Week 2- Wetlands and Deserts

Students dove deep into the world of forests and wetlands this week.  This was an extension from last weeks lesson, where we recreated the sounds of the forest.  This time however, we used found sounds (sounds made from ordinary objects like paper bags, tapping pencils, etc.).  They had a lot of fun performing their environments for each other as the students guessed which environment it was. 

We then had a discussion about how real composers use nature sounds in their own compositions.  We listened to Vivaldi's Spring and they held up cards with the pictures of birds, a stream, thunder clouds, etc. to represent motifs they could hear in the music.  This was a wonderful 'real-world' application to what they had been learning.

This is my complete sequence:

Lesson Plan

Subject
Content: Wetlands and Deserts
Standards: Understand physical characteristics for each environment.
Learning Outcomes: Students will be able to recognize the difference between wetlands and deserts.

Art
Content: soundscape
Standards: Demonstrate various timbres and effects of different simple instruments.exhibit through music an appreciation for the subtle beauties inherent in everyday life.
Learning outcomes: Students will be able to accurately represent and recognize sounds from various environments using found sounds
Lesson Plan
Objectives: Students will be able to accurately represent and recognize sounds from various environments using found sounds.
Assessment: Is volume accurate? Are they sounds specific to that environment? Can others recognize the environment?
Materials: camera, boombox, c.d’s with music, cards, 3 desert pictures(113), 3 wetlands pictures (223), 18 instruments
Sequence:
    •    Listen to forest sounds.  Write down 3 sounds that you hear. 
    •    Get 5 sounds from class. Write on board.
    •    Did we sound like that recording last week? No.  I will give you one more chance. 
    •    One half of class choose a sound on the board.  Make that sound without using your voice.  Give example.
    •     The other half will judge if you actually sound like a forest.  Can they identify the sounds?
    •    Switch. 
    •    I will put you in groups of 5.  When you get in your group you will.
    •    Get a picture.  Don’t tell other groups because they will guess later what environment you have.
    •    write a list of sounds you see. 5.
    •    Bring list to a teacher.  They will check it.
    •    Pick 3 instruments from box.
    •    Practice sounds from your picture using instruments.  You need to be accurate because others will guess.
    •    Pick groups with sticks. 
    •    If you have number one on the back of your picture, come up to the front. Bring your picture.  We will guess who has which environment. (1, 2, 3)
    •    Great composers do this too.  As we listen to this song you will hear a melody (hold up card), birds, a stream, and thunder.  When you think you hear one of these hold up the card, and I will hold up the card after you to see If you are correct.
    •    Listen to song and hold up cards.
    •    Now we will listen to another song.  Draw a picture of what you think is happening.