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MUS 405 Lesson Plan Musical Water Glasses

Name: Katelyn Slavik


Grade: 4th Grade
Subject: Math, Science, and Music (Co-Equal Lesson)

Math Content Standard:

Number and OperationsFractions22 4.NF

Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.

3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

a. Understand addition and subtraction of fractions as joining and separating parts


referring to the same whole.

b. Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8
+ 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1+1/8 =8/8 +8/8+1/8.

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each
mixed number with an equivalent fraction, and/or by using properties of
operations and the relationship between addition and subtraction.

Science Content Standard:

4. Waves: Waves and Information

Students who demonstrate understanding can:

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and


wavelength and that waves can cause objects to move.

Disciplinary Core Ideas

PS4.A:Wave Properties

Waves, which are 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. (4-PS4-1)

Waves of the same type can differ in amplitude (height of the wave) and
wavelength (spacing between wave peaks). (4-PS4-1)

Content Objective:
Students will be able to measure and add fractions with the denominator of 8, and
evaluate sound waves by tapping on cups of water.

Music Standard:
2. Performing on instruments, alone and with others, a varied repertoire of music.

Music Objective:
Students will be able to play This Old Man, Happy Birthday, and create their own songs
in groups and on their own.

Materials for Instruction: (links, books, supplies, handouts, etc)


Whiteboards (1 per student)
Dry erase markers (1 per student)
8 identical water glasses (1 set per group of 4 students)
Pitcher full of water (1 per group of 4 students)
A set of measuring cups (1 set for each groups of 4 students)
Red, Yellow, and Blue food coloring
Plastic spoons (1 per group of 4 students)
Musical water glasses worksheet (1 per student)
Paper (1 sheet per group of 4 students)
Pencils (1 per student)
Scissors (1 per group of 4 students)

Rationale for Instruction:


Why is it important that students learn this lesson? What will they gain from this
content?
o Fractions are used in everyday life all around us. They are used in
cooking, construction, and science industries. This is essential to learn so
that they will be able to perform these tasks later on.
o Sounds waves are also used all around us. Sound waves are used to create
soundproof barriers, measuring distance and musical instruments.
o Being able to create music in groups and by themselves is also crucial to
build confidence and integrate music into other core content areas.
How will the inclusion of music enhance the overall lesson and the other subject
matter?
o The inclusion of music allows students to explore sound waves and this
lesson more in depth. This allows for students to understand sound waves
more fully and connect the content material throughout subject areas.

Teaching Process: (Introductory Activity, Body of Lesson, Closing Activity)

Introductory Activity: (Engage students, use questions) (Activity to introduce


concepts)

Teacher will begin the lesson by telling students that they are going to do an
experiment today, but first they are going to practice adding fractions with common
denominators. The teacher will ask what is a numerator? what is a denominator?
and how do you add fractions with the same denominators? Then the teacher will
ask the students to get out their personal whiteboards and dry erase markers. The teacher
will put a problem up on the board (2/6 + 3/6 = ?) and give the students 30 seconds to do
the problem and ask them all to raise them up. Then the teacher will put another problem
up on the board (1/4 + 2/4 = ?) and give the students 30 seconds to do the problem and
ask them all to raise them up.

Then the teacher will ask what do you think a mixed number is? and will
explain that a mixed number is a number consisting of an integer and a proper fraction.
The teacher will explain that if the numerator is bigger than the denominator that the
fraction has to be turned into a mixed number and to do this you have to divide the
numerator by the denominator, write down the whole number answer, and then write
down any remainder above the denominator. Then the teacher will put a problem on the
board (3/5 + 4/5 = ?) and give the students 30 seconds to do the problem and ask them all
to raise their boards up. The teacher will then assess how the students are grasping this
concept and if they need to do more practice problems. If the students are grasping it,
then the teacher can move on to explaining the next part of the lesson. If the students are
not grasping it, then the teacher will address areas of concern and write down another
practice problem on the board (4/7 + 5/7 = ?) and give the students 30 seconds to do the
problem and ask them all to raise them up. If the students are still not getting it, the
teacher can put another problem up on the board (3/4 + 3/4 = ?) and give the students 30
seconds to do the problem and ask them all to raise up their white boards.

