Wesley Heights, Year One
Partain/ Jolivette/ Bridges – Austin Sargent
Learning Objective/Exit Outcomes:
- Students use estimation to compare different lengths.
- Students will know the relationship of yards to meters, meters to feet, inches to feet, etc.
- Students will represent their knowledge by using body percussion.
- Students will be able to memorize patterns and repeat them back to the instructor.
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
M2GM.2 – Performing on instruments, alone and with others, a varied repertoire of music.
- Perform a steady beat and simple rhythmic patterns using body percussion as well as a variety of instruments with appropriate technique.
M2GM.4 – Improvising melodies, variations, and accompaniments
- Improvise simple rhythmic patterns using a variety of sound sources.
Math and Music
Various things to measure (carpets/desks/door frames/ etc.)
The PAIR Specialist started by introducing the concept of Body Percussion.
- Making big sounds like claps or stomps.
- Making smaller sounds like snaps or hand rubs.
- Which sounds are biggest? smallest?
Then integrate content!
- Let’s say our smallest sound represents the smallest unit of measurement we know! Centimeters = Hand Rubs
- A little bit bigger sounds, would be a little bit bigger measurement. So for class today, inches will be snaps!
- Feet will be claps!
- Meters/Yards will be stomps.
It is important that students correlate the loudness of the percussion directly to the length of the measurement.
Then it’s time to measure! Find anything in your classrooms that students could estimate to measure.
- The classroom teacher would get to decide which unit of measure we use; centimeters, inches, feet, or meters.
- One student would guess the estimation.
- And then another student could use a ruler or yardstick to find the actual measurement.
You could also experiment with measuring greater distances ( i.e from one side of the carpet to another)
- Have a student volunteer to “walk” the measurement in whatever unit the teacher asks.
- The rest of the class could help drum and count to whatever the estimation is, and then the chosen student could walk.
- It would require students to understand a “yard step” and “foot step” and “inch step” or “centimeter step”.
Measurements may not be totally accurate, but the contrast between measurement value is still there.
Because of the percussion, the classroom will seem louder and more chaotic. Really emphasize the importance of not playing when it’s “the teacher’s turn” and only playing on their turn. Not only is this a Music Skill, but also a very important soft skill.