STEM Stage 1 | Science and Technology, Mathematics | Sounds and Music

Summary Duration
Students learn about how sound is produced through vibrations of objects, creating different sounds and investigating how the volume, 7–8 weeks
pitch and types of sounds can be changed based on the action used to produce them. 1–2 hours a week
Students are set a challenge to create a range of musical instruments including shakers, matchbox guitars and harmonicas. Students design a
tutorial to teach other students how to create an instrument and film their tutorial.
Students learn about notating musical patterns using symbols. Students design a pattern to play on their instruments.
Students explore 3D shapes when designing a paper amplifier for their instruments/speakers.

Teacher background information Resources overview

Students are Working Technologically as they use a variety of materials to build different musical instruments. Students are also given the  Music, such as ‘Dance of the Sugar Plum Fairy’, Jaws theme music
opportunity to modify their designs and recall the process of making in a tutorial filmed and edited using simple video software. Students  Materials for shakers: recycled PET bottles, content materials (eg sand, rice, small stones,
are Working Scientifically when they investigate the properties of sound and the objects used to create sound. Patterns and algebra are dried pasta, rice bubbles, peppercorns, marbles, buttons, Lego, coffee beans), decorating
explored through the context of music, with students designing, practising and notating different rhythms and notes on their instruments. materials
As an extension to this unit, students can make an electronic musical instrument using MaKey MaKey or equivalent digital  Materials for matchbox guitar: matchboxes, rubber bands, scissors
hardware/software.  Materials for a harmonica: two Paddle pop sticks, three rubber bands, small strips of paper,
This unit links to Creative Arts outcomes relating to music. sticky tape
 Materials for the amplifier: A4 card/paper, scissors, sticky tape
 Extension: MaKey MaKey

Key inquiry questions Vocabulary

 How is sound made? amplify, beat, cone, cube, cylinder, design, guitar, harmonica, higher, instruments, length, loud,
 How can we make different types of sounds? lower, materials, music, object, pattern, pitch, predict, prism, produce, record, rhythm, soft,
sound, source, speaker, sphere, strings, symbol, tally, test, three-dimensional, volume, vibration
 How can we use symbols to record the patterns of sounds, such as music?
 How can we produce sounds of different volume and pitch on a musical instrument?

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 1
Outcomes
Science K–10 (inc. Science and Technology K–6)
› ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know
› ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants
› ST1-6PW describes some sources of light and sound that they sense in their daily lives
› ST1-12MW identifies ways that everyday materials can be physically changed and combined for a particular purpose
› ST1-13MW relates the properties of common materials to their use for particular purposes
› ST1-15I describes a range of familiar information sources and technologies and how their purposes influence their design

Mathematics K–10
› MA1-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
› MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
› MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
› MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms

Creative Arts K–6

› MUS1.1 sings, plays and moves to a range of music, demonstrating an awareness of musical concepts
› MUS1.2 explores, creates, selects and organises sound in simple structures.
› MUS1.3 uses symbol systems to represent sounds.

Syllabus Content Teaching, learning and assessment Student diversity

Science and Technology Lesson 1: Music and feelings Extension
 Students compose an explanation
Working Scientifically
of why different instruments
Students communicate by: make different sounds (eg
Summary
 representing and communicating observations and ideas using oral and materials).
Students are introduced to different sounds in music, including tone and pitch, and ways to visually represent what
written language, drawing and role-playing
they hear.
Physical World Diversity
Light and sound are produced by a range of sources and can be sensed. Resources  Students use Makey Makey
Students:  Contrasting pieces of music software to play music
 share their observations and ideas about different sources of light and http://makeymakey.com/apps/
sound encountered in their daily lives
Whole-class activity
 use their sense of touch to feel vibrations from familiar objects and
 Students listen to a piece of music (eg the first minute of ‘Dance of the Sugar Plum Fairy’ – Tchaikovsky) and
infer that sound is made when an object vibrates, eg vocal chords
discuss:
- what it sounds like
Music
- how it made them feel
Students learn to:
- what instruments they think were used.
 listen to, and respond to, a variety of music
 Students listen a second time and are given the opportunity to move around the room/dance to the music.
 Students listen a third time and draw a picture that represents what the music would look like.
 Listen to a second, contrasting piece of music (eg Jaws theme music). Students turn to the person next to them
and in 1 minute tell each other how they felt. As a class, discuss the differences between the pieces of music.