Body of Lesson: (Use multiple teaching strategies, multiple assessment


activities/opportunities, engaged and active learning)

The teacher will begin by splitting the students into groups of 4 students and
passing out all of the materials to each group. The teacher will tell the students to line the
glasses up in a row and then to refer to their work sheet to figure out how much water to
put into each glass (from left to right, the glasses should have the following amounts:
14/8 cups, 12/8 cups, 10/8 cups, 8/8 cups, 6/8 cups, 4/8 cups, 2/8 cups, 0/8 cups). Once
the students have done this, the teacher will tell the students that they can use the food
coloring to color the glasses, but not to put any food coloring in the empty glass and that
they only need to use one drop of food coloring in each glass of water.

The teacher will do then ask the students: What does reduce mean? Then the
teacher will ask all of the groups what they came up with. The teacher will then refer the
students back to their Musical Water Glasses worksheet to complete the math
challenge. (1. Add all of the fractions together and then reduce the answer to its lowest
terms. 2. How much water was used to fill all 8 glasses?) The teacher will give the
students 3 minutes to try these problems on their own. Then the teacher will give the
groups 2 minutes to discuss and see if they all came up with the same answers.

Next, the teacher will tell the students to take their blank piece of paper and cut it
into 8 different pieces and to write 1-8 on those pieces of paper. Then the teacher will tell
the students to tape those numbers onto the glasses, starting with the glass with the most
water in it as 1 and 8 as the glass with the least water in it.

Then, the teacher will explain that each group member can take a turn using the
plastic spoon to gently tap each glass and listen for the sound it makes. The teacher will
have discussion points up for the students to talk about as they are hitting the glasses
(discussion questions: Which glasses produce a lower sound? Which glasses produce
a higher sound?) The teacher will give the students 3 minutes to do this.

After each student has had a chance to experiment with the sounds and the groups
have discussed the questions, the teacher will bring everyone back together for a large
group discussion. The teacher will explain why each glass makes a different sound
(When you tap one of the glasses, the spoon creates a sound wave that travels through the
water inside. The pitch of the sound (high or low) depends on the rate of the sound
waves vibration. Lower-pitched sounds come from slower vibrations, while higher-
pitched sounds come from faster vibrations. The more water a glass contains, the slower
the sound of the waves vibration. Therefore, the glass with the most water = SLOWEST
sound wave vibrations = LOWEST PITCH; and then the glass with the least water =
FASTEST sound wave vibrations = HIGHEST PITCH.)

Next, the teacher will explain that they are going to move on to actually making
music my tapping on their glasses and the first song they are going to play is This Old
Man. The teacher will put the song and notes up where all students can see it. The
teacher will then demonstrate the song and ask the students to sing the words with her.
Then the teacher will explain that they are going to learn the song now, so one person
needs to go first, but everyone will get a chance. The teacher will demonstrate the first
line (5, 3, 5, 5, 3, 5) and then ask the students to try it together with him/her. Then the
teacher will ask the students to try that line on their own. Once they seem to have grasped
the first line, the teacher will ask the students to switch who is getting to play.

The teacher will explain that the students who is now up will get to learn the
second line of the song. The teacher will demonstrate the second line (6, 5, 4, 3, 2, 3, 4)
and then ask the students to try it together with him/her. Then the teacher will ask the
students to try that line on their own. Once they seem to have grasped the second line, the
teacher will ask the students to switch who is getting to play.

The teacher will explain that the students who is now up will get to learn the third
line of the song. The teacher will demonstrate the third line (3, 4, 5, 1, 1, 1, 1, 1, 2, 3, 4,
5) and then ask the students to try it together with him/her. Then the teacher will ask the
students to try that line on their own. Once they seem to have grasped the third line, the
teacher will ask the students to switch who is getting to play.

The teacher will explain that the students who is now up will get to learn the
fourth line of the song. The teacher will demonstrate the fourth line (5, 2, 2, 4, 3, 2, 1)
and then ask the students to try it together with him/her. Then the teacher will ask the
students to try that line on their own. Once they seem to have grasped the fourth line, the
teacher will tell the students to get in line in order of what line they learned, behind their
glasses.

