Topic: Music and Vibrations Grade: 1

Learning Goal(s)
- Students will be able to identify that vibrating materials can make sound and that
sound can make materials vibrate
- Students will be able to observe how objects move when they make sound and
make inferences about how this movement and sound is related

Materials & Resources Needed & Plan for Distribution:

- Pencils
- Paper
- 6 different musical instruments
- Observation sheets
- Assessment worksheets

Sequencing of Instructional Formats and Estimated Times for Each:

Whole group (Launch) 15 minutes -> table groups (Explore) 30 minutes - > Whole
Group Discussion 5-10 minutes

Academic, Social and Linguistic Support:

- Provide engaging materials as a means to create models (interaction with musical
instruments)
- Using models and observations to explore how materials and phenomena interact
- Working in small groups in order to work through problems, share observations
and aid in each other’s understanding

LAUNCH (_15_ minutes)

Establish behavior expectations.

- If you have a question raise your hand
- If you have an answer put a thumbs up
- Do not blurt answers
- Do not interrupt
- When at your seat, do not play with instruments until teacher says “go”
- Everyone at your table will get a chance to use the instrument

What is sound? What do we already know about how sound works?

- Write down student responses on board

Use ukulele and ask students to watch the strings and make observations about what they
see and hear. Pass around the instrument and have students strum the strings and make
observations on what they feel.

Show students the observation worksheet they will be using with their own instruments.
Explain that students will return to their tables where a musical instrument has been
placed. They are first responsible for making predictions about what they see, hear and
feel. Next, they are responsible for making the instrument make sound and making
observations about what they see, hear and feel. They are to draw what they see and
write down an explanation. After all observations are made, each table will share out and
discuss similarities and differences.

“If there are any questions, please raise your hand and I will come to assist you.”

EXPLORE (__20-30__ minutes)

Students will work with their table groups to draw a picture of their instrument. After
drawing their instrument, they will make their instrument make sound. They will both
write what they observed and draw a picture of what happened to their instrument. The
entire table will share their observations with each other and compare what they saw.
The class will then come back together in order to compare how their different
instruments worked and look for similarities and differences.

From the various observations, students will come to a conclusion about the relationship
between the movement (vibrations) and the sound that is made.

What would you do to keep students engaged? What would you do if a student doesn’t
understand the task at all (e.g., cannot seem to get started)? What would you do if a
student finishes early?

Students will interact with musical instruments in order to make observations about the
relationship between movement and sound. Students will be allowed to interact with
their instruments, and those around them, as much as needed to complete the assignment.
Students will also be asked to write and draw their observations to appeal to a variety of
student preferences. Students will work in groups to promote teamwork and
understanding. Students can engage in discussion about observations when done.

What will you be saying to children as you move around the room? (And you will be
moving around the room!) This might include your probing questions, but perhaps you
might also anticipate other kinds of problems you might need to address.
- What did you notice about your instrument?
- Have you seen this instrument before?
- What does it sound like?
- Does it move?
- What is your drawing showing?
- Did your table partner notice the same things?

What notes will you be taking to guide your closing discussion?

- Points of confusion
- Common themes and observations
F
DISCUSS (_5-10_ minutes)

The purpose of the discussion is to connect what children were doing to the big scientific
ideas. This is a chance to make connections across children, to attach language to what
children were doing, and to let children put their thinking into words.

How will you use what you learned in the Explore section in the discussion?
- Each table will share their observations
- The class will discuss similarities and differences between each table’s
instruments
- Students will infer the relationship between sound and vibration based on their
observations

What are your strategies for managing over and under participation during this time?
- Asking for answers from different groups that haven’t spoken yet
- Asking for students to express whether they agree or disagree using hand signals
- Ask for multiple student examples
- Each table will share

ASSESSMENT (5 minutes)

Present students with various images of objects that are meant to make noise and various that are
not. Students are required to identify which objects are testable for noise observations (which
are meant to make noise). They will then be asked to explain why the objects that are testable is
able to make noise.

The student will be given a worksheet. On this worksheet, will be 6 images, four of which are
meant to make noise and two of which are not. Students will be responsible for identifying
which objects are used for making noise. After that, they will be responsible for explaining why
the objects make sound.

For example, there will be an image of a drum next to an image of a book. They are responsible
for selecting the drum over the book as something meant to make music.
Name: __________________________________________________________________
Table Color: __________________________________________________________
My Sound Observations
Observe: Verb, notice something and realize it is important
I can observe with my eyes, ears, nose, mouth and touch!
Today we will focus on observing with our eyes, ears and hands for touch.

My object is a ___________________________________________________________
Draw a picture of your object below.

Now you are going to explain your observations about your object. First write some words to
explain what you are observing, then draw a picture!

I SEE:
Write: Draw:

I HEAR:
Write: Draw:

I FEEL:
Write: Draw:

Now let’s share our observations with the class!

Movements Make Music Name ________________________________

Circle the pictures of objects that are meant to make noise. Put an X through the objects that
aren’t supposed to make noise. When you are finished, color in the pictures.

When you are finished, wait for the teacher to call you up and you will answer a question to
them directly. “What makes objects make sound?”
Vibrations. Force hitting an object creates vibrations which cause sound.

Scoring Guide:
Below Expectation: Doesn’t relate answer to movement.
Colors in wrong pictures or misses 2 or more correct objects (voice is okay to miss)
At Expectation: Points out that movement makes sound.
Colors in 2/3 pictures correctly with exception of voice.
Or completes one task correctly while the other lacks
Above Expectation: Points out movement makes sound, and that force makes something move.
Colors in 3/3 pictures correctly.
Both tasks are completed correctly.