Programme ofStudy

Objectives

Teaching Methods and Learning experiences

Resources

Assessment

Subject Links

Listen to and identifysources of sound in their immediate environment

Explore ways of makingsounds using familiar objects

Children will :

Know that there are manydifferent sources of sound

Appreciate that we hearwith our ears

Be able to identify a rangeof sounds

Develop listening andconcentration skills

Suggest difficulties facedin everyday life by people who are deaf and how they try toovercome these.

Be able to identify a rangeof everyday sounds.

Sort sounds into those theylike/dislike.

Explore a variety of soundwords e.g. crash, bang etc

Describe sounds made byanimals

Be able to listen to andidentify a variety of animal sounds.

Suggest why animals makesounds.

Distinguish between a loudsound and a quiet sound.

Create loud and quietsounds.

Appreciate that loud soundsare easier to hear than quiet sounds.

Be able to make soundsusing their voices

Be able to make soundsusing their body parts

Create a sequence of soundsand perform for the rest of the class.

Examine instruments andsuggest what we do to them to make a sound.

Know how to make sounds bystriking, plucking, scraping, blowing or shaking.

Investigate how to makesounds with everyday objects.

Know that sounds can beproduced by plucking, shaking, striking, scraping andblowing.

Design their own musicalinstrument and record designs and equipment needed on paper.

Be able to join materialsusing a range of adhesives including a low temperature gluegun.

Talk about and demonstratetheir instrument and make suggestions for improvement.

Design a pair of ear muffsand record design and equipment needed.

Develop independence inusing a range of tools safely.

Demonstrate effectivenessand fitness for purpose, making suggestions for improvement asnecessary.

Prior to lesson tape normalclassroom noise and play back to children identify sounds and theirsources, compare with a quiet classroom what can we hear? Recordfindings

Use pawprints ICT to playsounds found in a classroom, children identify.

Listening walk in theplayground record what was heard, Road safety sounds. Recordfindings

Discuss importance ofhearing, to keep us from danger, ask chn for examples e.g. crossingthe road, fire bell. Imagine what life is like for a deafperson.

Make a range of everydaysounds behind a screen and chn have to identify them. Listen!Listen! A sound is near, Listen! Listen! What can you hear?

Discuss sounds theylike/dislike

Record individually

Explore sound words givechn source they must think of adjectives e.g. dripping tap splash, drip etc

Recall sounds made byvarious people/objects e.g. a baby cries, an alarm clockrings, a horn toots

Sound game each child isgiven a picture of an animals has to move around the room makingthat animal sound until it s/he locates others who are the sameanimal. In groups describe sounds made by animals.

Suggest why animals makesounds try to communicate a message e.g a dog barks if it isinside and wants out or if someone comes to the door. A ewe bleatsif it loses its lamb so the lamb can follow the sound etc

Listening game in groupschn will listen to animal sounds and try to identify theanimal.

Recording sheet fill in themissing animal sounds

Drama - chn perform animalsounds others guess the animal they are.

Clap hands loudly andsoftly what is the difference? Which is easier to hear?

Sort a number of objectsaccording to whether they make loud or quiet sounds, can theybelong to either groups according to how they are made?

Loud & quiet soundsworksheets

Tape of sounds (everydayand animal); identify and classify as loud or soft, discussresults.

Ask chn to create loud andquiet sounds with their voices which are easier to hear?

Recall loud and quietsounds chn made with their voices. In groups think of as manysounds as they can using their voices; feedback singing, shouting,screaming, talking, laughing, coughing, crying, whispering andsquealing.

We can also make soundsusing our bodies in groups think of as many sounds as they canusing their bodies; feedback stamping, jumping, hopping, clapping,clicking fingers, tapping, slapping and whistling.

In groups create a sequenceof either voice or body sounds for 8 counts. Perform for the restof the class.

Identify a few instrumentsand play, what did we do to make the sound? Blow, strike, shake,scrape or pluck? Sort instruments according to action

Use everyday objectsinvestigate what will we do to them to make a sound? Fairtestingwhat will we keep the same?

Record results, discussfindings

P3/4 Technology designand make a sound instrument Unit of work 7

Use tools safely e.g.scissors, single hole punch, safety snips.

Test, how would they modifytheir designs? (if appropriate)

P4 Technology design andmake ear muffs

Use tools safely.

Test if the ear muffs workand suggest how they could be improved.

Tape recorder

Pawprints software

Sound recording w/s

Objects which makesounds

screen

Animal picture cards

sound tape including animalsounds

tape recorder

animal sounds sheet

Everyday objects

Loud & quiet soundsworksheets

Sound tape, taperecorder

Musical instruments

Everyday objects

Recording w/s

Sheet materials, paper,card, plastic,

bottles, tubs, rice, milkbottle tops, corroflute, paper fasteners, art straws, sellotape,pritt, glue gun, scissors etc

Fabric, stuffing, stapler,scissors, paper, glue gun etc

Ability to identify soundsand their sources

Discussion

Questioning

Ability to identify soundsand their sources

Classifying sounds intothose they like/dislike

Ability to suggest soundwords and match words to sources of sound

Listening to animalsounds

Discussion work

Identifying sounds made byanimals

Classifying sounds as loudor quiet

Creating loud and quietsounds

Creating voicesounds

Creating body sounds

Ability to create asequence of sounds and perform to the class

Ability to make a soundwith musical instruments and explain what they did to make thesound.

Carry out investigation anddraw conclusions.

Ability to design and maketheir own musical instruments.

Evaluate instruments andmake suggestions for improvement.

Ability to design and makea pair of ear muffs.

Evaluate ear muffs and makesuggestions for improvement.

Describing action necessaryto make sounds on instruments and everyday objects

Describing what vibrates inorder to produce sounds

Ability to design and makean instrument

English

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