Dimon Elementary, Year One
Goudie- Austin Sargent
Learning Objective/Exit Outcomes:
- Students will understand different lengths of time (seconds, minutes, hours, days).
- Students will represent their understanding of time with body percussion.
- Students will relate small sounds with small lengths of time, large sounds with large times.
- Students will choose which unit of measurement would be best for measuring different events.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
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.
- Perform simple body percussion and instrumental parts (e.g., ostinati) while other students play or sing contrasting parts.
M2GM.5 – Composing and arranging music within specified guidelines
- Create sound effects to accompany songs, poems and stories.
Mathematics / Music
Open floor space for students to gather on the carpet
Students were introduced to the concepts of Body Percussion by identifying the three distinct sounds.
- Lap Pat
- Hand Swipes
Teacher led counting to different numbers so that students could associate length of time to how long each rhythm should be played. The PAIR Specialist then integrated the concept of time to the concept of sound including the music vocabulary (tempo/volume).
- Lap Pat (loud sound, play infrequently)= Hour
- Clap (medium sound, plays very regularly)= Minute
- Hand Swipes (soft sounds, plays constantly)= Seconds
Once students have associated the music with the content, then you can begin to ask a wide spread of different questions. You could ask things like:
- How would you play (two hours, two minutes)? = two lap pats, two claps
(four hours, 5 seconds)? = four lap pats, 5 hand swipes
- How would you measure this scenario, in seconds/minutes/hours? Play your answer.
How would you measure watching a movie?
How would you measure blinking?
How would you measure reading a chapter in a book?
- You can scaffold onto this idea, by then having students play their estimation!
- We also used the classroom clock as a guide to help students keep a steady beat as they were doing their hand swipes. A stopwatch app on the SmartBoard could achieve the same effect.
The big music vocabulary words to understand here are:
Tempo– how fast or slow something is
Volume– how loud or soft something is.
Loud sounds happen very slowly/ very infrequently (like the cymbals in a piece of music)
Soft sounds can happen all the time (like quiet piano playing during a movie)