Unit Title: Introduction to Pitch

Grade Level: 1

Subject: Music

Duration: 45 minutes

Stage 1: Desired Results

Enduring Understanding: Students will understand that pitch is the highness or lowness of a sound.

Essential Questions: 1. What is pitch? 2. How can we identify high and low sounds? 3. How can we create high and low sounds?

Learning Objectives: 1. Students will be able to define pitch. 2. Students will be able to identify high and low sounds. 3. Students will be able to create high and low sounds.

Stage 2: Assessment Evidence

Performance Tasks: 1. Students will participate in a class discussion about pitch. 2. Students will listen to different sounds and identify if they are high or low. 3. Students will create their own high and low sounds using their voices or instruments.

Other Evidence: 1. Teacher observation during class discussion and activities. 2. Student participation in class activities.

Stage 3: Learning Plan

Introduction (10 minutes): 1. The teacher will introduce the concept of pitch by asking students if they have ever heard a high or low sound. 2. The teacher will explain that pitch is the highness or lowness of a sound. 3. The teacher will ask students to listen to different sounds and identify if they are high or low.

Development (25 minutes): 1. The teacher will play different sounds for the students and ask them to identify if they are high or low. 2. The teacher will demonstrate how to create high and low sounds using their voice or an instrument. 3. The teacher will give students the opportunity to create their own high and low sounds using their voice or an instrument.

Closure (10 minutes): 1. The teacher will review the concept of pitch and ask students to share what they have learned. 2. The teacher will ask students to identify high and low sounds they hear throughout the day.

Materials: 1. Different sounds (e.g. bird chirping, car horn, doorbell) 2. Instruments (e.g. xylophone, recorder) 3. Whiteboard and markers

Differentiation: 1. Students who struggle with identifying high and low sounds can work in pairs with a partner who can help them. 2. Students who struggle with creating their own high and low sounds can work with the teacher or a peer for support.