NSW Education Standards Authority

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Syllabus Content Teaching, learning and assessment Student diversity
 Students listen a second time and dance around the room to the music.
 Students listen a third time and draw a picture that represents what the music would look like. Discuss the use of
colour, eg dark colours may indicate low pitch, and bright/light colours for higher-pitched notes.
 Students listen to each piece of music again through speakers, and take turns feeling the speakers.
 Students describe what they feel and how this changes when the music is loud, soft, low or high.
 If not suggested by students, teacher uses the word ‘vibration’ to describe how the music feels and explains that
sounds are produced by objects vibrating.

Individual and pair activity – Vibrations

 Students are challenged to find two objects in the room that will make different sounds when they vibrate.
- What can be used to make the object vibrate (eg hitting the object)?
- Can we make the same object make different sounds by changing the action we use to make it vibrate?
 Students share their findings; first in a pair, then to the class.
 Students use their hand to observe the way their neck/vocal chords feel when they whisper/talk/shout or sing
notes of different pitch. Discuss:
- What do you feel?
- How does this allow us to communicate?

Science and Technology Lesson 2: The loudest shaker

Working Scientifically
Students process and analyse data and information by:
Summary
 using a range of methods to sort information, including drawings
Students create shakers and investigate how different materials used inside the shakers affect the volume of the
(ACSIS027, ACSIS040)
sound produced.
Students question and predict by:
 responding to and posing questions
Resources
Students plan investigations by:
 Materials for shakers: recycled PET bottles, content materials (eg sand, rice, small stones, dried pasta, rice
 identifying the purpose of the investigation
bubbles, peppercorns, marbles, buttons, Lego, coffee beans), decorating materials.
 recognising that the results of investigations can inform the process of
Working Technologically
Students conduct investigations by Whole-class introductory activity – Secret sound
 using a range of methods to gather data and/or information, including In preparation, create two shakers with secret materials inside (eg sand, rice, small stones, dried pasta, rice
using their senses to make observations safely and carefully, using bubbles, pepper corns, marbles, buttons, lego, coffee beans)
simple tools and equipment Split the class in two and repeat the activity for each half of the class.
 making and recording observations and measurements honestly, using 1. Teacher lists the possible materials inside the shaker.
tally marks and informal units
2. Teacher shakes the shaker a number of times while students listen.
Students communicate by:
3. Students in half of the class each vote for what material is inside (heads down, hands up).
 representing and communicating observations and ideas using oral and
written language, drawing and role-playing (ACSIS029, ACSIS042) 4. Students in the other half of the class count up (tally) the votes/guesses in their books.
5. Students compare their results with their peers. As a group, they suggest a final guess of what is inside the
Physical World shaker.
Light and sound are produced by a range of sources and can be sensed.
Students:
Pair and whole-class activity – Investigating volume
 share their observations and ideas about different sources of light and
Teacher:
sound encountered in their daily lives
 use their sense of touch to feel vibrations from familiar objects and  Explains the purpose of the investigation – to determine which shaker material produces the loudest sound.
NSW Education Standards Authority
This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 3
Syllabus Content Teaching, learning and assessment Student diversity
infer that sound is made when an object vibrates, eg vocal chords  Introduces students to the different materials.
 Describes the method to make the shaker and allocates a type of shaker to pairs of students.
Mathematics  Outlines safety instructions.
Students:
Data 1
 Predict which materials will make the loudest and softest sound.
Students:
Choose simple questions and gather responses  Make their allocated shaker in pairs.
 gather data and track what has been counted by using concrete  Test their shaker in comparison to other students’ shakers.
materials, tally marks, words or symbols  Discuss as a class:
- Was the test fair?
- What else could be affecting the loudness of the shaker?
- How can we make the test fair?
 Retest the shakers.
 Rank the loudness of the shakers and mark on a scale.
 Make suggestions on what else they could change about the shaker to increase its loudness and test to see if the
change affects the loudness (eg material of the container, shape of the container, mixture of materials inside the
shaker, amount of material in the container).

