BYU-Idaho Preschool Lesson Plan

Lesson Plan #19

Lab #5
Percussion Instruments

Date: Wednesday, November 11, 2015

Supervisor: Christabel Ethridge
Lead Teacher: Ali Wilcox

Children and Learning/Development Goals:

1. Brandon He has a goal to teach other children. He can work on his goal at the small
focus activity by teaching and helping others make their musical instruments.
2. Jane Her goal is to learn to count. Jane can work on her goal at the math center as
she counts the number of beads she can put on the pipe cleaners.
3. Kennley She has a goal to make friends. She can work on her goal at the dramatic
play by interacting with the other children and pretending with them at the music
shop.
4. Logan- He has a goal to work on his fine motor skills. Logan can work on his fine
motor skills as the math center where he can use his fingers to string the beads
through the pipe cleaner and poke the holes in the Styrofoam.
5. Lizzy- She has a goal to interact with her peers. Lizzy can work on her goal at the
small focus activity as she and peers work together to make a musical instrument.
6. Jaiden- He has a goal to interact with his peers. Jaiden can work on his goal at the
dramatic play area by asking for the different musical instruments as the children
play at the store.

Preassessment and Findings:

As I was talking with the children about what they were doing during self selected, I tried to
preasses them on what they knew about music and instruments. I asked Brady what his
favorite type of music was and he told me that he liked rock and roll. He told me I wish I
could play music When I am 60 I will. I asked Zetta if she knew what an instrument was.
She said, My mom has one. I asked her what the instrument was that her mom had and
she said, I dont know. I asked Max what an instrument was and he told me It is like a
guitar. When I asked Jaiden what an instrument was, I do not know, I think it saves
people.
I asked Jane what her favorite instrument was and she told me the drums. I also asked her if
she knew what happened to an instrument when it was out of tune and she said that she did
not know.
The children have been very interested in the piano recently. Sophie went over to open the
piano and pressed the keys. Logan also was interested in the piano and opened it to try and
play for a while. Kennley found a piano book and brought it over to the piano to try and play
a song. She said, This my book to play a song. Brandon also opened the piano and played
a song.

Ideas to be Emphasized:
1. Percussion instruments include the drums, xylophones, triangles and tamborines.
2. Percussion instruments make sound by shaking, striking, or hitting them.
3. A percussion instrument makes sounds because of the vibration when you strike the
instrument.

Preschool Concepts or Skills:

1. Listening
2. Loud/quiet
3. Hard/soft
BYU-Idaho Preschool Lesson Plan
 Lesson Plan #19
Lab #5
Percussion Instruments
Date: Wednesday, November 11, 2015
Supervisor: Christabel Ethridge
Lead Teacher: Ali Wilcox

Ideas to be Emphasized:
1. Percussion instruments include the drums, xylophones, triangles and tamborines.
2. Percussion instruments make sound by shaking, striking, or hitting them are striking and
hitting the same thing?. Dont they already know this?
3. A percussion instrument makes sounds because of the vibration when you strike the
instrument. Tough concept! Ill be interested ot see how it is taught!

Preschool Concepts or Skills:

1. Listening
2. Loud/quiet
3. Hard/soft

Assignments:
___________________ Self-Selected _______________ Floater/Runner/Snack
___________________ Small/Focus Groups _________ /_________ Booth/ Photographer
___________________ Outdoor play _______________ Greeter/Walkie (Lead Teacher)
_________ /_________ Snack _______________ Data Collector

SELF-SELECTED ACTIVITIES 1:20 - 2:50 p.m.

Literacy Activities/ Books:
I Love Bugs! by Philemon Sutton (S37)
I Love School! by Philemon Sutton (S36)
My Five Senses by Aliki (A3)
Wheels by Venice Shone (S17)

Activity Description: SENSORY BAG WRITING There will be letters inside the sensory bags
(IWP). The children will trace the letters to discover which letters are inside. There will also be
numbers included in the sensory bags.
Child Objective: The children will recognize the letters within the sensory bags and relate it to
their name or the names of other children in the classroom. The teachers will prompt them by
asking Where we can find that letter?
Activity Name Description/Activity Objective Materials, Special Set-up
*Creative Art: Activity Description: Children will roll their Clear Jars (IWP)
SPLATTER paper into the jar and will put beans and drops Black beans (IWP)
PAINTING of paint inside as well. They will shake the jar White paper (Cut to jar size)
as well as pound on it to move their paint Art cart)
throughout the jar. The children will then take Tempera Paint (RR1)
their paintings out of the jar and see the effect Paint containers (RR1)
that their shaking and pounding had on the Feathers (RR1 Art supplies
paint. The children will also use feathers, pom- 9)
poms and stickers to add to their painting by Pom Poms (RR1 Art supplies
@ (5) gluing them on. The jar will be washed each 13)
time so that the next child can have a clean Stickers (RR1 Art supplies
painting. 12)
Child Objective: Children will use their gross Smocks (Laundry Room)
motor skills to shake and pound on the jar to
make the paint splatter inside. This activity
relates to my ideas to be emphasized because
the children will recognize the motions you
need to make for percussion instruments.
Teacher will point out these motions to the
children. They will see the effect that these
motions have on their artwork as well.
Manipulatives: Activity Description: The children will put Puzzles (Manipulative cart)
PUZZLES the puzzles together. Bear Dress up puzzle (RR1
(4) Child Objective: The children will use the W36)
observations and cognitive skills to find where
the pieces go in the puzzle. They will
experiment where the pieces go until they find
the right spot.

