Did students make a cohesive and understandable song? If yes, then they have a good understanding of how the length of the rubber band affects the pitch produced.Have students complete the Strum Along Worksheet, which involves a graphing exercise to emphasize the concepts above.What changes when you pluck the rubber band strongly vs.What does the length of the rubber band have to do with the sound that the rubber band makes? How accurate was your prediction?.
What is the difference is between sound and music? Explain.What will change if you pull the rubber band harder? Have them make a prediction.What does the length of the rubber band have to do with the sound that the rubber band makes? Have them make a prediction.
#K 12 music download instrumental music series
Wavelength: The distance between two consecutive "peaks" or between two consecutive "valleys" in a series of waves. Vibration: A rapid motion of a particle or solid about a central position. Sound: Vibrations transmitted through a medium, with frequencies in the range audible to humans. Hand out and have students complete the Strum Along Worksheet.įrequency: The number of complete cycles of a periodic process occurs per unit time.Have the rest of the class guess what song was being attempted.Have each instrumental group present its "song" to the class.Re-stapling may be required to make the pitches of the boxes more "compatible.".Now students have created their own stringed instruments! Direct students to work in groups of two or three to create a recognizable song using the instruments they just constructed.After experimenting, find three pitches that you are happy with and staple the ends of the three rubber bands to the other side of the open box using three staples per end.What do you hear? Experiment with pulling the band tighter and looser to see how that changes the sound. Then hold the other end of a rubber band against the opposite end of the open shoebox and pluck the rubber band.Do this for two more rubber bands, all lined up next to each other.
Staple one end of one rubber band to a side of the box using three staples. Have students remove the tops off their shoeboxes they will not be used for this activity. At each student's desk, leave a shoebox, about 6 snipped rubber bands, stapler and scissors. Snip each rubber bank in one place so it becomes just a strip of rubber. Gather materials and make copies of the Strum Along Worksheet, one per student. (Play the guitar music.) Today, you will individually - and as a group - create something similar to this. Guitar Quartet is available for $0.99 from Apple iTunes at. For example, a track of a recording by the L.A. (Play some music to spark students' interest, perhaps by playing a song on a guitar, asking the music teacher to play some guitar music, or play some other pre-recorded music that features guitars and/or stringed instruments. International Technology and Engineering Educators Association - Technologyīasic concepts of sound, as presented in the Sounds Like Music associated lesson. Represent proportional relationships by equations. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Use variables to represent two quantities in a real-world problem that change in relationship to one another write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Graph points on the coordinate plane to solve real-world and mathematical problems. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. Graphs and charts can be used to identify patterns in data. Use mathematical representations to describe and/or support scientific conclusions and design solutions.Īlignment agreement: Thanks for your feedback! Science knowledge is based upon logical and conceptual connections between evidence and explanations.Īlignment agreement: Thanks for your feedback!Ī simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. This activity focuses on the following Three Dimensional Learning aspects of NGSS: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.Ĭlick to view other curriculum aligned to this Performance Expectation
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