The teacher will explain that they are going to try the whole song together and as
soon as one student is done with their part, they must quickly pass off the spoon and go to
the back of the line. The teacher will run through the song doing it along with them and
reminding them of when to switch. Then the teacher will let the students run through the
song on their own.
The teacher will then tell the students that they are going to try one more song all
together, Happy Birthday. The teacher will put the song and notes up where all students
can see it. The teacher will then demonstrate the song and ask the students to sing the
words with her. Then the teacher will explain that they are going to learn the song now, so
one person needs to go first, but everyone will get a chance. (The teacher could challenge
the students to do a different order this time.) The teacher will demonstrate the first line
(1, 1, 2, 1, 4, 3) and then ask the students to try it together with him/her. Then the teacher
will ask the students to try that line on their own. Once they seem to have grasped the
first line, the teacher will ask the students to switch who is getting to play.

The teacher will explain that the students who is now up will get to learn the
second line of the song. The teacher will demonstrate the second line (1, 1, 2, 1, 5, 4) and
then ask the students to try it together with him/her. Then the teacher will ask the students
to try that line on their own. Once they seem to have grasped the second line, the teacher
will ask the students to switch who is getting to play.

The teacher will explain that the students who is now up will get to learn the third
line of the song. The teacher will demonstrate the third line (1, 1, 8, 6, 4, 3, 2) and then
ask the students to try it together with him/her. Then the teacher will ask the students to
try that line on their own. Once they seem to have grasped the third line, the teacher will
ask the students to switch who is getting to play.

The teacher will explain that the students who is now up will get to learn the
fourth line of the song. The teacher will demonstrate the fourth line (7, 7, 6, 4, 5, 4) and
then ask the students to try it together with him/her. Then the teacher will ask the students
to try that line on their own. Once they seem to have grasped the fourth line, the teacher
will tell the students to get in line in order of what line they learned, behind their glasses.

The teacher will explain that they are going to try the whole song together and as
soon as one student is done with their part, they must quickly pass off the spoon and go to
the back of the line. The teacher will run through the song doing it along with them and
reminding them of when to switch. Then the teacher will let the students run through the
song on their own.

Closing Activity: (Bring it all together: Why did we do this lesson? What was
learned? Where is this going? What connections can be made?)
Finally, the teacher will tell the students that each group will get 10 minutes to
come up with a song on their own to play for the class. Everyone must play and they
must have some words that they sing. The words must be about sound wave vibrations
and what they learned about them today! Each group must incorporate 3 facts about
sound waves into their original song. The teacher will give the students 10 minutes to
work and then will get everyone to come back together and have each group present. The
teacher will grade each group presentation based on the Rubric for this lesson.

Then, the teacher will ask the students to get out their journals and do a 4 minute
quick write journal entry about what they learned about sound waves through this lesson.
The teacher will end with a discussion with the whole class about what they learned and
how they can use/how they see sounds waves in everyday life.

Assessments: (How are you assessing? What are you assessing? What are your goals
for assessing? What were students gaining from assessment?)

Formative assessments will be done at the beginning of the lesson through


fraction questions answered on their white boards. This will be a pre assessment to see
where the students are at with fractions and if anything needs to be cleared up before the
teacher brings out the sound waves experiment.

A summative assessment will take place when the groups present their final songs
for the class about sound waves. This allows the students to be creative, have fun, and
still assess what they actually learned about sound waves.

The last summative assessment that will take place will be their individual quick
write journal entries about what they learned about sound waves through this lesson. This
will allow the teacher to assess where each student is at individually to make sure all
students grasped the concept, not just a few students in each group.

Musical Water Glasses


14/8 cups
12/8 cups
10/8 cups
8/8 cups
6/8 cups
4/8 cups
2/8 cups
0/8 cups

Musical Water Glasses Summative Assessment Rubric


5 points 3 points 1 point 0 points

Content Included 3 facts Included 2 Included 1 fact Included no


about sound facts about about sound facts about
waves in song. sound waves in waves in song. sound waves in
song. song.

Participation All 4 students Only 3 Only 2 Only 1 students


sang and played students sang students sang sang and played
the glasses and plays the and played the the glasses
during song. glasses during glasses during during song or
song. song. the group did
not perform.

Creativity/Originality The song had a The song had The song had The song had
creative aspect some creativity little creativity no creativity
added to it and to it and most to it and the and the song
the song was of the song song was not was not
original. was original. all original. original.

_____/15

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