2023/8/28 16:11 QuaverEd Lesson Plan

The purpose of this lesson is to reinforce the project objective and

review other elements needed to build a foundation for the project. Define and recognize Waveforms.
Introduce and define reverberation. Define Amplitude.
Define Frequency.
Essential Question: How do performers interpret musical works? Apply understanding of vibration, frequency, and amplitude
(Performing: Interpret) to five found sounds.

Materials
Pencils
Normal Plastic straws (optional)
30-45 min Scissors (optional)
My Ophones Song worksheet
NCCAS: Cn10.0.6a, My Science of Sound Project
Cn11.0.6a, Pr4.2.6a, Book
The Ophones Song
Pr4.2.6b, Pr4.3.6a, Re7.2.6a Find Your Own Waveform
The Boomwhackers® Song
worksheet (optional)
NAfME: 1, 2, 3, 5, 6, 7, 8 Straw Flutes instructions
(optional)
Extended Instruments
30-45 min Found Sounds
Project Instruments
Boomwhackers (optional)

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2023/8/28 16:11 QuaverEd Lesson Plan

1 . More About Sound 1-2 min

Have The Ophones Song playing as students enter your classroom.

Take attendance, if needed.
Students should have Project Books for each session in this project.

Hint: To get the fastest internet speeds, preview all your screens ahead of time so they are
pre-loaded in your computer and close all open windows except for Quaver.

2 . Sound Analyzer 3-5 min

Review with students that sound is perceived when vibrations move as a sound
wave from a source to a listener.
Ask students how they think the sound moves from one place to another.
Click the string on the screen and turn on Slow Mo. Show the students how the
vibrating string causes the air immediately next to the string to vibrate. This causes
the air next to THAT AIR to vibrate, which causes the air next to THAT AIR to vibrate,
and so on.
The vibrations move through the air in a regular pattern, similar to the effect you get
when you drop a stone in a pond; ripples move out from the point where the
pebble hits the water in a series of concentric circles (waves).
Click on the Sound Waves knob to see the sound waves move from the string to the
ear.

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2023/8/28 16:11 QuaverEd Lesson Plan

3 . Waveform Definition 6-10 min

Introduce students to waveform and scientific definitions for volume (amplitude)

and pitch (frequency).
Slide 1: Read the definition of Waveform aloud and discuss it briefly. A waveform is a
visual way of describing sounds. Tell students that some of the principles of sound
they have learned previously can be described in a waveform.
Keyword: Waveform - A visual representation of a wave.
Have students write the definition on the Keywords page of their project book.
(page 18)
Discuss the idea of loud/soft. Ask students what part of the sound wave they think
indicates how loud or soft a sound is.
Slide 2: Show how the height of a waveform indicates the loudness of a sound. The
farther the wave is from the horizontal axis, the louder the sound is. The scientific
word to describe the loudness of a sound is amplitude.
Keyword: Amplitude - The loudness of a sound, represented by the height of a
sound waveform.
Have students write the definition on the Keywords page of their project book.
(page 18)
Discuss the idea of high/low pitches. Ask students how a waveform might indicate if
a sound has a high or low pitch. Give them a hint: If the vertical axis represents
loudness (amplitude), what do they think the horizontal axis measures?
Slide 3: The answer is that the horizontal axis measures time! Tell students that one
complete wave runs from where the waveform leaves the horizontal axis, passes
through it to the other side, then returns to it. This represents the vibration that
moves through the air. Show students that waves can be long or short. Depending
on how long the wave is, more or less of them can happen in a given period of time.
The number of waves (vibrations) that happen in one second is called the frequency
of the wave.
Keyword: Frequency - The number of vibrations that happen in one second.
Have students write the definition on the Keywords page of their project book.
(page 18)
Explain that the higher the frequency of a wave, the higher the pitch. The lower the
frequency, the lower the pitch.
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2023/8/28 16:11 QuaverEd Lesson Plan

4 . Experimenting with Waves - QSynth 4-7 min

This activity can be done collectively, as a class, or by individual students.

Begin by watching the short video that shows students how to proceed through the
QSynth activity.
The video essentially outlines the following steps:
Experiment with increasing the amplitude and frequency of sound waves by
using QSynth.
Press and hold down a key on the low end of the keyboard and look at the
waveform. Have students describe what they see using the keywords learned
in this lesson.
As you press keys higher up the keyboard, ask students what happens to the
waveform. (The waves are either closer together or the frequency is
increased.) Remember, you can click on the OCTAVE - and + buttons to hear
very low and very high sounds.
Use the Amplitude knob and ask students what happens to the waveform. (If
the waves get bigger, the amplitude increases.)
Experiment with sine, square, triangle, and sawtooth waves. Observe their
different shapes.
Experiment with the Sound Profile view and slider sounds as well.
Have students make additional notes and drawings on page 6 of their project
books.

