ALEX | Alabama Learning Exchange

Musical Instruments and the Science of Sound

Classroom Resource Information

Title:

Musical Instruments and the Science of Sound

URL:

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Musical_Instruments_and_the_Science_of_Sound.pdf

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will discuss vibrations, frequency, amplitude, and wavelength. They will observe instruments, hypothesize how sound waves are created, and experiment with creating sound.

Content Standard(s):

Science SC2015 (2015) Grade: 1	1 ) Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking). NAEP Framework NAEP Statement:: P4.10: Vibrating objects produce sound. The pitch of sound can be varied by changing the rate of vibration. Unpacked Content Scientific And Engineering Practices: Planning and Carrying out Investigations Crosscutting Concepts: Cause and Effect Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer Evidence Of Student Attainment: Students: Conduct experiments to provide evidence that vibrations of matter can create sound. Conduct experiments to provide evidence that sound can make matter vibrate. Teacher Vocabulary: vibrations/vibrate matter sound evidence experiments conduct create Knowledge: Students know: Sound can cause matter to vibrate. Vibrating matter can cause sound. Skills: Students are able to: Conduct investigations to provide evidence that sound makes matter vibrate and vibrating matter makes sound. Make observations that can be used as evidence about sound. Understanding: Students understand that: Sound can cause matter to vibrate. Vibrating matter can cause sound. There is a cause/effect relationship between vibrating materials and sound. AMSTI Resources: AMSTI Module: Sound, Light, and Sky Sound and Light, FOSS Sundial, GLOBE Sky, Delta
Science SC2015 (2015) Grade: 4	6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move. Unpacked Content Scientific And Engineering Practices: Developing and Using Models Crosscutting Concepts: Patterns Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer Evidence Of Student Attainment: Students: Develop a model of waves to describe patterns of amplitude. Develop a model of waves to describe patterns of wavelength. Develop a model of waves that describes patterns that cause objects to move. Teacher Vocabulary: Patterns Propagated Waves Wave amplitude Wavelength Net motion Model Relevant components Peaks Knowledge: Students know: Waves can be described in terms of patterns of repeating amplitude and wavelength (e.g., in a water wave there is a repeating pattern of water being higher and then lower than the baseline level of the water). Waves can cause an object to move. The motion of objects varies with the amplitude and wavelength of the wave carrying it. The patterns in the relationships between a wave passing, the net motion of the wave, and the motion of an object caused by the wave as it passes. How waves may be initiated (e.g., by disturbing surface water or shaking a rope or spring). The repeating pattern produced as a wave is propagated. Waves, which are the regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Skills: Students are able to: Develop a model to make sense of wave patterns that includes relevant components (i.e., waves, wave amplitude, wavelength, and motion of objects). Describe patterns of wavelengths and amplitudes. Describe how waves can cause objects to move. Understanding: Students understand that: There are similarities and differences in patterns underlying waves and use these patterns to describe simple relationships involving wave amplitude, wavelength, and the motion of an object. Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.4.6- Using given models, identify patterns found in waves.
Arts Education ARTS (2017) Grade: 4 Music: General	8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance. Example: Perform music in the jazz style and identify syncopated rhythms. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Analyze Essential Questions: EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. EQ: How does understanding the structure and context of musical works inform performance? Concepts & Vocabulary: Rhythm Conducting patterns in Syncopation Melody Pitch set: Do, Re, Mi, Fa, So, Ti Treble clef reading (La, So, Mi, Re, Do) Middle C through High B Create melodic sequences Half-step Whole step Harmony Canons Chord components Chord progression (I, V) Crossover bordun Form Phrasing: antecedent and consequent D.C. al coda Fine Expression pp through ff Other Age-appropriate audience and performer etiquette Orchestra instruments within the 4 families Age-appropriate pitch matching (A3-E5) Skill Examples: Performing Sing, move and respond to music from world cultures and different composers. Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others. Creating With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources. Reading/ Writing Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter. Responding/ Evaluating Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. Use student developed criteria to critique their own performances and the performances of others.