|Lesson Plan ID:
High Sounds and Low Sounds
Students will sing high sounds and low sounds. They will listen to different sounds and identify whether the sounds are high or low. They will sort pictures into groups of objects that make high sounds and low sounds.
|AED(K) Music||15. Differentiate high and low vocal sounds through vocal exploration. |
|AED(1) Music||4. Demonstrate vocal responses to conductor cues for loud and soft. |
|AED(1) Music||13. Distinguish between low and high sounds produced by voices or instruments. |
|Primary Learning Objective(s):
The students will be able to recognize sounds as being high or low. They will be able to create high and low sounds. They will be able to recognize pictures of objects as producers of high and low sounds.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
Computer with Activeinspire software. The personal edition of this software is free. Click here to find the download page. You will need to create a user account (free) and complete a short survey about your typical equipment use. This software can be used with or without an interactive whiteboard. If you do not have an interactive whiteboard, let students use your computer mouse to manipulate the notes.
High and Low Notes flipchart - You will need to download this flipchart from Promethean Planet.
Interactive whiteboard if available
Connect computer with Activeinspire software to an LCD projector and interactive whiteboard if available.
- Go to page Page 2 of the flipchart. Explain to students that notes can sound high and notes can sound low. Demonstrate high sounds and low sounds. Have students practice high sounds and low sounds. Take your hand and follow the roller coaster on the page. If the roller coaster goes up, make your voice sing higher. If it goes down, make your voice sing lower. Have students practice following the roller coaster with you.
- Go to page 3 of the flipchart. Tap the sound icon under one of the pictures. Ask the students if the sound played, was a high sound or a low sound. Play each picture and let the students identify the sounds. Some of the pictures do not have a sound icon. If it does not have a sound icon, tap the picture itself.
- Go to page 4 of the flipchart. Show students that they will be sorting the pictures into groups of high sounds and low sounds. Let the students take turns dragging the pictures from the sides of the page into the correct group.
- Go to page 5 of the flipchart. Pages 5 through 14 contain individual quiz questions. If you have a voting system, you can use it with these pages. If you do not have a voting system, then simply have students call out the answer or circle it with the pen from the tool bar. Each question has an object hidden behind the answer square. Tap the piece of object that is peeking from the bottom of the square or the sound icon under the square to play the sound. If the sound is high, the student should choose the letter A with the bird picture. If the sound is low, students should choose the letter B with the lion picture.
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Students will be able to sing sounds that are high and low. They will be able to identify sounds as being high or low. They will be able to classify pictures that represent sounds into groups of high and low.
Ask students to name other things that might have high or low sounds. Have the student mimic the sound, and identify it as high or low. Examples - motorcycle, school bell, pig, etc.
Have students repeat the sound they hear with their own voice to check to see if is high or low before they give their answer.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: