low, soft, high, or loud? If Oscar and the bat could play an
instrument, which one would they choose?
• Explain that instruments make sound when some part of the musical
instrument vibrates. Some instruments make high pitch sounds and some
make low pitch sounds. Explain that some musical instruments like a harp
or guitar will need to be plucked to make vibrations and some musical
instruments you will beat with another object or your hand, like a drum.
There will be an emphasis the vocabulary words (sounds, vibrate, pitch,
and musical instrument).
• Show the children the supplies that I have for making the drum.
• Ask for hypothesis from the class about what kind of sound they think the
supplies will yield. We will talk about their guesses. There is no right or
wrong answer.
• Pass out the supplies.
• Once every child has the supplies needed tell them to follow along with
each step.
• Put beans into the can.
• Stretch the balloon over the top of the can.
• Put the rubber band around the balloon.
• Test the hypothesis by beating drum with a pencil. What kind of sound
does it make?

Closure:

• Ask, why does the drum make sound?

• Explain that the sound is being produced by changing where we hit the
pencil on the drum. We can hit the top or bottom of the can, and the
balloon to make vibrations.
• We will review our vocabulary words (sounds, vibrate, pitch, and musical
instrument). I will have a bucket filled with each word and its definition.
The children that are being great listeners will come and pick a word or
definition out of the bucket and stand at the front of the room. We will
 read the words and definitions and pair them up. We can play the game
Name: again depending on time. Date:
• Pass out vocabulary worksheet, and explain directions. Worksheet is due
tomorrow.

Homework: Sound Vocabulary Sheet

Assessment:

Formative:
• Observe that the children are following the directions as we build the
drums.
• As we build drums ask questions about what kind of sounds this drum will
make.
Summative:
• After we make the drums we will play them. I will ask the children about
the vocabulary words that we went over earlier and apply them to the
drum that we made.
• Students will turn in their vocabulary worksheet in on the following day.
I will check the worksheet to see if the information covered during the
prior day has been applied to their vocabulary worksheet. I will grade the
worksheet to check that we are ready to move on the next lesson.

References:

First School Years.2004 Wed. September 13, 2010 www.firstschoolyears.com

Harcourt Science Teacher’s Edition. Physical Science.Flordia. 2000. Print.

 Sound Vocabulary Worksheet
Directions: Place one vocabulary word from the word bank in
each sentence.

1. Everything you hear is a ______________.

2. ____________ is to move back and forth very fast.

3. A sound that can be very high or very low is a_________.

4. A drum is a ________ ___________.

Word Bank

Musical Instruments Pitch

Vibration Sound