Unit 4: Making Music

STEM

Children will:

Listen to, describe, and compare sounds
Recognize that sounds have different volumes, pitches, and timbres (qualities)
Compare and contrast qualities of sound including volume (loud, soft), pitch (high, low), and timbre (e.g., growly, squeaky) using key sound vocabulary
Identify and sort sounds that are the same and different, especially in music
Predict, investigate, and identify sounds indoors and outdoors
Make a graph to chart their favorite instruments
Talk about how sounds are made (cause and effect)
Begin to understand vibration and how it affects sound
Explore how to pluck, tap, shake, beat, rub, and blow to make sounds using different materials and instruments
Predict the sounds materials will produce, especially when hit or plucked
Reproduce sounds after hearing them
Reflect, share, and record ideas about sound

ELA

Children will:

Recognize, match, and form uppercase and lowercase “Mm,” “Jj,” “Ll,” and “Ii” (Alphabet Knowledge)
Identify the first letter in context of a word (music, jazz, loud, instrument) (Alphabet Knowledge)
Listen for beginning sounds in words (/m/, /j/, /l/, and /i/) (Phonological Awareness)
Identify and repeat alliterative sentences (Phonological Awareness)
Identify and understand the roles of author and illustrator (Concepts of Print)
Begin to understand directionality in print (Concepts of Print)
Learn how to turn pages, one at a time and front to back (Concepts of Print)
Begin to learn how to handle books and practice book care (Concepts of Print)
Follow directions (Listening and Speaking)
Engage in active listening and viewing (Listening and Speaking)
Build understanding through text-to-self and text-to-world connections (Comprehension)
Be exposed to new concept vocabulary in cross-curricular ways (Vocabulary)
Listen to, develop understanding of meaning, and use new concept vocabulary words about sound: band, beat, blow, feel, instrument, music, pluck, tap, and vibrate (Vocabulary)

SOCIAL EMOTIONAL

Children will: