Elementary School (Grade 3) Lesson Plan

Standard: Students will learn about different bodies of water and how they fit into the water cycle

Indicator of Achievement: Students will explain that materials exist in different states (solid, liquid and gas) and can change from one to another, that there are systems, order, and organization in nature

Standard: Students will analyze the elements of works of art and describe memorable parts

Indicator of Achievement: Students will be able to use appropriate musical vocabulary to describe a piece of music

Standard: Students will demonstrate coordination in use of classroom instruments and body percussion; improvise rhythmic or melodic ostinatos using body percussion and classroom instruments to accompany a presentation.

Materials:

• Chopin's "Raindrop Prelude" (or another instrumental work "about" water such as "And God Created Great Whales" by Hovhaness
  
• variety of musical instruments
  
• "Rain" by Harry Behn (or another rain poem)

Vocabulary: timbre, melody, rhythm, tempo and dynamics

Preparation: Present a science lesson in which the children start by discussing who and what needs water on earth. Then discuss the different bodies of water and the process of the water cycle.

Activity: Students shut their eyes and listen to an instrumental work "about" water. They describe what they heard -- what about the timbre, melody, rhythm, tempo and dynamics reminded them of water.

Read a water poem such as "Rain" by Harry Behn. Divide the class into small groups to represent rain and the different bodies of water. Have the group complete a poem about their kind of water:

Rain is. . .
Rain is. . .
or
The ocean is. . .
The ocean is. . .

Have each group test different musical instruments or body percussion to decide what best illustrated the sound they feel should represent their specific type of water. They will practice making a short rhythmic or melodic phrase for their water sound.

The class will decide an order for presentation of each portion of the water cycle. Each group will have one student read their poem and then follow the presentation with their musical phrase.

Assessment: Discuss with the students how their poems and musical phrases told the audience about water and the water cycle. Test on the water cycle and musical terminology. Include the poem in the students' portfolios.

A lesson from Round Valley teachers, AZ.