Z+Art+of+Making+a+Math+Heavy+Science+Lesson

Kindergarten: Activity 2 We could draw out the bird song on the board with musical notes and explain the time signature and practice counting out the beats (1-2-3-4, 1-2-3-4) in order to help the kids understand the pattern of the beats. Next, we could explain the difference between the higher pitches and the lower pitches (happy sound/sad sound, loud/soft) and explain the correlation between the pitch of the note and the location of the note on the staff. Then, students can point out the pattern of the notes/pitches. When planning this out, we should draw the notes out in intentional and recognizable patterns.

First Grade: - transcribed music under Activity 2: focus on time signature and how it relates to fractions for example, two different time signatures 2/4 and 3/16 - first listen and ask if there is a difference, once you ID the two, have a discussion of why they are different and explain the relationship of the fractions. explain why the 3/16 is faster (the smaller fraction represents the smaller beat) - use a relatable song and listen to it to see when the rhythm changes, by IDing this students are recognizing patterns Math in Bird Song Lesson (Cheep)--4th grade + Laura :)

Second grade:

Teachers can use measures in 4/4 time to provide an authentic representation of a whole. One measure is comprised of four beats, and students will need to be sure that they perfectly “fill” a measure. We are working under the assumption that students have had some instruction relating to fractions already. Specifically, we are assuming that they know that fractions represent parts of a whole and that they can “build” a whole in different ways (ex. two halves, four quarters, one half and two quarters, etc.). Teacher will explain the composition of music in 4/4 time, explaining that in order to make each measure whole, there must be four beats. The teacher will explain how to notate whole, half, and quarter notes (and rests if she wants), and she may show the students sheet music that goes along with a basic song.

Students then get to make their own calls (just like the birds)! Each “call” will consist of two measures, and each measure must have four beats so that it is a whole. Students could even use manipulatives instead of standard notes (one block for a quarter note, two stuck together for a half note, etc.). The important mathematical concept is that they must make measures that equal a whole (four beats). Their calls will demonstrate whether or not they know how to do this.

Fourth Grade + Laura: Activity 1:


 * Keeping the word focus, but adding math by counting the syllables in the rhythms
 * Each word has different patterns (long and short characteristics)

Activity 2:
 * Keep activity 2 to relate it to birds' songs
 * Use Venn Diagram to compare the 2 bird songs

Activity 3:
 * Could create their own song with math criteria (eighth note, quarter note, long/short)--view song as a whole (1) and add parts as fractions/notes