Lesson Number Objectives Activities Resources
1 Knowledge· To recognise that our ears give us information about where sounds are coming from;· To know that there are many sources of sound.Scientific Enquiry· To make observations about sound by listening carefully. TI: Introduce the topic by completing the Topic Assessment Sheet.What sound sources are there in school? Make predictions together as a class and then model activities for today.Activities:Guided Group (With parent) AA/ A/BA - Sound walk – recording sources of sounds around school. Art/ Music – Listen to music and draw picture/ mark make according to sounds.DT: Make animal ears on headband.ICT – Virtual ExperimentsNumeracy: How many sound sources can you find in the picture?Plenary: Discuss sound sources in school. What sound sources are there at home?, in the park?.... Recording sheet (A/AA/BA)Music / Paper / CrayonsHeadband / card templates / CrayonsComputer / IWBPictures of sound sources
2. Knowledge· To identify a range of musical instruments and the different sounds they make.· To know that sounds are louder the nearer they are to the source.· To know that the further they are from a sound source the fainter it is.Scientific Enquiry· To make predictions.· To contribute to a fair test investigation.· To measure distances using non – standard measures / metres.· To record their results in a table. TI: Teachers plays a musical instrument. Ask a child to go outside the classroom and see whether they can hear it better? Take feedback. How can we find out where it is best to hear a sound from a sound source? Model today’s’ activities.GG – Fair test investigation to find out where a sound source is louder / quieter? AA to measure distances/ AA and A to record / BA to discuss.Music: In pairs, experimenting with instruments to see if they can make 1 quiet noise and 1 loud noise on different instruments.ICT http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtmlArt: Draw a range of sound sources in the wildlife garden (Parent helper to assist if possible).Literacy : Reading Non Fiction books about sound and hearing.Plenary: What have we learnt about sound sources? InstrumentsIWB / ComputersParent helperDrawing equipmentNon Fiction books
3. Knowledge· To identify a range of musical instruments and the different sounds they make.Scientific Enquiry· To classify / group instruments according to how they can be played.· To be able to draw a block graph to indicate how many instruments / objects in a set make a particular type of noise. TI: Explain that different instruments make different sorts of sounds e.g. guitar – pluck, recorder – blow…. Look at a variety of instruments and decide what sort of sounds they make.Model activities.GG (AA/A/BA) Children to make an instrument from paper – what sort of sound does it make – bring whole group together and tally how many of each sound there are. (AA to draw bar chart of this / A to have pre drawn bar chart frame / BA to tally)ICT http://www.crick.northants.sch.uk/Flash%20Studio/cfsscience/sound1f/sound1f.htmlMusic – Listening to music – What instruments can they identify init?Art – Drawing favourite instrument and sorting on a giant Carroll diagram of different sounds.Literacy: Reading Non Fiction booksPlenary: Paper band. Sort the children into Orchestra sections according to the type of instrument they have made. Conduct a performance. InstrumentsPaperBar chart frame / square paperIWB / ComputersCD playerPaper / Giant CarrollNon Fiction Books
4. Knowledge· To understand how sound is made / travels.· To recognises changes in pitch of sound.Scientific Enquiry· To predict which filled bottle will make the highest / lowest sound.· To plan a fair test investigation.· To draw conclusions from what they have found out. TI: Remind the children that some sounds are high pitched and some are low pitched. Allow them to make some high and low pitched sounds with their voices. Show them how to make a high / low pitch sound on a recorder. Explain to the children that if you blow across the top of a bottle it make a sound, because the air vibrates in the bottle. Model. Explain that they are going to find out how different amounts of water change the sound in the bottle. Model activities.GG (BA/A/AA) – Plan a fair test investigation to see which bottle makes the highest pitched sound? (AA/A to write about what they have found out.Literacy: (A/BA) Sound Lotto GameLiteracy: (AA)Look at diagrams of sound waves / the ear – make their own.ICT – Virtual ExperimentsArt: Collage of SoundsPlenary: Share our ideas of what we have found out from investigation. Sound lotto (from reception)Bottles / waterInvestigation sheet
5. Knowledge· To understand how sound is made / travels.· To recognises changes in pitch of sound.Scientific Enquiry· To predict which string (elastic band) will make the highest / lowest sound.· To plan a fair test investigation.· To draw conclusions from what they have found out. TI: Explain to the children that a sound is made by a vibration. Show them when you bang a drum the skin vibrates; When you twang a ruler – the ruler vibrates – and insect’s wings vibrate and that is why you can hear a humming sound. Most of the time objects vibrate so fast that you can’t see.Show the children some elastic bands of different sizes – place them over different sized containers as appropriate – show the children how they vibrate to make a sound. Which size elastic band will make a high pitch noise? Which will make a low pitch noise?Model activities:GG (AA/A/BA) – Plan a fair test investigation to find out which size elastic band will make a high pitch noise. AA / A to tell a partner what they have learnt.ICT http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtmlDT: Make a musical instrument from junk and rubber bands.Music / ICT : Creating a tape of soundsPlenary – Share ideas of what was found out in guided group work. JunkElastic bandsIWB / ComputersInvestigation sheetThings to model vibrating with!Tape /recorder
6. Knowledge· To identify a range of musical instruments and the different sounds they make.Scientific EnquiryTo sort and classify a range of instruments (including their own) into the types of sounds they make. TI: Look at an instrument, predict the sort of sound it will make. Place in appropriate section of Carroll diagram.Explain today we will be sorting instruments according to the type of sound they make. Model activities.GG – AA/A/BA Continue sorting instruments, children recording in Carroll Diagram.Literacy: Children look at a range of Onomatopoeias. Can the design some of their own.DT: Make a Musical Instrument Snap game.Art: Collage of favourite instrument.Plenary: Onomatopoeias – can we use then to describe the different sounds instruments make. InstrumentsCarroll diagramOnomatopoeiasSnap game templatePictures of instrumentsMusical Instruments
7 Knowledge· To identify a range of musical instruments and the different sounds they make.· To know that sounds are louder the nearer they are to the source.· To know that the further they are from a sound source the fainter it is.· To record all the facts that I know about sound and hearing.Scientific Enquiry· To sort and classify a range of instruments (including their own) into the types of sounds they make. TI: Discuss with the children what sound effects are? Why are they used in told stories / television / plays? Children discuss. Listen to a story tape with sound effects. How dos it make the story more interesting?What sound effects might be in a Katie Morag story? Read the story – Discuss how we might make the sounds? What instruments could we use? What body parts? Voices? Model Activities.GG (AA/A/BA) – Children discuss how to make different sounds for the story. What sorts of instruments make blowing sounds for the wind? What about rustling sounds for the sand?...Teacher to read and children to make sound effects.Art: Sensory Seaside Picture, reflecting sounds – e.g. sandpaper, tissue paper…ICT (AA only) http://www.seekscience.org/interact/ Numeracy: Sort / count musical instrument pictures into categories (AA can draw bar chart)Literacy: Non Fiction books ‘What I know about Sound’Plenary: Share stories with sound effects. Share books with a friend/ class. Complete the Assessment sheetPlenary – Share stories with sound effects – Complete assessment sheet. Sensory items / picture materials and glueKatie Morag StoryMusical instrument picturesNon fiction booksMusical Instruments
No comments:
Post a Comment