Heritage Month Lesson Plan: Logan Bateman

Grade Level and Content Area: Fifth Grade

Heritage: Hispanic Month : September
Nevada State Content Standards:
➢ Students develop understanding of why division procedures work based on the
meaning of base-ten numerals and properties of operations. They finalize fluency
with multi-digit addition, subtraction, multiplication, and division. They apply their
understandings of models for decimals, decimal notation, and properties of
operations to add and subtract decimals to hundredths. They develop fluency in
these computations, and make reasonable estimates of their results. Students
use the relationship between decimals and fractions, as well as the relationship
between finite decimals and whole numbers (i.e., a finite decimal multiplied by an
appropriate power of 10 is a whole number), to understand and explain why the
procedures for multiplying and dividing finite decimals make sense. They
compute products and quotients of decimals to hundredths efficiently and
accurately.

Objective(s):
● Students will define the importance and impact music has had on the cultures of the
world.
● Students will classify division equations based upon the corresponding musical note.
● Students will demonstrate knowledge of division by creating a song based on their
answers.
INTRODUCTORY ACTIVITY: (Connect to prior knowledge—or create new knowledge)
● The teacher will begin by asking the students the following questions:
○ Who here enjoys listening to music?
○ What kind of music do you like?
○ Why do you like music? What does it make you feel?
○ What are some way music can or has impacted the world?
○ Does anyone really know where music came from?
● The teacher will then hand out a copy of How Music Came to Earth (An Aztec Legend)
to each student.
● Together the class will read the selection so the students can get an understanding of
where the Aztecs believed music came from.
● The teacher will call upon different students to read different sections/paragraphs.
● After finishing the selection the class will move on to the learning activity.

LEARNING ACTIVITIES:
● The teacher will pass out the division math worksheets to each student.
● The students will then fill out each problem making sure to make note of what answer
matches to which pipe.
● After completing the worksheet the students will now make panpipes so that they can
play the song based on their math worksheet.
● The teacher will pass out ten straws to each student along with scissors, tape, a ruler,
and a marker/pen.
● The students will take eight straws and cut them into the following lengths:
○ Leave the first straw at one end at its original length.
○ They will then cut each straw after that shorter by about one-third to one-half an
 inch in comparison to the one before it.
● These lengths will make each straw play a different note. The students can use either a
pen or marker to mark where the straws need to be cut or just bend them where they
should be cut.
○ Then the students will lay the cut straws side-by-side on the table, from longest
to shortest. The straws should line up evenly on one side.
○ Next they should cut one or two additional straws into small pieces, all about two
inches long. Place one between each of the eight straws on the table and line
them up near the middle to space the main straws apart. These straws should be
placed in the same orientation as the larger straws.
○ Finally the student will tear off a piece of tape and carefully wrap it around the
straws where you just placed the smaller straw pieces for support. After the tape
is wrapped around both sides, they’re ready to play their straw panpipe!
○ The teacher will remind the students to blow across the tops of the pipes not
directly into them.
● After their pipes have been completed the students will then play the pipes in order of
the problems and answers on their math sheets.

MATERIALS:
● How Music Came to Earth (An Aztec Legend) Story Printout
● A ruler
● A pair of scissors
● About 10 straws (Per Person)
● A pen or marker (optional)
● A roll of masking tape

ASSESSMENT: Students will be assessed on whether they can put together the pan pipes
correctly and on whether the song is correct or not based upon their math worksheet.
LEVELS OF BLOOM’S TAXONOMY FOR THIS LESSON: Check all that apply to your
lesson.
_X_ Knowledge (Know) _X_ Comprehension (Understand) _X_ Application
(Apply)

__ Analysis (Analyze) __ Synthesis (Evaluate) __ Evaluation (Create)

LEVELS OF DOK FOR THIS LESSON:

__X___ Level 1 __X___ Level 2 _____ Level 3 _____ Level 4

Resources:
● "How to Make Panpipes: A Craft for Hispanic Heritage Month." Connections
Academy. N.p., 01 Feb. 2017. Web. 16 Feb. 2017.
● Printable Worksheets. N.p., n.d. Web. 16 Feb. 2017.
● Johnson, Amy Friedman and Meredith. "HOW MUSIC CAME TO EARTH (an
Aztec legend), Tell Me a Story." Uexpress. N.p., n.d. Web. 16 Feb. 2017.