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2023/8/28 16:11 QuaverEd Lesson Plan

5 . The Ophones Song 10-12 min

Almost any object can be made into a musical instrument because most things can
be made to vibrate, thus producing sound.
Listen to The Ophones song. Each of the parts is played with a different "found
sound," representing a different -ophone.
Have students match the found sound instruments on the screen to the sound they
hear in the track. Use the DRAW tool to connect the -ophone words to the way the
object is used in the piece.
Discuss vibration, frequency (pitch), and amplitude (volume) for each instrument.
Pepper shaker - Idiophone
Large bubble wrap - Membranophone
Spatula - Lamellophone
Rubber band guitar - Chordophone
Bottle with water - Aerophone
Click to slide 2 and have students read the notation parts for each -ophone sound.
Search for found sounds in the classroom similar to the ones on the screen. (If
necessary, send students on a controlled scavenger hunt!)
Play along with The Ophones Song using new instruments.
Click to slide 3 and have students create their own "ophone song" using "ophone"
instruments they find around the room. Download My Ophones Song worksheet for
the students.
How do performers interpret musical works? (Essential Question)

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2023/8/28 16:11 QuaverEd Lesson Plan

6 . Working on Goals 1-3 5-7 min

This activity will provide students with enough information to begin working on
goals 1-3 (on page 13 of their project books).
Remind groups about these specific goals and how they should be presented.
Goal 1: Research two contrasting instruments of your choice, and create a written
and graphic presentation of their sounds.
Goal 2: As part of your presentation, describe and demonstrate the vibration,
frequency, amplitude, and materials of your contrasting instruments.
Goal 3: Create a unique QSynth sound; write and explain how you created it.
Assign groups and ask students to sit with their group.
Tell the students, now that they know about amplitude and frequency, they must
use these terms to analyze their two chosen instruments for the final project.
Give groups time to begin brainstorming what kind of instruments they will research
and how they will demonstrate and display their ideas.
Record ideas in project books, page 13, and have students show you their
instrument choices so you can approve them.

7 . In today's lesson, we learned to... 1-2 min

Click on the bullet points to highlight and review the learning objectives.
Allow students time to write one or two sentences in their journal about the day's
lesson on page 20 of their project book.
How do performers interpret musical works? (Essential Question)

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2023/8/28 16:11 QuaverEd Lesson Plan

8 . Create an Aerophone 11-16 min

Extend students' understanding of vibration, frequency, and amplitude by making an
aerophone.

Hand out straws to students.

Demonstrate the steps for making a straw flute (See project book, page 7.)
1. Flatten one end of the straw about an inch.
2. Cut the flattened end to a point (like an arrow).
3. Cut 3 or 4 holes into the flute, being careful not to cut all the way through the
flute. Use something sharp to puncture the straw, including pencils, pens, or
scissors.
4. Put pointed end of straw in mouth, and cover holes with fingers.
5. Invite students to experiment with their instrument. If their straw flute doesn't
work, make another one!
6. Discuss the straw experiment in terms of frequency, amplitude, and
waveform.
7. Why does the straw aerophone make a lower sound when more holes are
covered?
8. When all the holes are covered, the length of the vibrating air column is
longer. This means that a longer wavelength can form inside the tube, which
results in a lower frequency sound.
Note: It may be helpful to make a sample of each step of the straw flute before class
for demonstration, like on a cooking show.

Straw Flutes can be downloaded from Worksheets.

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2023/8/28 16:11 QuaverEd Lesson Plan

9 . The Boomwhackers® Song (Lyrics) 9-13 min

Learn a song using Boomwhackers, and analyze the instrument pitches in the light of new
information about sound.

Listen to The Boomwhackers® Song, reminding students to copy the rhythmical

sections with the suggested instruments (Boomwhackers, hand rubbing, chanting).
Discuss the waveform, frequency, and amplitude of the student parts.
Ask how waveform, frequency, and amplitude of the Boomwhackers have changed.
Experiment with different, fun ways to play the Boomwhackers as seen in the
busking project.
Behind the back
Over the head
With a friend
Under the legs
Against the hip
Have students demonstrate their motions. If time allows, teach motions to the class
as a class performance.

The score and lyrics can be downloaded from Worksheets.

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2023/8/28 16:11 QuaverEd Lesson Plan

10 . Sound Observations 6-9 min

Apply information about waveform, frequency, and amplitude to new musical examples.
(Make sure speakers are turned up for this activity.)

In this game, have students listen to the pairs of sounds (top and bottom) and
determine what is different about each pair. If so desired, have the student log their
observations in their project books (page 20) by writing what is different and
drawing what the waveform might look like.
Note: Pairs are arranged vertically in this activity.
Pair 1: Amplitude is different; the top example has a greater amplitude than
the bottom example.
Pair 2: Frequency is different; the top example has a lower frequency than the
bottom frequency.
Pair 3: Both amplitude and frequency are different; the top example has both
a greater amplitude and a higher frequency than the bottom example.
Touch the boxes to reveal the waveforms, and have the students check their
answers. Give a prize to the winning teams.

11 . Find Your Own Waveform 4-7 min

Extend students' understanding of waveform to found sounds.

To help students with their final project, have them find two contrasting sounds in
the classroom.
In the journal area of their project books (page 20), have them create a reference
name for the sound and draw the waveform they think the sound would make.
Make the process easier by asking if the sound is soft and high, or low and loud, then
translate their answers into scientific terminology.
As time permits, have volunteers demonstrate their sound and draw their waves on
the screen using the DRAW tool. Ask them to explain why they drew the wave the
way they did.

Find Your Own Waveform can be downloaded from Worksheets.

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2023/8/28 16:11 QuaverEd Lesson Plan

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