National School District - Musical Instruments

Home
Directories
Links
Search
Login

	EDUCATIONAL SERVICES

	Classroom Resources
	Assessment
	Curriculum Tools
	Lesson Plans
	WebQuests
	VaPA Lesson Plans
	Physical Education Videos
	Promethean Boards
	PictureThis
	Self-Paced Prof Growth
	Idea Sharing
	Web Links For Teachers
	Online Appications

	Libraries

	Student Programs

Return to Index Page for VAPA Lesson Plans

Musical Instruments – First Grade

Click here to download this lesson plan in Microsoft Word format.
Click here to download the flipchart that goes with this lesson.

CONTENT STANDARDS

1.1.3 Identify common instruments visually and aurally in a variety of music.

OBJECTIVES & STUDENT OUTCOMES

Students will identify the various instruments by name.
Students will recognize the different sounds and features of each of the four main groups of instruments.
Students will categorize each instrument as belonging to one of the four main groups: woodwind, brass, percussion, and string.

MATERIALS NEEDED

Musical Instruments (if available)
Flipchart (“Listen and Learn”)

VOCABULARY

Woodwind instrument: a musical instrument that produces sound when the player blows air against an edge of, or opening in, the instrument.
Brass instrument: a musical instrument whose tone is produced by vibration of the lips as the player blows into a tube.
Percussion instrument: any object which produces a sound by being hit with an implement, shaken, rubbed, scraped, or by any other action which sets the object into vibration.
String instrument: a musical instrument that produces sound by means of vibrating strings.

INSTRUCTIONAL PROCEDURE

Warm Up
Go to flipchart page 4 and have students think of all the different instruments that they know and write them on the board.

Modeling
Ask children the students to pick 4 or 5 instruments and talk about specific features that they have. The teacher should help the students place the instruments into the correct category by matching the instruments with similar features. The teacher will teach the students the four main groups of instruments -starting on flipchart page 5 (brass, woodwinds, percussion and strings) Define and talk about the specific features of each group. Here is where the teacher will show pictures of the various instruments in each page and play the different sounds.

Guided Practice
The students will play a guessing game on flipchart page 9 where they will need to come to the board and match a picture of an instrument to its name. The teacher will then go to flipchart page 10 and have students practice what category do the instruments fall into. After students show knowledge of the various instruments and the four groups, the teacher will go to flipchart page 11 and play an instrument sound. The students should match the sound to the picture of the instrument being played. See if the students can pick out all the instruments on the page.

EVALUATE Activotes page 12-19, categorizing page 20

Assessment
On flipchart pages 12-19, students will use Activotes to show their knowledge about the different types of instruments. They will have a picture of an instrument and they will choose the family of instruments it belongs to. The teacher will need to choose the correct answer on the board after each page (answers will be recorded from then on.)

Categorizing
Go to flipchart page 20 and ask students to share with the class what the four main groups of instruments are and the specific features about them. Write them on the board; one in each colored area. Have them remember the names of some of the instruments that fall under each category.

Writing (optional)
Have students write about their favorite instrument and present it to the rest if the class.

EXTENSION Social Studies and/or language arts link beginning on page 21

After evaluating students on the different types of instruments, they can also be exposed to the different instruments used around the world. Have them hear the various kinds of music and ask them what instruments they hear and if they are similar to some instruments that we already know (i.e. a kalimba is similar to a xylophone) Also, have them figure out what group they belong to (i.e. a conga belongs in the percussion group.)

NSD > Educational Services > Classroom Resources > Lesson Plans > Vapa > 1MusicSocUnit4LangTheme5or9 > Musical Instruments

May 17, 2012