Unit Topic: __Sound and Music_____________________ Grade

level:______1______
Stage 1 Desired Results
Content Standard/Established Goals(s):
PA Common Core Standards in Reading:
CC.1.2.1.A Identify the main idea and retell key details of text.
CC.1.2.1.B Ask and answer questions about key details in a text
CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
CC.1.2.1.K Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade-level reading and content.
CC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
PA Common Core Standards in Writing:
CC.1.4.1.E Choose words and phrases for effect.
CC.1.4.1.F Demonstrate a grade appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.1.M Write narratives to develop real or imagined experiences or events.
CC.1.4.1.O Include thoughts and feelings to describe experiences and events.
PA Common Core Standards in Speaking and Listening:
CC.1.4.1.V Participate in individual or shared research and writing projects.
CC.1.5.1.A Participate in collaborative conversations with peers and adults in small
and larger groups.
CC.1.5.1.B Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details
and requesting clarification if something is not understood.
CC.1.5.1.F Add drawings or other visual displays when sharing aloud to clarify
ideas, thoughts, and feelings.
Next Generation Science Standards:
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating
materials can make sound and that sound can make materials vibrate.
K-2ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how
the shape of an object helps it function as needed to solve a given problem.
Cross-Cutting Concepts: 1. Patterns. 2. Cause and effect: Mechanism and
explanation. 3. Scale, proportion, and quantity. 6. Structure and function.

Understanding(s)
Students will
understand that:

Students will
understand that:
-the sounds we hear
around us affect how
we understand our
environment
-Different kinds of
music and sounds
make us feel
different emotions.
-Music can tell a
story.
-We can use music
as a way of
communicating.
-Music can bring
people together.
-People listen to

Essential Question(s):

Why do people listen to music? How do

music and sound affect how we perceive the
world? How can we express ourselves
through music?

music in every
culture.
Student
objectives
(outcomes):
Students will know

Students will be able to

-Identify the components of an orchestra and

types of musical instruments
-Use detailed, specific language to describe
-vocabulary necessary and characterize different sounds and
pieces/styles of music
to describe music,
sound, and emotions -Use observation to investigate sounds in
their physical surroundings and how these
-the make-up of an
orchestra (conductor, affect their perceptions
-Apply findings from observations and
musician,
instrumental sections) knowledge about sound vibrations in order to
-that both similarities make predictions about the sounds made by
and differences exist objects, including instruments
-Describe and express how a piece of music
in musical traditions
makes them feel, through writing, drawing
and functions across
-Respond creatively to a piece of music,
cultures
through writing, drawing, or dance
-sound is carried
-Compare and contrast musical traditions
through the air by
from two cultures
vibrations

Stage 2 Assessment Evidence

Performance
Task(s):
Create a visual
sound map of the
school neighborhood
-Make predictions in
order to identify
unseen objects by
sound
-Make predictions
about how size and
structure will affect
the sounds of
instruments
-Writing piece
comparing and
contrasting musical
traditions in two
different cultures
-Writing piece
describing emotions
generated by a
piece of music
-Conduct a class
survey about peers'

Other Evidence:
-KWL chart about what we know and what
we want to know about music, to be
updated over the course of the unit
-informal observation of students during
read-alouds and group work
-class discussions
-Student reflections on learning and
collaborative work

musical preferences;
graph the results
-Write and illustrate
a story based on a
piece of music
-Categorize and
make predictions
about objects based
on the sounds they
make
Stage 3 Learning Plan
B
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Learning Activity

Objectives/Goals

Science: Introduction to
Observing Sound

SWBAT

-Read-aloud The Listening

Walk (whole class)

-Draw on prior knowledge to

talk about sounds we hear in
daily lives

Observation of class
discussion during and after
read-aloud

Sound vocabulary activity

(whole class/small group)

-Use and understand words

to describe sounds

Observations of student
participation, sound
adjectives interactive
notebook

Listening walk in Southwark

neighborhood (whole class)

Observe and describe sounds

in environment

Observation of student
participation

-Listening walk shared

writing chart (whole class)

Categorize and describe

sounds heard on listening
walk on graphic organizer

Class-generated graphic
organizer

-Listening walk written

response (individual)

Analyze graphic organizer in

order to compare and
contrast two sounds from
listening walk

Student individual written

work

observe and describe objects

with graphic organizer (small
group)