Mathematics Lesson 3: Rhythms and patterns

Patterns & Algebra 1
Students:
Summary
Investigate and describe number patterns formed by skip counting and
Students, working in teams, use their shakers to make different rhythm patterns. Students use self-devised symbols to
patterns with objects (ACMNA018)
record the pattern and see if another team can play their rhythm.
 recognise, copy and continue patterns with objects or symbols
 create, record and describe patterns with objects or symbols
Whole-class activity – Sound patterns
 describe a repeating pattern of objects or symbols in terms of a
 Students sit in a circle.
‘number’ pattern
 Teacher uses hands to make an even sound pattern on their body, such as:
- Clap hands, hit legs, clap hands, hit legs, etc. (‘two’ pattern)
- Hit chest, hit legs, clap hands, hit chest, hit legs, clap hands etc. (‘three’ pattern).
 Students mimic the pattern.
 Students can take turns making up their own patterns for others to copy. This can be done in small groups.
 Students decide on a symbol to represent each sound (eg C, L, H) and record (individually or on the board) the
patterns.
 Teacher writes a pattern on the board using the same symbols and students make the pattern on their bodies.

Extension
Team activity
 Students are challenged to make a
 Students form teams with at least 3 different shakers from Lesson 2.
pattern where two different
 Teams design a rhythm using the different shakers and use symbols to record the pattern. shakers could be playing at the
 Teams perform their pattern to another team. same time. How could you record
this?

Science and Technology Lesson 4: Matchbox guitar Extension

 Investigate: What instruments
Physical World
did/do Aboriginal and Torres
Light and sound are produced by a range of sources and can be sensed. Strait Islander peoples use to
Summary
Students: create music? How are these
Students construct a matchbox guitar and experiment with different ways to create and manipulate the sounds it can
NSW Education Standards Authority
This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 4
Syllabus Content Teaching, learning and assessment Student diversity
 share their observations and ideas about different sources of light and produce. instruments created? What natural
sound encountered in their daily lives materials are used?
 use their sense of touch to feel vibrations from familiar objects and Resources  Students are challenged to create
infer that sound is made when an object vibrates, eg vocal chords a rhythm and play the pattern
 Matchbox guitar materials (per student): 3 rubber bands, 1 matchbox, scissors
 compare the range of sounds produced by musical instruments used by using their guitar, and record
people from different cultures, eg didgeridoo or sitar using symbols.
Visible thinking activity – See, Think, Wonder
Material World Show students a variety of images of different types of guitar and similar stringed instruments (eg ukulele, banjo,
Everyday materials can be physically changed in a variety of ways. sitar)
(ACSSU018).  See: What are the similar features?
Students:  Think: How does it produce sound?
 explore how everyday materials can be physically changed by actions,  Wonder: How might the differences change the way it sounds?
eg bending, twisting, stretching, squashing or heating.
The different properties of materials enable them to be used for particular
purposes. Individual activity – Make a matchbox guitar
Students:  Students wrap one rubber band around the matchbox. Does it make a sound? Why do you think this is the case?
 identify the properties of some common materials and why they are  Discuss what students may need to do to create a louder sound? Show students images of a guitar to help guide
used for particular purposes, eg the waterproof property of plastic them. Does the rubber band need more tension?
rainwear  Students remove the rubber band and cut a circular hole in one large side of the matchbox. Place a rubber band
 identify a range of natural materials used by Aboriginal and Torres over the middle of the hole and discuss with students the difference in the sound.
Strait Islander peoples and share ideas about the ways they are used to  Add two more rubber bands. How can we change the sound that these other rubber bands produce?
suit a particular purpose  Discuss the difference in sound between tight and loose rubber bands.
 Students make any changes to the guitar to try and improve the sound. (For example will a triangular prism
across the bridge of the guitar affect the sound?)

