| Language and literacy intention(s) | We are learning to explain, using scientific vocabulary, how sound can be used in the world around us. |
| Opportunities for Key competencies development |
Thinking Using Language Symbols & Texts Participating & Contributing Relating to Others Managing Self |
| Principles and values coherence |
High Expectations Inclusion Coherence Learning to Learn Values Curiosity Inquiry Respect Innovation |
Big Idea - Musical instruments must make the air vibrate before we can hear music. The materials used in musical instruments are chosen for their properties of vibration.
A question for the class - Ever thought how large groups of people heard plays and music before concerts and amplifiers?
Want to know how the Ancient Greeks and Romans performed in theatres without electric amplifiers and speakers? View clip.
Students discuss the reason the Ancient Romans and Greeks built theatres in the way they did 2000 years ago? Can students identify buildings of similar design?
Building styles have changed with the use of electric amplifiers and sound systems but the next challenge is to develop a non-digital, non-electric musical instrument.
Students will be given the time and opportunity to plan and record how they will construct their own non digital/non electronic instrument from everyday items. Students can select to construct their own string, wind or percussion instrument.
Instrumental design can be original or acknowledge cultural and personal significance to the student.
The teacher shares with students how everyday items can become instruments. View some clips to support in idea development.
The voice as a non electronic instrument
Singing wine glasses with Steve Spangler.
The slip and slide technique in wine glasses containing water - varying tone, pitch, volume
Make a home made Xylophone with glasses and water
Students will be given time to plan, construct, experiment and tune their instrument for performance.
Students will create and present a poster (PDF 63KB) explaining how their musical instrument has been constructed. It is a requirement that the instrument produces sound.
Once the instruments have been constructed students will perform either on their own or in a group of three (possibly one wind one string, and one percussion).
Students will also be expected as part of their performance to explain their understanding of sound and use scientific vocabulary and meaning (eg. waves vibration, tone, pitch, wavelength and volume)
The information needs to be presented as an explanation.
Choices of presentation could include:
The style in which the information is presented is up to the students. It could be presented as a – rap, poem, chant, song, David Attenborough style commentary etc.
Assessment Opportunities
Students will peer assess presented work based against an agreed class criteria in terms of their scientific understanding and use of science specific vocabulary.
As a summative assessment the teacher will also assess the students against the agreed criteria in terms of their scientific understanding and use of science specific vocabulary when sharing their explanation.
Possible examples would be:
Teacher support and background knowledge of what an Explanation contains can be found at e-asTTle Teacher Resources.
Resources for teacher modelling, scaffolding and student participation in understanding the structure of an explanation can be found at:
Published on: 21 Jan 2011
