MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Standard/Strand/Benchmark/

GLE

2, 21

3, 10, 22

3, 10, 22

2, 21, 3, 10, 22

OBJECTIVE(S)

TLW
1)  use their  own voices to demonstrate pitch.
2) identify high and low pitch.

TLW give examples of objects that vibrate to produce sound (e.g., drum, stringed instrument, end of a ruler, cymbal

TLW
1) understand how sound is made from vibration s  of objects.
2) understand how pitch changes as vibrations change. 

Review vocabulary

MATERIALS/TECHNOLOGY

Windchimes,

Story-Goldilocks and the Three Bears

Musical Instruments

Tuning fork, water bottle per student.(filled with water)

Study Guide

ACTIVITIES

M    - Modeling

GP  - Guided Practice

IP  - Independent                                Practice

R   - Review

C   - Closure

Activity# 1

PAGE   C.C.P.8

OTHER:

Allow students to investigate changes in pitch by using wind chimes at learning centers around the room. (Students may begin to recognize the relationship between the length of a vibrating object and its pitch.)  Through guided questions, review with class the meaning of volume (the degree of loudness) and pitch (the “highness” and “lowness” of sound).

Read the story, Goldilocks and the Three Bears. Have students volunteer to be the characters in the story. Reread the story while the volunteers use their “bear” voices to speak their parts. After the rereading, discuss how each student changed his/her voice to portray his/her character.

Activity # 2 Part 1

Page C.C.P. 8

·       Use instruments for a rhythm band if available. Create a kazoo band, or ask the students about any instruments they have made in other classes, such as a can drum.

Activity # 2 Part 2 & 3

Strike a tuning fork on your hand. Place the fork near a student’s ear so he or she can verify the sound. When the fork is not making a sound, put it in a pan filled with water. Observe what happens. Strike the fork on your hand and place it in the water, and observe what happens.

Using same sized bottles filled with various amounts of water blow across the tops to create sound.

Have students record how the water level affected the pitch of the sound in their  science journals.

Review study Guide for quiz. Send home

ASSESSMENT (Teacher observation, questioning, activity, quiz, etc.)

·       How did you use your voice to demonstrate pitch?

·       What are other examples of sounds with a high or low pitch?

Discuss the vibration of vocal cords. Have students place their hands on their throats to feel the vibrations as they speak or sing a note.

Teacher observation and questioning

Teacher observation, questioning, activity

Conclude the activity with guided questions and class discussion to elicit from students their understandings of how sound is made by vibrations of objects. Encourage students to discuss how vibrations change as the pitch changes from high to low?

Teacher observation, questioning

Quiz

 Vocabulary: vibrate, pitch, sound, volume

H.W.-Review study Guide for quiz.