Science and Technology Lesson 5: Harmonica challenge

Working Scientifically
Students question and predict by:
Summary
 responding to questions about familiar objects and events they are
Students construct a harmonica and experiment with different ways to create and manipulate sound.
curious about in the natural and made environments.
 making predictions resulting from their questions.
Resources
Physical World  YouTube video: Make your own popsicle stick harmonica by Kidspot (1 min 17 s)
Light and sound are produced by a range of sources and can be sensed.  Harmonica materials (the following is required for each student, or allow more if students will experiment with
Students: the materials first): Two paddlepop sticks, three rubber bands, strip of paper, sticky tape.
 share their observations and ideas about different sources of light and
sound encountered in their daily lives Optional: Experimentation activity
 use their sense of touch to feel vibrations from familiar objects and  Allocate materials to students.
infer that sound is made when an object vibrates, eg vocal chords
 Ask students to make a prediction of what instrument they may create with these materials.
Material World  Give students 10 minutes to try and create their own instrument. Encourage students to share and discuss their
Everyday materials can be physically changed in a variety of ways. ideas with each other.
(ACSSU018).
Students: Individual activity – Make a harmonica
 explore how everyday materials can be physically changed by actions,  Teacher shows students a video on how to make a popsicle harmonica (see Resources).
eg bending, twisting, stretching, squashing or heating.  Teacher demonstrates each step and/or provides students with an instruction sheet with images for them to
The different properties of materials enable them to be used for particular follow.
NSW Education Standards Authority
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Syllabus Content Teaching, learning and assessment Student diversity
purposes.  Students build their harmonica, following the ‘three before me’ rule when seeking help (ask three friends before
Students: asking the teacher). Students should be encouraged to seek help from their peers before asking the teacher. If
asked for help, a student should guide their peer towards the solution rather than doing the work for them.
 identify the properties of some common materials and why they are
used for particular purposes, eg the waterproof property of plastic  Students test their harmonicas to see if they can produce a sound.
rainwear.  Students investigate how the position of the paper strips affects the pitch of the sound produced.
 identify a range of natural materials used by Aboriginal and Torres
Strait Islander peoples and share ideas about the ways they used to suit Pair activity – Design a harmonica tune
a particular purpose.  Teacher instructs students to produce different sounds on their harmonica, such as:
- Short, high note
Mathematics - Long, low note
Length 1  Teacher discusses with students different symbols they could use for different sounds produced by the
Measure and compare the lengths of pairs of objects using informal units harmonica, for example:
(ACMMG019). - long sounds could be notated with a long line, and short sounds could be written using a dot.
Students : - colour or line thickness could be used to show the high (light/thin) and low (dark/thick) sounds, or students
 compare lengths of two or more objects using appropriate uniform could place their lines and dots above or below the previous mark depending on whether it is higher or
informal units and check by placing the objects side-by-side and lower.
aligning the ends  In pairs, students design, test and notate 3 different repeating patterns, seeing if their can play the tune together.
 Students perform their patterns to another pair.
Patterns & Algebra 1
Investigate and describe number patterns formed by skip counting and
patterns with objects (ACMNA018)
Students:
 create, record and describe patterns with objects or symbols

