Sound Symphony: Create Instruments to Explore Sound
Created byMegan Snowden
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Sound Symphony: Create Instruments to Explore Sound

Grade 1Science5 days
★★★★★
5.0 (1 rating)
In the 'Sound Symphony: Create Instruments to Explore Sound' project, first-grade students explore the science of sound by designing and crafting their own musical instruments. Through hands-on activities, they investigate how sound is produced by vibrations and how different materials and the size and shape of an instrument affect the sound produced. This project enhances students' understanding of sound concepts, encourages creativity in instrument design, and develops collaboration and communication skills through presentations and discussions. Students engage with National Science and Common Core standards as they investigate and demonstrate sound principles using innovative approaches.
SoundVibrationsInstrument DesignMaterialsCollaborationCommunicationScience Education
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and create our own musical instruments to explore the different ways sound is produced, changed, and experienced?

Essential Questions

Supporting questions that break down major concepts.
  • What is sound and how is it created?
  • How do different materials affect the sound that an instrument makes?
  • In what ways can we change the sound of an instrument?
  • Why do different objects make different sounds?
  • How does the size and shape of an instrument affect its sound?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand that sound is produced by vibrating materials.
  • Students will be able to design and create a simple musical instrument to demonstrate how sound is produced and altered.
  • Students will explore how different materials can affect the sound produced by an instrument.
  • Students will learn to explain how the size and shape of instruments influence the sounds they make.
  • Students will gain experience in collaborative discussion and sharing of ideas during the design process.

NGSS

1-PS4-1
Primary
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.Reason: This project involves creating musical instruments to explore sound production and how vibrations are related to sound, aligning with the investigation of sound vibrations.
1-PS4-4
Primary
Use tools and materials to design and build a device that uses sound to solve a problem.Reason: Students will be designing and building musical instruments, directly correlating to using tools and materials to design a sound-related device.

Common Core Standards

CCSS.ELA-LITERACY.SL.1.1
Supporting
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.Reason: The project requires students to engage in discussions about their design process and findings, fulfilling this communication standard.

Entry Events

Events that will be used to introduce the project to students

Mystery Sound Boxes

Students enter the classroom to find a collection of sealed boxes, each emitting mysterious sounds when shaken or moved. Their challenge is to guess the object inside based on the sound and propose ways to recreate it with simple materials.

Sound Challenge Day

Host a series of sound challenges where students must work in teams to identify sounds from everyday life and discuss how these sounds could be amplified or changed using different materials and designs.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Vibration Exploration

Students will investigate how vibrations create sound by using common classroom items to observe and feel vibrations firsthand. This foundational activity will build their understanding of sound's origin.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of vibrations by asking students to place their fingers gently on their throats while they hum and observe what they feel.
2. Present rubber bands stretched across an empty box. Pluck the rubber bands to show how they vibrate and create sound.
3. Allow students to take turns plucking the rubber bands and feeling the vibrations.
4. Discuss observations as a class about what was felt and heard when the rubber bands were plucked.

Final Product

What students will submit as the final product of the activityA class chart of observations and connections between vibrations and sound.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 1-PS4-1: Provides a hands-on investigation of vibrating materials producing sound.
Activity 2

Musical Material Survey

Students will explore how different materials create and alter sound by testing various objects. This activity will help students recognize the relationship between material properties and sound characteristics.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into small groups and provide each group with an assortment of materials, such as metal cans, plastic bottles, and wooden sticks.
2. Instruct groups to tap each material with a pencil and observe the differences in sound.
3. Have students record their observations on a worksheet, noting the material used and the sound produced.
4. Lead a class discussion on how the material's properties influenced the sound.

Final Product

What students will submit as the final product of the activityIndividual observation worksheets and a class discussion summary.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 1-PS4-1: Explores how different materials influence the sound they produce.
Activity 3

DIY Instrument Design Lab

Students will apply their understanding of sound and materials to design and create their own musical instruments. This will help them explore how design and materials can change how sound is produced.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Have students brainstorm and sketch ideas for a musical instrument using their knowledge of sound and materials.
2. Guide students in selecting materials from a provided collection to construct their instruments.
3. Assist students in building their instruments, ensuring they test and refine their designs to achieve different sound qualities.
4. Encourage students to prepare a short presentation on how their instrument works and what materials they used.

