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### Overview

Students will discuss vibrations, frequency, amplitude, and wavelength. They will observe instruments, hypothesize how sound waves are created, and experiment with creating sound.

## UP:SC15.1.1

### Vocabulary

• vibrations/vibrate
• matter
• sound
• evidence
• experiments
• conduct
• create

### Knowledge

Students know:
• Sound can cause matter to vibrate.
• Vibrating matter can cause sound.

### Skills

Students are able to:
• Conduct investigations to provide evidence that sound makes matter vibrate and vibrating matter makes sound.
• Make observations that can be used as evidence about sound.

### Understanding

Students understand that:
• Sound can cause matter to vibrate.
• Vibrating matter can cause sound.
• There is a cause/effect relationship between vibrating materials and sound.

### Scientific and Engineering Practices

Planning and Carrying out Investigations

### Crosscutting Concepts

Cause and Effect

## UP:SC15.4.6

### Vocabulary

• Patterns
• Propagated
• Waves
• Wave amplitude
• Wavelength
• Net motion
• Model
• Relevant components
• Peaks

### Knowledge

Students know:
• Waves can be described in terms of patterns of repeating amplitude and wavelength (e.g., in a water wave there is a repeating pattern of water being higher and then lower than the baseline level of the water).
• Waves can cause an object to move.
• The motion of objects varies with the amplitude and wavelength of the wave carrying it.
• The patterns in the relationships between a wave passing, the net motion of the wave, and the motion of an object caused by the wave as it passes.
• How waves may be initiated (e.g., by disturbing surface water or shaking a rope or spring).
• The repeating pattern produced as a wave is propagated.
• Waves, which are the regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
• Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).

### Skills

Students are able to:
• Develop a model to make sense of wave patterns that includes relevant components (i.e., waves, wave amplitude, wavelength, and motion of objects).
• Describe patterns of wavelengths and amplitudes.
• Describe how waves can cause objects to move.

### Understanding

Students understand that:
• There are similarities and differences in patterns underlying waves and use these patterns to describe simple relationships involving wave amplitude, wavelength, and the motion of an object.

### Scientific and Engineering Practices

Developing and Using Models

Patterns

## UP:AE17.MU.4.8

### Vocabulary

Rhythm
• Conducting patterns in
• Syncopation
Melody
• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step
Harmony
• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun
Form
• Phrasing: antecedent and consequent
• D.C. al coda
• Fine
Expression
• pp through ff
Other
• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

### Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

### Skills Examples

Performing
• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.

### Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

### CR Resource Type

Lesson/Unit Plan

### Resource Provider

San Francisco Symphony
Accessibility