Math: Activity Description: There will be pipe Box with holes (IWP)
PIPE CLEANERS cleaners poked into some styrofoam or boxes. Pipe Cleaners (RR1 Art
AND BEADS The children will put the beads through the Supplies 17)
pipe cleaners and count how many beads there Beads (RR1 Art Supplies 13)
are on the pipe cleaners. Children can also
make them into bracelets to take home.
Child Objective: Children will use their small
motor skills as they put the beads onto the
pipe cleaners (D2 G18 CI6). The children will
(4) also use their cognitive skills to count the
number of beads they have on the pipe
cleaners.
*Science: Activity Description: There will be plastic Plastic Wrap (K)
VIBRATION wrap on a big bowl kept down with a rubber Drums (WR Cabinet 4&5
@ (3) band around it. The children will put materials Shelf 1)
such as rice, beans, and marbles on the plastic Rhythm Sticks (WR Cabinet
wrap. The children will hit the plastic wrap with 7&8 Shelf 2)
the rhythm sticks and watch the different
materials jump because of the vibration.
Child Objective: Children will hypothesize
and discover what will happen to the different
items when the plastic wrap is struck by the
rhythm sticks (D4 G42 CI10). The teachers will
prompt them to make verbal prediction by
 asking them what they think will happen. This
relates to my ideas to be emphasized because
the children will see the effect that the
vibration of the drum has on the different
items on the plastic wrap.
*Sensory Table: Activity Description: Water will be placed in Bowls (IWP)
WATER AND the sensory table. The bowls will be placed in Spoons (wooden)(IWP)
MUSIC PLAY @ the table along with the spoons. The children Marbles (RR1)
will use the spoons to hit the bowls and see the Water Smocks (Laundry
effect that it has on the water because of the Room)
vibration. They will also hear the noise that it
makes when they hit the bowls. This will be set up at the
(3) Child Objective: Children will discover the sensory table.
effect that the hitting the water and the bowls
with their spoons has on each other. They will
experiment and learn about the vibrations that
are caused by hitting the bowls with the
spoons.

Blocks: Activity Description: The ramps will be Ramps (RR1 P84)

RAMPS AND placed in the block area with some of the Balls (RR1 W38, RR2 O21,
DIFFERENT BALLS blocks in the classroom. There will be different GG)
(6) sized balls that the children will use to go down
the ramps. The children will experiment with
the different sized balls to see which ones will
go down the ramps and if some go down faster
or slower.
Child Objective: Children will use their
cognitive skills to see which balls go down the
ramps and which balls go faster down the
ramps (D4 G42 CI7).

*Dramatic Play: Activity Description: Children will explore Cash Registers (RR2 O211)
MUSIC SHOP @ the different instruments in the music shop. Costumes
(5) They will dress up in the costumes and play Shoes (RR2 Y217)
and buy the instruments in the music shop. Cloth hats (RR2
Child Objective: Children will use their social Y226)
and emotional skills as they use the different Purses (RR2 Y221)
props and pretend they are in a music shop. Boas (RR2 Y244)
The teachers will encourage the children to
Instruments
participate in parallel or cooperative play with
Drum (WR C 4&5
the other children. (D1 G15 CI3) This relates to
my ideas to be emphasized because the Shelf 1)
children can play with the different instruments Gathering Drum (WR
I made as well as see the different instruments C 4&5 Shelf 1)
in the pictures as they are hung up. The Tambourines,
children can pluck, strum, or use the bow to Triangles and
play with the pretend instruments. Chimes (WR C 4&5
Shelf 2&3)
Rain sticks (WR C
7&8 Shelf 2)
Noise makers (WR C
9&10 Sheft 2)
Pictures of instruments and
prices for display (IWP)
Alternatives:
Creative Art: Description: Children will use their fingers to Foil (RR1)
FINGER PAINT AND paint on the foil. Tempera Paint (RR1)
FOIL Paint containers (RR1)

Put this on the art table so

some children can use the
jars to paint and some can
paint with the foil.
2nd: PLAY DOUGH Description: Children will use the play dough Play dough (In closet)
to mold it in to whatever they want. They will Play dough toys (RR2 G124)
use the play dough toys to help them cut,
flatten, etc.