Science and Technology Lesson 6: Tutorial Support

 Provide a script scaffold for their
Working Technologically procedure.
Students generate and develop ideas by:
Summary
 using techniques for documenting and communicating design ideas, Extension
Students reflect on the ways sound was created through the shakers, matchbox guitar and harmonica.
including simple plans, drawings and models, using familiar materials  Students use the Explain
Information Everything app for their tutorial.
Pair or small-group activity
There is a range of information sources and technologies.  Students finish their film with a
 Students create a tutorial to explain to other Stage 1 students how to create the shaker, guitar or harmonica.
recording of a musical pattern
Students:  Students write a ‘how-to’ script. The script must include a step-by-step guide and include an explanation of how played on their instrument(s).
 use a range of information technologies to communicate with others, eg sound is produced.
letters, telephones, cameras, emails  Once students have completed their script, they may video themselves or take photos and record their voices.
 Students use simple video-editing software to edit their film.
 Optional: Publish students’ tutorials online and share with peers and parents using a QR code.

Science and Technology Lesson 7: Cardboard amplifier

Working Scientifically
Students conduct investigations by:
Summary
 using a range of methods to gather data and/or information, including
Students create a cardboard amplifier to amplify the sound from small speakers (eg on a phone or tablet).
using their senses to make observations safely and carefully, using
simple tools and equipment Students experiment with different 3D shapes to determine which shapes make the best amplifier.
Students communicate by:
 representing and communicating observations and ideas using oral and Resources
NSW Education Standards Authority
This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 6
Syllabus Content Teaching, learning and assessment Student diversity
written language, drawing and role-play (ACSIS029, ACSIS042)  Small device to play music eg phone, tablet (can use your voice if neither is available)
 Materials for amplifier: A4 paper or thin card, sticky tape, scissors.
Mathematics
Whole-class discussion
Three-dimensional space 1
 Pose the question: Why do we cup our mouths when shouting?
Recognise and classify familiar three-dimensional objects using obvious
features (ACMMG022)  Students may like to go out into the playground and test whether there is a difference in sound when we cup our
mouths.
 identify and name familiar three-dimensional objects, including cones,
cubes, cylinders, spheres and prisms, from a collection of everyday  When we cup our mouths, sound can only travel in one direction, making it louder in one direction but softer in Support
objects other directions.  Have 3D shapes pre-made for
 identify cones, cubes, cylinders and prisms when drawn in different  Demonstrate how ear phones connected to a mobile phone playing music can be place in an empty glass to students to test.
orientations amplify sound.
 recognise familiar three-dimensional objects from pictures and Extension
photographs, and the environment Small-group investigation  Discuss with students how they
 Students identify different 3D shapes from pictures (eg cones, cylinders, rectangular prisms) and predict which could measure the volume of
will make the best amplifier sound for the investigation.
 Process:  Students use recycled materials
- use an A4 piece of cardboard/paper to create 3D shapes (a net can be provided, eg for the rectangular prism), (eg paper cups, paper towel rolls,
with one of the flat surfaces removed to create an open object shoe box) to make an amplifier,
- cut a small hole in the side of the shape into which the speaker can be directed. combining different 3D shapes
together if they choose.
- play music through the speaker and compare the loudness of each sound.
 Compare the results with their prediction and share the results with the class.
 Discuss:
- Why do you think that shape amplified the sound the best?
- Look at photos of musical instruments and identify 3D shapes within the instrument
- Relate observation of the shapes within the musical instruments to the results from the investigation.

Assessment overview
 Students produce a variety of work samples as they participate in STEM investigation, and design and development activities. These should be evaluated to determine students’ level of achievement and understanding. Student understanding
may also be assessed through the analysis of contributions to class discussions, team work and demonstrations of thinking skills, recorded using observational checklists or anecdotal records. Refer to the unit overview document for
assessment for learning ideas for each outcome.

Evaluation
Questions to guide reflection:
 To what level did students achieve the learning outcomes?
 How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?
 How did the teaching strategies and activities facilitate student engagement?
 How could the unit be improved to enhance student engagement and learning?

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 7