Lesson Plan: Make that sound!

Song Bank Link

Make that sound!
Words and Music by Jan Faulkner

Subject Links

• ICT QCA Unit 1C: The Information Around Us.

Duration

45 mins - 1 hour

Learning objectives

• Children will be able to recognise different sounds and respond appropriately to them.

• Children will understand that sounds convey information and discuss the differences between sounds.

• Children will be able to collect sound information using a recording device. 

Resources

• Make that sound! - all audio tracks

• Recording devices, eg. tape recorders, mp3 recorders or Audacity software.

• A recording of sounds to prompt actions, eg. bells, alarms.

• Whiteboard

Introduction

• Share the Learning objectives with the children at the start of the session.

• Explain to the children that they are going to learn a song called Make that sound!.

• Play the song through a few times encouraging the class to join in with the actions suggested in the song: shaking, blowing, beating and strumming.

• Once they have learned the song, ask children, either individually or in groups, to perform the actions without music so they can listen carefully to the different noises that they make.

• Now ask the children to turn around as a class so that they have their back to you. You then make one of the sounds from the song and the children must then perform the action without any visual aid. Make sure everyone understands the association between each sound and its corresponding action.

Main activity

• Prepare a tape recording of sounds that carry information, eg. a bell indicating the end of school or a police siren, in advance of the lesson. Ask the children to close their eyes, listen to the tape and then discuss a class what they think the sounds are prompting them to do.

• Working in small groups, children record sounds on a tape recorder (or using Audacity software/mp3 recorders) that mean something/are important to them. For example, it could be a class song for tidying up, the sound of a pencil on paper, the sound of a skipping rope on the playground etc.

Independent activity

• Invite individual children to replay their group’s recordings to the class. Prompt a class discussion about what these sounds mean to us all. Record the different points of view on a whiteboard.

Differentiation

Support

• Group the children in mixed-ability pairs/groups.

• Offer more prompts of support to the less able.

Extension

• Give the children a number of images on cards. Mix the cards up and place them face down on a table. Get the children to come up and pick a card and act out the sound to match the image. The rest of the class to guess what the sound and image are.

Plenary

• Sing a final rendition of Make that sound! and record the performance. Listen back to the recording with the class.

Assessment for learning

Can the children:

• Recognise that sound conveys informaton?

• Use a recording device to collect sound information?

• Recognise the differences between different sounds?

Next steps

• Now focus on the information we get from visual images, eg. the differences between pictures, photos, signs and maps.

Differentiated success criteria

All children will:

• Be able to recognise different sounds.

• Be able to record sound information.

Some children will:

• Be able respond correctly to different sound information without visual aids.

• Be able to discuss the difference between sounds and explain the appropriate responses to them.

A few children will:

• Be able to record different sounds of their own creation successfully and understand their meaning.