1. Topic-
What's That Sound?
2. Content-
Pitch in Music
Recognizing High and Low Pitch
3. Goals: Aims/Outcomes-
1.Students should be aware that the term for high and low sound is pitch and that music, voices, and the "sounds that surround the children every day are all made up of varying pitches.
2.The students should also "be able to classify a sound as having a high or low pitch after listening to an excerpt.
4. Objectives-
1.Distinguish a high pitch from a low pitch
2.Demonstrate high/low pitch recognition by creating contrasting movements to high and low music
3.Use instruments to represent the characters and their voice pitches in Relatives and parents .
5. Materials and Aids-
Pictures of objects that illustrate high (sun, cloud, airplane...) and low (grass, flowers, worm...). "Boadicea" by Enya
6. Procedures/Methods-

A. Introduction-

1.Display the high and low pictures and ask the students if they can find any similarities between -any of the pictures.
2.Discuss that the pictures show some objects that are found high up in the air and -some that are found down low to the ground.
3.Explain that in music there are high and low sounds and -they are called the pitch of music.

B. Development-

1. Ask the students to come up with ways that they could use their whole body to show the -high and low sounds in music.
2.Lead them to stand tall on tiptoe and reach for the sky for high and to -squat down low to the ground for low.

C. Practice-

1. Tell the students that they are going to listen to four different excerpts of music and that when they think the pitch is high they should stand on tiptoe and when they think it is low they should crouch down to the ground
2.The whole class could do the movements together or the students could do them in groups
3.Compliment the student's success with their contrasting movements for the high and low -music.

D. Independent Practice-

1.Check with yourself different characters
2.Imagine and draw them in activities time

E. Accommodations (Differentiated Instruction)-


F. Checking for understanding-

1.Raise hands when portraying Baby's voice
2.Look larger and taller when portraying Papa's voice

G. Closure-

1.Introduce the students to the story of your family.
2. Discuss -with the students the differences between Papa , Mama , and Little baby's voices.-Read the story to the class, emphasizing the different pitched voices of the characters. Invite -the students to repeat certain lines with you, giving them the opportunity to use high, medium, and low -pitched voices
The students would choose instrument -based on their knowledge of the high and low sounds of the character's voices and of the instruments. An -example would be to use a triangle for Little baby a tambourine for Mama, and a drum for Papa. The students would play the instrument for one beat each time they spoke in the story.
7. Evaluation-
1.The students would be informally evaluated on their ability to distinguish between high and low pitches and to create body movements to represent each.
2. They will also be evaluated on their participation during the book activity

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