Standards
National Science Education Standards:
4BPS2.4 -Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration.
Pennsylvania Learning Standards for Early Childhood:
Math 2.8.A- Recognize and extend patterns based on shape, size, color, sound, or number
Science 3.2.B-Understand qualities of the senses (sound-loudness and pitch)
Arts 9.1.C-Use the musical elements of timbre, rhythm, tempo, intensity, pitch, dynamics, and texture
Arts 9.1.E-Create and perform music
Personal/Social PS3.H.-Cooperate in small and large group activities
Materials
chart paper, various colored markers, strips of plain paper, 8 water glasses labeled numbers 1-8 (all the same size, marked for water levels), 8 different liquid watercolors, one pencil
Objectives
Procedure
Introduction
Display the empty water glasses in front of the class. Explain that we're turning the 8 water glasses into a xylophone, and that afterwards we will create musical patterns using the colors and notes of the xylophone.
Step by Step
Explanation/Application
Split the class into pairs. Each student will create their own 16 note pattern, using at least 3 colors/numbers. Each student will make one pattern using colors, and one using numbers, and record them using the strips of paper and markers. After creating the patterns, pairs will switch them and play each other's work on the xylophone.
Elaboration
After each pair has demonstrated and explained their pattern, all of their written recordings will be displayed with the xylophone for the class to play during free time. They may create more patterns and display them or play those created by others.
Evaluation
(After Application) The class will be evaluated by their demonstration of their pattern on the xylophone. After performing the patterns they must point out repetitions in numbers/colors and where their pattern's pitch moves up or down, and explain why it does so (water level).
National Science Education Standards:
4BPS2.4 -Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration.
Pennsylvania Learning Standards for Early Childhood:
Math 2.8.A- Recognize and extend patterns based on shape, size, color, sound, or number
Science 3.2.B-Understand qualities of the senses (sound-loudness and pitch)
Arts 9.1.C-Use the musical elements of timbre, rhythm, tempo, intensity, pitch, dynamics, and texture
Arts 9.1.E-Create and perform music
Personal/Social PS3.H.-Cooperate in small and large group activities
Materials
chart paper, various colored markers, strips of plain paper, 8 water glasses labeled numbers 1-8 (all the same size, marked for water levels), 8 different liquid watercolors, one pencil
Objectives
- Students will be able to explain how changing water levels can affect the vibration/pitch of a water glass
- Students will create numerical and colorized patterns to be played on a water xylophone
Procedure
Introduction
Display the empty water glasses in front of the class. Explain that we're turning the 8 water glasses into a xylophone, and that afterwards we will create musical patterns using the colors and notes of the xylophone.
Step by Step
- Explain that all sounds are created by vibrations. Ask them to place their hand on throat as they speak and sing. "Your vocal chords in your throat vibrate to make your voice. Now we're going to experiment with water glasses and see how adding water changes the sound the glass makes."
- Fill the first glass (the lowest pitch/highest water level) to its respective water level, add red watercolor, and strike it with the pencil. Ask the class to listen carefully to the pitch it makes, and then sing together to match the glass's pitch.
- Fill the second glass and add orange watercolor. Demonstrate that the first and second glass sound different from each other: one is a higher pitch than the other. Explain that the higher the water level, the lower the pitch.
- As you fill each following glass, ask the class to vote which glass the think will sound higher. "Do you think the green glass will sound higher or lower than the orange? Let's Think Pair Share....Ok raise your hand if you think the green glass will sound higher...raise your hand if you think the orange will sound higher...Let's try it out and see." Choose a pair that voted correctly and ask them to explain why they chose the green glass as the higher pitch glass. "Very good! Remember: the less water, the faster the glass vibrated. So the faster the glass vibrates, the higher the pitch. The green glass has less water, so it will vibrate faster and make a higher pitch."
- After filling all of the glasses, strike each glass in ascending order, pointing out that as you strike glasses with less water, the pitch moves higher. Play simple patterns: eve/odd numbers (ascending and descending), 123 321, 4321 4321. As you play each pattern, record it on chart paper in both numbers and colored circles.
Explanation/Application
Split the class into pairs. Each student will create their own 16 note pattern, using at least 3 colors/numbers. Each student will make one pattern using colors, and one using numbers, and record them using the strips of paper and markers. After creating the patterns, pairs will switch them and play each other's work on the xylophone.
Elaboration
After each pair has demonstrated and explained their pattern, all of their written recordings will be displayed with the xylophone for the class to play during free time. They may create more patterns and display them or play those created by others.
Evaluation
(After Application) The class will be evaluated by their demonstration of their pattern on the xylophone. After performing the patterns they must point out repetitions in numbers/colors and where their pattern's pitch moves up or down, and explain why it does so (water level).