ROTATING SNACK 1:00-1:50 p.m.

Pudding, graham crackers, water

OUTDOOR PLAY 1:10-1:50 p.m. Location: South

Playground
*Gross Motor: Description: The children will have a paper Pictures of percussion
PERCUSSION with percussion instruments on it. There will be instruments (IWP)
INSTRUMENTS pictures hidden around the playground that the Paper with percussion
SCAVENGER HUNT children will find. Once they find the item they instruments on it (IWP)
will check it off of their paper. Pencil (Art cart)
Objective: Children will use their cognitive
skills such as deductive reasoning as they are If it is not bad weather,
looking for the different percussion instruments teachers will put out the
throughout the playground. real instruments for them to
find.
*2nd: LADY BUG Description: The mallets will be placed Ladybug Mallets (Suannes
MALLETS @ outside around the ladybug drum. They can be Office)
used to strike the drum and make music. The
children will see the high and low sounds that
the ladybug will make. Teachers will show the
children that they can strike the different
letters on there. If they make a pattern with
the letters then it becomes a song.
Objective: The children will use their gross
sensory motor skills as they use the mallets to
strike the ladybug drum. This relates to my
ideas to be emphasized because the children
are able to hear the high and low notes as they
strike the ladybug drum with the mallets.
3rd: ALUMINUM Description: The aluminum ladder will be set Aluminum ladder (GG)
LADDER @ up on the grass in a level area. The children
will climb up the ladder and walk across it and
then climb back down.
Objective: The children will use their gross
motor skills such as balance and risk taking to
climb up the ladder and use their balance to
walk across the ladder (D2 G17 CI4).
CLEAN UP 1:50-1:55 p.m.
Its Clean Up Time in Preschool (2x)

GATHERING TIME 2:55-3:10 p.m.

Transition
I will put on the song Shake your Sillies out and give each child a rhythm stick (WR Cabinet 7&8
Shelf 2) as they come over. They will shake the sticks as they shake their sillies out.
Field Trip
We will be going to the Percussion room in the snow building. (I have included a back up gathering
time just in case).
A student from Brother Taylors class will show us all of the percussion instruments and teach the
children why they make the sound they do.
David L. Taylor
Email: taylord@byui.edu
Phone #: 208-496-4974
Activity Name Description Materials
1. LISTENING Bring out the different instruments. Ask the Gathering Drum (WR C 4&5
TO children, What are the different percussion Shelf 1)
PERCUSSIO instruments called? (Tambourine, drums, Tambourines, Triangles and
N xylophone, and triangles) Chimes (WR C 4&5 Shelf
INSTRUME Make the sounds with each instrument as the 2&3)
NTS children say the names. Tell the children that
1. Percussion the different percussion instruments include
instruments tambourines, drums, xylophone, and triangles.
include the
drums, Ask the children, (shake, strike, and hit)
xylophones, Shake the tambourine, strike the xylophone,
triangles and and hit the drums. Tell the children to do this
tamborines. with their pretend instruments with you.
2. Percussion
instruments
make sound by
shaking,
striking, or
hitting them.
3. A percussion
instrument
makes sounds
because of the
vibration when
you strike the
instrument.
2. USE OF Give each child an instrument while they dance Bells and Noise makers (WR
PERCUSSIO to the freeze song with their instrument. Cabinet 9&10 Shelf 2)
N
INSTRUME
NTS
3. Tell the children to bring out their drums to use Gathering Drum (WR C 4&5
VIBRATION with you. Bring the big gathering drum out. Shelf 1)
S Have Nathan and Brandon come put some of
the objects on the drum. Ask the children,
What is going to happen to these objects
when I strike the drum?
 Strike the drum and ask the children, What
happened?
Do it again and tell the children to pay close
attention to the drum to see if they can see the
vibration of the drum.
Show children that the vibration that happens
when we strike or hit the drum is what causes
the sound.
Transition to Have a picture of each instrument on the Colored tape (artcart)
Small Focus childs nametag. The teachers will play the Colored stickers (IWP)
Groups different sounds. Tell the children to go to the
sounds that their instruments make.

