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LESSON PLAN PROFORMA

Lesson Plan format for lndividual Lessons during the Block practicum

Lesson : Technology: Evaluate students work Date 26108/15

Time : 45 mins Year level : six
. Still working on ACARA links
Knorvledge and understanding

r Technology as a human endeavour

o Technology influences and impact in people, their communities and environments.
o Design and development ofproducts are influences by societies changing needs and wants, and
include artefacts, systems, environments and services.
o Product design and production decision are influences by specifications, constraints and
aspects ofappropriateness including lunction aesthetics ethics, culture, available finances and
resourrcse and sustainability.
Inlormalion . materrals antl systems (resources)
r The characteristics ofresources are matched with the tools and techniques to make products to
meet design challenges.
o Resources are selected according to their characteristics, to match requirements ofdesign
challengers and suit user.
e Techniques and tools are selected to manipulate or process resources to enhance the quality of
products and to match design ideas, standards and specification.

obJ ectlve

Students will be able to

e Analysis how their construction make sounds through physical hand movements.
o Identify iland how their construction can make different sounding notes.
. Classify as tuned /unturned/ membranophone / idiophone
o Describe ways in which the instrument does or doesn,t amplily sound.
o Drau detailed sketches
Commented [a1]: Do they have to labei this? Would it be
Students evaluate construction decisions. an idea to mention it?
a Observe materials and
Describe the construction process
Represent design solutions through visual media.

Resou rces

. Power point

Students prior knowledge

Research of pgrcussion instruments

a Design features of certain musical instruments.
a Who membranophones differs from another.
a Testing of materials
/

. leslgn materials.
. Written
-:::--:'fCeCUre
..gage aCtiriry -GJof 1OLS m;nrtes

Introduction: opening activity 3_5 minutes

Today we are going to do an analysis
ofyour percussion instrument

First to warm us up we arg

CoilC-lo do a re4lly-qp!9k,!hr.4[^p_-a-i1c--!r-ar-s.with tie person next to you.
Think pair share with three questions.
a Student A and student B
have 30 seconds to think and then you
have 30 seconds to share student
'ou B goes second.
Student A goes first
\\ ant rou to look at your partners
musical instrument
Frrst question
r;ne design leature that you
like.
Second question
Hou d6g5 11 warp
Third question
a lc.cribe the sound it makes.
: ^: :-.:. ma\
rt Jdtt

1 - . : .l lttportant to evaluate our own work?

'.::p r:; desrgn

.-

o Sheet ask for how to you make a sound.

r \\'hat do I have to do to make this instrument
produced noise.
o lf struggling provide example
o Gire student 2_10 minutes to write down
. Sheet ask lor how to you make a sound. information.
o \\'hat do I have to do to make this instrument
produced noise.
o lf struggling provide example
o Gir,e student 2-10 minutes to write down information.
Step two
s it tune is it untune circle the information - 5 minutes

o Think about what it mean to be tune

o About untunes
o Membranophone
. ldiophone
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Tick the box does this instrument

amplify sound

Describe how the instrument

dose this -

o piano: sound
board
o Hollow chamber
. Resonator tube
o Electronicapplication

Provide a sketch

Construction
o Write out all materials used
. Sketch some close ups that show
design solution

How did you put it together

. What steps did you take?
o Did you have to go back and change
anything

Sketch some close ups that show

designs solution.
r Think about some of the charenges
that you faced when designing this
o Think about what we,re putting
into the sketch
instrument
o Provrde simple example of this
draw on board.

Conclusion

5 - 10 minutes
o Students use musicar instruments and the knowredg
that they have gained to pray a song.
' ;::::[# their in't',. into the d ifferent-.,. i.,i .Jt"go,i",
|ffi :T:',:""*:raced "ntl
o This includes design features _ and how students
r students are aware of the sounds that it mat make notes and sounds.
ei. - it student,s music produces more
note have them select one note than one
to play.
o Assign notes a symbols. i.e. a
square, triangle
. Go through the notes one line
at a time.
o Have students move into the
different areas.
o Begin to play till the end of the
lesson.
/

Square Sq ua re Square Squa re Square Triangle Triangle

Sq ua re Sq ua re Square Square Square Trianele Triansle
Square Sq ua re Square Square Square Circle Circle
Square Sq ua re Square Square Square Hea rt Hea rt
Tria ng le Triangle Triangle Triangle Triangle Hea rt Hea rt
Circle Circle Circle Circle Circle Hea rt Hea rt
Sq ua re Square Square Sq uare Square Hea rt Hea rt
Triangle Heart
Triangle Triangle Trianele Circle Circle Heart Heart Heart

Lesson content

Making a percussion instrument: analysis of

their instrument
. Categorizingdifferent instruments.
o Percussioninstrument
o Percussion instruments produce sound when
they are struck or shaken. Their name, percussion,
means "the hitting ofone body against
another." In the orchestra, trr.
provides rhythm and tone colour. f...urrioi r.oion
o Percussion instruments are made from many
materials, but usually consist ofeither a solid
material or a stretchedmgmbrane (thin material)
Drums, the most well-known members of the
percussion famiry, come in..T'shapes
and sizes, but are alr constructed with a membrane
stretched across a frame or hollow container.
o Percussion instruments are classified as tuned
or untumed. Tuned instruments play specific
pitches or notes, just rike the woodwind,
br^, urd'rt.,ng rnstruments. Untoned instruments
produce a sound with an indefinite pitch,
like the soun,-ofa r,^ro r,ro.ti"g
o The percussion are an international famiiy, "ri"'ao"..
with ancestors from the Middre East,
the Americas and Europe representing musical Asia, Africa,
styles from many different cultures. .l-he
following instruments are the most rui'ririu, ,r.-6.rs
orthe percussion section
. Tunes vs un-tuned percussion.

Untoned percussron instruments include:

. Bass Drum
o Crash Cymbals
. Gong
. Snare Drum
. Suspended Cymbal
o Tam{am
. Tenor Drum
. Tom-Toms ]
Tuned percussion instrument

A pitched percussion instrument is a percussion instrument used to produce musical

notes of one or more pitches, as opposed to an unpitched percussion instrument
which is
used to produce sounds of indefinite pitch. The term pitched percussion is now preferred
to
the traditional term tuned percussion:

l.mglbqnoohone is any musical instrument which produces sound primarily by way of a

vibrating stretched membrane. lt is one of the four main divisions of instrumenis in
the original
Hornbostel-Sachs scheme of musical instrument classification

An idiophone is any musical instrument that creates sound primarily by the instrument as a
whole vibrating-without the use of strings or membranes. lt is the first of the four main
divisions in the original Hornbostel-Sachs scheme of musical instrument classification.

rrE 5[uuEilL) tedIIIItB

o Students evaluate
O Part of assessment of the task.
a

Lesson modification

o Scaffold questions.
o Ask.
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Evaluate self as teacher

Associate teachers comments