• Assessing the general knowledge of the class’ understanding of sound through various means such as class discussions, participation, and individual responses. At the end of the lesson students are placed in large groups and asked to demonstrate various sounds using student-made recycled instruments.

• Use the following checklist to evaluate students’ understanding:

• The student demonstrates the ability to produce sound using recycled instruments.

• The student can describe how sound is made.

Day 1

Review the previous lessons in this unit with students. Tell students they will be using various objects to make sounds. They will apply their knowledge and understanding of sound and create a “band” to make music.

Show students pictures of the Philadelphia Orchestra and play samples of their music. Ask the following questions:

• “What is this called?” (an orchestra/band, music)

• “What type of sounds do you hear?” (loud/ soft, high/low)

Prior to beginning this lesson, prepare the kazoo combs and funnel horn. Attach the funnel to one end of the plastic tubing with package tape or duct tape. Cut pieces of waxed paper that are as long as the combs and wide enough so that the paper can be folded in half and will cover the comb.

Show students the tubing with the funnel attached to one end. Ask students to listen carefully. Hum into the tubing a familiar song such as “Old MacDonald.” Ask students if they recognize the song. Ask the following questions:

• “Where does the sound you hear come from?” (from your mouth)

• “What does the funnel at the bottom look like?” (try to elicit the answer It looks like an ear.)

• “Who can come and show us how the sound traveled from my mouth out of the funnel?” Select students to demonstrate the sound moving from your mouth out of the funnel.

• “Where does the sound go when it leaves the funnel?” (It moves out to our ears.)

Now tell students they are going to make and play their own instrument called a kazoo. Show students a small comb. Hold the comb with the teeth pointing downwards and then fold waxed paper over the comb. Hold the paper lightly against the comb. Place the paper and comb lightly against your lips and say “Oooooooooo.” Remind students they are not to use anyone else’s kazoo or share their kazoo with others.

After students have made their kazoos, allow them some practice time. When students have had time to practice, ask the following questions: “Tell me what did you feel when you played your kazoo?” (My lips tickled.)“What was happening to the waxed paper?” (The paper moved.) “What caused the paper to move?” (The air moved the paper.)

Explain that the paper was vibrating. Anything that is making a sound is vibrating. “Is your kazoo vibrating?” (yes) “That is what makes your lips tingle. What causes the kazoo to vibrate?” (Air is moving.)

“Place the back of your hand gently against your lips and hum the same way you did for the kazoo. Again, you feel vibrations. Where are those vibrations coming from? Put your fingers lightly on your throat and hum again. The vibrations are coming from something called your vocal cords. Air in your lungs moving across the vocal cords causes them to vibrate. The air vibrates. The vibrations then move from the vibrating air to the paper of the kazoo. As the air vibrates, the sound moves, just as the water moved when the tuning fork was placed in the water. The waves of sound move to our ears and we hear sound.” Allow students time to play their kazoos.

Day 2

Review with students how they made music using a comb and waxed paper. Tell students that you have taken something and made it into something different. This is called recycling. We are going to recycle things and make instruments. We will be making sounds with instruments. Show students the funnel used in the Day 1 activity. Talk to students about how sometimes parts of objects can be recycled such as an old tire can become a planter, or plastic soda bottles can become birdhouses.

Have each student choose an instrument to make using household items. Make sure that a variety of different types are chosen to add a variety of sounds to the lesson. For example, cereal boxes and rubber bands can become guitars, and round oatmeal boxes can become drums. For other examples and instructions, refer to the homemade instrument directions (S-K2-3-3_Homemade Instrument Directions.doc).

Provide each student with the necessary materials to make his/her instrument, which will vary depending on the instruments students choose. When the instruments are finished, allow students opportunities to play them. Students should note the sounds each instrument produces. Ask, “What caused the sound in each instrument?” For instance, the drum was hit, the guitar was plucked, or the bottles were hit.

Gather students and have them review what they know about sound. Ask students to describe and demonstrate the types of sounds they learned about. Allow students to select a recycled instrument to play and demonstrate sounds. Teacher Note: This activity may become a home-school connection. Parents or guardians may help in constructing a recycled instrument.

Extension:

• For students who may be or are going beyond the standards:

• Students may compare and contrast two instruments using a Venn diagram and noting the sounds (high or low and soft or loud) each instrument produces.

• Invite local school bands and orchestras and provide students with opportunities to see and touch instruments and hear the sounds they produce.

• Here is an activity for students who might need an opportunity for additional learning:

• Invite older students to bring instruments into the classroom. Give students the opportunity to feel the vibrations made by the instruments. Have students describe the differences between the sounds.