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LESSON PLAN

TEACHER Jenna Porter, Megan Smith, Langille Weatherbee, and Jillian


Wood

Subject/Class/Course Science / Music

Topic Music and Sound Technology

Grade Level 4 Duration 30 Minutes

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly


language)

Science
GCO: State a prediction and hypothesis about the effect a modification will have on the
pitch and loudness of a sound produced, based on the pattern of sounds produce
SCO:
1) 107-1: describe examples of sound technologies used by people to meet their everyday
needs
2) 106-1: describe examples of devices that enhance our abilities to hear and collect sound
data, such as hearing aids, sonar, amplifiers, oscilloscopes, and ultrasound
Music SCO:
1) 3.7.1: explore the use of musical technologies of the past and present
2) 3.7.2: identify sound sources and their expressive effects
3) 3.7.3: experiment with available technologies for creating and making music

SFL: Students will be able to describe different sound technologies people use everyday
and name different devices that help people hear sounds.

Introduction

Jenna: Hello everyone, my name is Jenna, this is Langille, Jill and Megan. I will begin by
going over the agenda for today’s class and our SCO for today’s lesson.
Our agenda and SCO will be up on the whiteboard.
Jill: Will be doing and APK activity to see what the students know about music technology,
she will give the table groups about 1 minute to brainstorm ideas and then will ask students
what they know. Jenna will be writing the students ideas up on the board as Jill guides the
discussion.
Before beginning Jill will check for understanding before the APK activity and call upon a
student and ask what they will be doing.
Jill will then hand it over to Langille where she will begin our small powerpoint
presentation.

Assessment

Summative assessment:
Question: Can I use every day materials to create a device that will amplify the sound of my
smartphone when I play music?

Students will be given a number of materials including toilet paper rolls, cans, cups, kleenex
boxes, etc. They will be asked to create a device that will amplify the sound of the speaker
on a phone. They will be given 10 minutes to work in groups at their tables to create a
“speaker”. Each group will then have 1 minute to present their device to the class and
determine whether or not it worked to amplify the sound of their phone.
Langille - Questions to ask students during/after this activity:
- Do you think sound technologies are necessary for everyday life?
- Did you find it easy or difficult to amplify the sound of your phone?
- Have you previously considered how sound technologies would be different for
someone who has a hearing impairment?
- What is a sound technology that you use every day? Would your life be different
without it?

Develop the Instruction

After the introduction, all four teachers will be going over the PowerPoint presentation about
music technology. (5-8 minutes)
● In our presentation, we will be covering what music technology is and how sound is
detected. We will be covering what sound technology is, and how sound is
detected. We will also be showing some examples of sound technologies and how
we detect the sound of those those particular devices. Some examples are smoke
detectors, radios, cell phones, alarm clocks, and hearing aids. Each of these
different technologies amplify sound. Jill will also give examples of how these
devices work for her in her everyday life as well.
After the PowerPoint instruction, Langille will explain the activity to the class using the
materials provided.

Students will have 10 minutes to use the provided materials to create a device that will
amplify the sound of their smartphone when they play music. All materials will be laid out at
the front of the room and will include: string, cups, bowls, kleenex boxes, toilet paper and
paper towel rolls, cans, bottles, water, etc. Each table will work together to create a
“speaker” for a phone that will amplify music. They will use trial and error to create this
device, and are permitted to utilize internet sources to aid in the creation of the device.
Megan will then check for understanding, and make sure to ask a random student in the
class to repeat the instructions to the rest of the class. Teachers will then clarify anything
that students did not understand. During the activity we will survey the class from a distance
and answer any questions asked. After 10 minutes is up, Megan will guide each groups
presentation. Each group will have 1 minute to present their device to the class and
determine whether or not it worked to amplify the sound of their phone. If their presentation
is too short, Megan can ask the class for questions or ask them a question about what they
discovered herself.

Jill will make sure there is a timer on to time the activity (10 minutes) and presentation (1
minute) for each group.

Closure

At the end of the presentation Jenna will pass around sticky notes to students and they will
be asked to write one thing that they learned about music technologies and place it on the
board at the front of the class.
Jenna- Will select a student randomly to check for understanding before students begin
writing on their sticky notes. (2 minutes)

Materials, Technologies, Safety or Special Considerations

-String
-Cups
-Bowls
-Kleenex box
-Toilet Paper rolls
-Paper towel rolls
-Cans
-Bottles
- Elastic bands
- Cell phones (class)
-Laptop
-Alarm clock
-Bluetooth speaker Langille
-Radio Class

Special Consideration:
If there is a deaf student in the class, during the activity, the student can touch the material
(“speaker”) to get the vibration feeling of the sound, the higher the vibration is, the louder it
is.

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