SMALL FOCUS GROUP

3:10-3:25 p.m.
Group 1 Group 2 Group 3 Group 4
Zetta Jane Nathan Logan
Lizzy Olive Dallin Max
Avery Trey Rebeca Jaiden
Clark Sophie Kennley Jefferson
Brandon Isaac Aila Brady
Your Activity Description & Objective Materials
PAPER PLATE Description: Children will make paper plate 1) Paper Plates
TAMBOURINES tambourines by putting a handful of dried beans in (10)(K), Dried
the paper plates. They will staple the two paper beans (IWP),
Setup at snack table plates together. The children will punch holes in Stapler (WR),
the paper plate and tie yarn around to decorate it. Markers
An example will be made. The children can color (artcart), hole
the tambourines as well. punch (WR),
Objective: Children will create paper plate yarn ()
tambourines by following the instructions that the 2) If You Take a
teacher gives them (D5 G48 CI2). Teachers will Mouse to School
remind the children of the different ways we can by Laura Joffe
make sound with percussion instruments. We can Numeroff (P N2)
shake, strike, and hit the paper plate tambourine 3) There was an
that we made. Old Lady who
Swallowed
Some Snow by
Lucille Colandro
(P C6)
HEARING! Description: The children will learn about their Plastic eggs (IWP)
sense of hearing as the teacher blindfolds or the Velcro (WR)
children to close their eyes, The children will guess Ball (IWP)
what the teacher is doing by hearing what she is Keys (IWP)
doing. Some of the examples the teacher can do Blindfolds (IWP)
include:
-Jingling car keys Books:
-Zipping a coat 1. The Ice Cream
-Separating Velcro Store by Dennis Lee
-Bouncing a ball (L6)
-Whistling 2. Ten Little
-Snapping Crocodiles by Colin
West (W11)
The teacher will put the plastic eggs out on the
table. These eggs are filled with various items and
 have a matching pair. The children have to shake
and listen to the eggs to find which is the matching
pair.

Objective: Children will use their sense of hearing

to discover what the teacher is doing. The children
will also pair the plastic eggs with the pair that
sounds the same.

CLOSING CIRCLE 3:25-3:40 p.m.

Transition Bear Hunt: The children will sing the bear hunt song as they do the motions of going
on a bear hunt.
Activity Name Description Materials
REVIEW Bring out the different instruments. Ask the children, Gathering Drum
(This will be part of What are the different percussion instruments (WR C 4&5 Shelf 1)
my gathering time called? (tambourine, drums, xylophone, and Tambourines,
if we are not able triangles) Triangles and
to go on the field Make the sounds of with each instrument as the Chimes (WR C 4&5
trip) children say the names and make the noises as well. Shelf 2&3)
Ask the children, How do we make sound with these
instruments? (shake, strike, and hit)
Shake the tambourine, strike the xylophone, and hit
the drums.
Ask the children, How does a drum make its sound?
(Through vibrations)
Put an object on the drum and hit the drum.
5 GREEN AND The children will sing Five Green and Speckled Frogs
SPECKLED with teachers and do the movements as well.
FROGS
Phonemic The Red Monster only eats things that rhyme with red Red Monster
Awareness such as bed, sled, bread, and head. There will be (closet)
THE RED MONSTER pictures of those item and other items that do not Pictures (IWP)
rhyme with red. The children will tell the teacher will
show the children the picture and the children will
decide if it rhymes with red and if the Red Monster will
eat it.
DO AS IM DOING The children will sing the song with the teachers and
do the actions with the song such as clapping, rolling
arms, stomping feet, and sitting on the ground. The
children will have the chance to pick different
movements as well.
WHERE DOES THE The children will listen to the book Where does the Where does the
BROWN BEAR Brown Bear go? as the teacher reads the big book to Brown Bear go? by
GO? them. Nick Weiss
TELEPHONE Tell the children that we are going to play a game
called telephone. Have everyone sit in a circle and
explain that you are going to tell a child something
and then they tell the child next to them and so on
and so forth. Whisper in the first childs ear Terry
taught ten turtles tennis. (Exaggerate the t sounds)
Have the end child tell you what they heard. Tell the
children what you said in the beginning and ask what
 all of the words have in common (they all make the t
sound). If time permits try again with Willy wears
wonderful wigs.

WORDS TO SONGS & FINGERPLAYS:

Do as Im Doing Song
Do as Im doing
Follow, follow me
Do as Im doing
Follow, follow me
I can do it high or low
I can do it fast or slow
Do as Im doing
Follow, follow me
Do as Im doing
Follow, follow me

5 Green and Speckled Frogs

5 Green and Speckled Frogs
Sat on a speckled log
Eating the most delicious bugs
Yum Yum
One jumped into the pool
Where he was nice and cool
Now there are 4 green speckled frogs glub glub

RESOURCES:
http://www.sunnydayfamily.com/2015/08/shake-it-up-painting-
activity.html#comment-form
http://www.theeducatorsspinonit.com/2013/07/music-ideas-for-summer-fun-after-
school.html
http://www.learnplayimagine.com/2012/10/3-ways-to-explore-sense-of-hearing.html
Lesson Plans in WR
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