In this lesson, students experiment with sounds by creating recycled instruments. Students will:

- understand that sound can be created using a variety of containers and recyclable items.

- experiment to see how sound varies as varied levels of force are given to objects.

- predict the sound that a specific instrument or object will produce.

- Vibrate: To move back and forth very quickly.

- Vibration: Movement made when an object moves back and forth quickly.

- Sound: Vibrations of energy picked up by the ears.

- Energy: A force that makes things work or change.

- Force: A push or a pull that makes an object move.

- Recycle: To make something new out of something used.

- plastic combs (one per student)

- wax paper (small square to fold over each comb)

- plastic bottles

- flexible plastic tubes

- PVC pipe

- cereal boxes

- rubber bands

- round oatmeal containers

- water

- plastic tube (such as aquarium tubing about 3 feet long)

- funnel

- Homemade Instrument Directions (S-K2-3-3_Homemade Instrument Directions)

Assessing the comprehensive understanding of the class' knowledge of sound using a variety of methods, including class discussions, participation, and individual replies. At the end of the class, students are divided into big groups and instructed to demonstrate various sounds with student-made recycled instruments.

Use the checklist below to measure students understanding:

- The student shows the capacity to create sound with recycled instruments.

- The student can explain how sound is made.

Scaffolding, Explicit Instruction

W: Students apply prior knowledge of sound to design and build an instrument. They also identify sounds produced by the orchestra and develop instruments.

H: Students use student kazoos to make and recognize sounds. They are also introduced to the Philadelphia Orchestra and given the opportunity to hear the sounds of the instruments.

E: Students use various containers, recyclables, and objects to create sounds. They classify sounds as high/low, loud/soft.

R: Students collaborate in large and small groups to listen to different instruments. They help manufacture recycled instruments and form a classroom band.

E: Assessment for this lesson may be formative, relying on instructor observations of classroom discussions and student engagement with constructing and performing instruments.

T: This lesson plan covers several learning styles by incorporating reading, discussion, hands-on activities, and creative thinking. It lets students to make and perform instruments while learning about how sounds are created.

O: Students learn how force generates sound. Hands-on exercises allow students to gain a better knowledge of sound. Students work independently and in small groups to create sounds and identify the types of sounds they encounter. Students also understand the relationship between sound and the ear.

Day 1

Discuss the previous lessons in this subject with the students. Inform students that they will be utilizing various objects to generate sounds. They will use their knowledge and understanding of sound to form a "band" and make music.

Show students photos of the Philadelphia Orchestra and play audio clips of their music. Ask the following questions:

"What is this called?" (an orchestra or band, music)

"What type of sounds do you hear?" (Loud/Soft, High/Low).

Before starting this lesson, prepare the kazoo combs and funnel horn. Attach the funnel to one end of the plastic tube using package tape or duct tape. Cut waxed paper into pieces that are as long as the combs and wide enough to fold in half and cover the comb.

Show students the tubing with the funnel attached at one end. Students should listen intently. Hum a familiar song, such as "Old MacDonald." Ask students if they recognize the song. Ask the following questions:

"Where does the sound you hear come from?" (From your mouth)

"What does the funnel at the bottom look like?" (attempt to get the answer It resembles an ear.)

"Who can come and show us how the sound traveled from my mouth out of the funnel?" Choose students to show the sound coming from your lips and out of the funnel.

"Where does the sound go when it leaves the funnel?" (It moves toward our ears.)

Tell the students that they are going to make and play their own instrument called kazoos. Show students a little comb. Hold the comb with the teeth pointed downward, then fold waxed paper over it. Hold the paper softly against the comb. Place the paper and comb lightly on your lips while saying "Oooooooooo." Remind students not to use someone else's kazoo or share their own.

Allow students to practice when they have finished making their kazoos. When students have had the opportunity to practice, ask the following questions: "Tell me what did you feel when you played your kazoo?" (My lips tickled.) "What was happening to the waxed paper?" (The paper moves.) "What caused the paper to move?" (The air moved the paper.)

Explain that the paper vibrated. Anything that produces sound is vibrating. "Is your kazoo vibrating?" (Yes) "That's what makes your lips tingle. What makes the kazoo vibrate?" (Air is moving.)

"Place the back of your hand gently against your lips and hum as you did with the kazoo. Again, you feel vibrations. Where are the vibrations originating from? Place your fingers softly on your throat and hum again. The vibrations originate from your vocal cords. The movement of air in your lungs causes the voice cords to vibrate. The air vibrates. The vibrations then go from the vibrating air to the paper of the kazoo. The music moves as the air vibrates, much like the water did when the tuning fork was placed in it. The sound waves travel to our ears, where we sense sound." Give students time to play their kazoos.

Day 2

Review with students how they created music using a comb and waxed paper. Tell students that you took something and turned it into something else. This process is known as recycling. We're going to recycle materials and build instruments. We will make sounds with instruments. Show students the funnel from the Day 1 activity. Explain to students how pieces of objects, such as an old tire, can be recycled to make planters or plastic soda bottles into birdhouses.

Allow students to choose an instrument to create with home objects. Make careful you select a variety of various sorts to provide a diversity of sounds in the lesson. Cereal boxes and rubber bands, for example, can be used to make guitars, and round oatmeal boxes can be used as drums. For additional examples and instructions, see the homemade instrument directions (S-K2-3-3_Homemade Instrument Directions).

Provide each student with the supplies required to make his or her instrument, which will vary based on the instruments chosen. Give students the opportunity to play the instruments once they are finished. Students should take attention of the sounds each instrument generates. Ask: "What caused the sound in each instrument?" For example, the drum was hit, the guitar was plucked, or the bottles were smashed.

Gather students and ask them to review what they know about sound. Ask students to describe and demonstrate the many sorts of sounds they learnt about. Allow students to choose a recycled instrument to perform and display sounds. Teacher Note: This project may lead to a home-school link. Parents or guardians may assist with creating a recycled instrument.

Extension:

For students who may be or are exceeding the standards:

Students can use a Venn diagram to compare and contrast two instruments, noting the sounds they generate (high or low, soft or loud).

Invite area school bands and orchestras, and give students the opportunity to see and touch instruments while hearing the sounds they make.

Here is an activity for students who may require an opportunity for additional learning:

Invite older students to bring instruments to the classroom. Allow students to experience the vibrations produced by the instruments. Ask students to discuss the differences between the sounds.