Small groups graphic

organizer

identify objects through

sound alone (whole
class/small group)

predictions graphic organizer

C
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Formative Assessment

Science: Sound exploration

(mystery box)
Objects exploration (small
group)
Mystery drop (whole
class/small group)

Compare guesses to results;

analyze thinking

observation of student
participation in class
discussion/completion of
graphic organizer

Draw on preexisting

Student drawings

Science: Sound vibrations

exploration
How does sound work? Think

and draw/pair/share
Trombone straw demo
(whole class)

Sound vibrations centers

Make a kazoo experiment

(whole class/small group)

Now how do you think sound

works? Think and
draw/pair/share
Math: Introduction to Music
Music survey and graph of
data (whole class)

knowledge to explain current

understanding of sound
Draw on preexisting
knowledge, demo to modify
understanding of how sound
works

Student participation in
discussion

Use materials to make

observations and deepen
understanding of how sound
vibrations work

Graphic organizer,
observation of student
participation in centers

Predict whether size, holes

will change sounds made by
kazoo; analyze and compare
predictions and results.
Record and describe how
thinking has changed
Use a class-generated graph
to analyze patterns in data

Writing (individual)
Write a sentence explaining
findings

Class-generated predictions
chart. Student participation
in discussion.
Student drawings and
participation
Student preferences
recording sheet, classgenerated graph, discussion
comparing graph data
student writing

Language Arts: Introduction

to the Orchestra
Orchestra vocabulary
presentation, memory game
(whole class/small group)

Identify components of
orchestra

Observation of students
during vocabulary
concentration game

Orchestra Read-aloud book

TBD (whole class)

Identify components of
orchestra

Observation of student
participation during and
post-reading discussion

Students will use gestures to

identify and follow two
themes in symphonic poem.

Pre video discussion;

Observation of theme
gestures during piece, postvideo discussion
Observation of groups.

Language Arts: How does

Music Tell a Story?
Watch The Sorcerer's
Apprentice (Fantasia).
(whole class)
-Sorcerer's Apprentice
grouped guided reading
(small groups)
Sorcerer's Apprentice writing

Use decoding and contextual

clues to read Sorceror's
Apprentice story
Using words and phrases
from guided reading, make a
prediction about what
happens next

Student writing

Sorcerer's Apprentice book

version read-aloud

-Peter and the Wolf readaloud. (whole class)

-Peter and the Wolf active

listening with story/sound
map
(whole class/individual)

Use prior knowledge of story

to compare and contrast two
versions

Observation of student
participation in discussion;
student writing

Draw on previous knowledge

of narrative components,
structures, to discuss plot,
characters, setting

Observations of student
participation/animal and
instrument graphic organizer

With aid of previous

knowledge of story and
character/instrument map,
visualize narrative through
music

Observation of participation
in discussion

-Discussion: How did you feel

listening to the story? Was it
different than reading the
story? Did the music help you
see the characters in your
mind?
(whole class)

Compare and contrast

listening vs reading; reflect
on the experience of listening
to a story through music

Observation of pairs

-Pair discussion and writing

reaction: a moment in the
story that stood out to you
(small group, individual)

Analyze and reflect on

emotional responses to story

student writing

-Peter and the Wolf musical

theme/character matching

Match the instrument theme

to the character in order to
practice active listening skills

activity sheet

-Peter and the Wolf puppets

Through puppets, follow and

retell narrative in order to put
a story in sequence

student-made puppets,
observation during repeat
listening

Language Arts: Exploring

Music Creatively

Can you hear it? Listen aloud

with drawing responses
(individual, pair)

Music storybook creation

Respond to musical features

(tempo, dynamics, melody)
through drawing and partner
discussion
Respond to musical features
in order to create a fictional
writing piece, to be compiled
into class book

student listening books

Student illustrated stories

Author's Chair story reading

Clearly and effectively retell

stories for peers, reflect on
creative process

Student participation,
including questions and
responses

Social Studies: Comparing

Music Across Cultures
Class visit: violin
Class visit: Indian dance
Shared writing Venn diagram
(whole class)
Writing Compare and
Contrast (individual)

Use prior knowledge to

compare two musical
traditions, orally and in
writing

Observation of student
participation in visits, postvisit discussions
Individual writing piece