Final Product

What students will submit as the final product of the activityA functional homemade musical instrument with an explanatory presentation.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 1-PS4-4: Involves designing and creating a sound-related device, emphasising the use of tools and materials.
Activity 4

Sound Symphony Showcase

Students will present their completed musical instruments, demonstrating the different sounds produced and explaining their design process. This activity will strengthen students' communication skills and deepen their understanding of sound.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize a class showcase where each student presents their instrument and explains its design and sound-producing features.
2. Encourage students to demonstrate their instruments and share how they adjusted the sound using different materials and designs.
3. Facilitate a question and answer session where peers can ask questions about each other's designs.
4. Conclude with a reflection session where students discuss what they learned about sound and instrument design.

Final Product

What students will submit as the final product of the activityA class showcase event featuring student-created musical instruments with discussions and feedback.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.1.1: Promotes collaborative conversations and presentation skills.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sound Symphony Portfolio Rubric

Category 1

Understanding and Application of Sound Concepts

Assesses the student's grasp and application of sound principles, including how vibrations produce sound and the effect of materials on sound quality.
Criterion 1

Demonstration of Sound Principles

Measures the student's ability to demonstrate an understanding of how sound is produced through vibrations and the influence of material properties.

Exemplary
4 Points

Shows exceptional understanding of sound production and alters sound using innovative approaches with various materials.

Proficient
3 Points

Demonstrates a clear understanding of sound production and effectively utilizes materials to alter sound.

Developing
2 Points

Shows basic understanding of sound production with limited ability to alter sound using materials.

Beginning
1 Points

Demonstrates minimal understanding of sound production and struggles to effectively use materials.

Criterion 2

Creative Application in Instrument Design

Evaluates the student's creativity in designing and constructing the instrument.

Exemplary
4 Points

Designs an innovative and functional instrument that creatively uses materials to demonstrate sound principles.

Proficient
3 Points

Develops a functional instrument using appropriate materials that demonstrates basic sound principles.

Developing
2 Points

Creates a straightforward instrument with limited creativity and basic demonstration of sound principles.

Beginning
1 Points

Constructs an incomplete or non-functional instrument with minimal creativity.

Category 2

Collaboration and Communication Skills

Assesses the student's ability to engage in collaborative discussions and effectively communicate ideas during the instrument design and presentation phase.
Criterion 1

Participation in Collaborative Discussions

Evaluates the student's involvement in group discussions and sharing of ideas during the design process.

Exemplary
4 Points

Actively leads discussions, shares insightful observations, and supports peers with constructive feedback.

Proficient
3 Points

Engages actively in discussions, shares relevant ideas, and listens to peers.

Developing
2 Points

Participates in discussions with guidance, shares ideas occasionally.

Beginning
1 Points

Participates minimally and requires support to contribute ideas in discussions.

Criterion 2

Clarity and Efficacy of Presentation

Measures the effectiveness and clarity of the student's presentation of their instrument and understanding of sound.

Exemplary
4 Points

Delivers a clear, detailed, and engaging presentation, effectively demonstrating sound concepts and design process.

Proficient
3 Points

Presents a clear and concise explanation of the instrument, demonstrating sound concepts effectively.

Developing
2 Points

Provides a basic explanation of the instrument with limited clarity and detail.

Beginning
1 Points

Struggles to clearly present the instrument and articulate sound concepts.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What surprised you the most about how sound is created and altered through different materials?

Text
Required
Question 2

On a scale from 1 to 5, how well do you feel you understand how sound is created by vibrations?

Scale
Required
Question 3

Which material did you find most interesting in studying sound variations, and why?

Text
Required
Question 4

What is one question you still have about how instruments can change sound?

Text
Optional
Question 5

Which part of designing your own instrument was the most challenging?

Multiple choice
Required
Options
Choosing materials
Constructing the instrument
Testing the sounds
Preparing the presentation
Question 6

How would you rate your teamwork and communication during the project?

Scale
Required