1. Topic-
MELODY High and low
 
2. Content-
high low
 
3. Goals: Aims/Outcomes-
1. I can describe the difference between high and low.
2.MOVING Move to show when a melody moves from low to high and high to low
3.MATH Use counting and movement to explore spatial relationships
 
4. Objectives-

National Standards


1a Sing independently on pitch
5d Notate pitch, using standard symbols
6e While listening to music, move to show a prominent feature
8b Identify ways music relates to math and social studies
 
5. Materials and Aids-
"Here I Go!" CD 3/4
slide whistle, xylophone
Resource page G15
 
6. Procedures/Methods-

A. Introduction-



Point out that the playground offers many favorite friends—in its collection of children and in its playground equipment. Help the children describe how each of these pieces of equipment moves and how they move on it.
 

B. Development-

Moving
Encourage the children to dramatize moving up and down on different kinds of playground equipment, using their whole bodies. For example, they might “move up a slide” by pulling their bodies up straight and high from a crouched position, and drop their bodies down quickly as they move down it.

Reinforce the movement between high and low in space by accompanying the children on a slide whistle or xylophone or by having them play tone clusters, either independently or in a group.

As you play the recording of “Here I Go” CD 3–1, encourage the children to listen for the movement words that tell them how to move. (up the ladder, down the slide)

Display Big Book, p. 13. As you point to each of the ladder rungs on the Big Book page, lead the children as they


Move from low to high in measures 1 and 5 with the recording.

Move from high to low in measures 9 and 13 with the recording.

Try touching a different part of their body "toes, knees, waist, chest, and head"as they move with each pitch as it occurs on the recording.

Play a singing game for “Here I Go!” See Dance Directions, p. 362.
 

C. Practice-

End of first or beginning of 2nd lesson.
Have students draw their own roller coaster then demonstrate if the pitch goes high or low by using their voice and tracing the roller coaster path.
 

D. Accommodations (Differentiated Instruction)-

Begin the students roller coaster by drawing it up and ask the student to finish the coaster going down.
 

E. Checking for understanding-

Performance/Observation Observe whether the children's movements to
“Here I Go” CD 3–1 show that they can identify when the pitches move from
higher to lower and from lower to higher.
 

G. Closure-

2. Reward Board.
 

This Lesson Plan is available at (www.teacherjet.com)