CODE/MOE/UOIT Makerspaces Project

Lesson Plan:  Grade 4 Science:

Makey Makey – Sound


  • Sound is created by vibrations.

Overall Science and Technology Curriculum Expectations:

-investigate the characteristics and properties of light and sound

Specific Science and Technology Curriculum Expectations:

3.4 describe properties of sound, including the following: sound travels; sound can be absorbed or reflected and can be modified (e.g., pitch, loudness);

3.5 explain how vibrations cause sound.

Learning Goals:

“We are learning to create sound using MakeyMakey.”

  • can we make the noise louder?

Success Criteria:  

“We will be successful when we can get the circuits to create sound.”

Lesson Overview:

  • students will use their knowledge of sound to create sound using MakeyMakey
  • students will use the program to create noise of bongos and piano - can they make them louder by changing the circuits?

Materials and Technology:  

Student Accommodations/Modifications:  

Lesson will be differentiated by:

  • Content, specifically:
  • Process, specifically:
  • Product, specifically:
  • Environment, specifically:  

MINDS ON:  Getting Started

During this phase, the teacher may:

• activate students’ prior knowledge;

• engage students by posing thought-provoking questions;

• gather diagnostic and/or formative assessment data through observation and questioning;

• discuss and clarify the task(s).

During this phase, students may:

• participate in discussions;

• propose strategies;

• question the teacher and their classmates;

• make connections to and reflect on prior learning.

Describe how you will introduce the learning activity to your students. What key questions will you ask? How will you gather diagnostic or formative data about the students’ current levels of understanding? How will students be grouped? How will materials be distributed?

  • this is not our first activity with sound - looking at loudness - can we make it louder by changing the conductor? - are certain instruments louder than others? - using app to measure sound - students were allowed to explore which instruments were the loudest on MakeyMakey
  • also look to see if they could make the instruments louder by using different conductors or more of one conductor

ACTION:  Working on it

During this phase, the teacher may:

• ask probing questions;

• clarify misconceptions, as needed, by redirecting students through questioning;

• answer students’ questions (but avoid providing a solution to the problem);

• observe and assess;

• encourage students to represent their thinking concretely and/or pictorially;

• encourage students to clarify ideas and to pose questions to other students.

During this phase, students may:

• represent their thinking (using numbers, pictures, words, manipulatives, actions, etc.);

• participate actively in whole group, small group, or independent settings;

• explain their thinking to the teacher and their classmates;

• explore and develop strategies and concepts.

Describe the task(s) in which your students will be engaged. What misconceptions or difficulties do you think they might experience? How will they demonstrate their understanding of the concept? How will you gather your assessment data (e.g., checklist, anecdotal records)? What extension activities will you provide?

  • misconceptions - what is a conductor - how to use the measuring of sound- getting MakeyMakey kit to work again?

Teachers may use a checklist, anecdotal notes or a rubric to assess student process and work.

CONSOLIDATION:  Reflecting and Connecting

During this phase, the teacher may:

• bring students back together to share and analyse strategies;

• encourage students to explain a variety of learning strategies;

• ask students to defend their procedures and justify their answers;

• clarify misunderstandings;

• relate strategies and solutions to similar types of problems in order to help students generalize concepts;

• summarize the discussion and emphasize key points or concepts.

During this phase, students may:

• share their findings;

• use a variety of concrete, pictorial, and numerical representations to demonstrate their understandings;

• justify and explain their thinking;

• reflect on their learning.

How will you select the individual students or groups of students who are to share their work with the class (i.e., to demonstrate a variety of strategies, to show different types of representations, to illustrate a key concept)? What key questions will you ask during the debriefing?

  • could you get the instrument to go louder?
  • how was measuring the instrument?- did it take 2 Chromebooks ?- 2 students? - could you do it all by yourself?
  • which instruments were louder ?- why do you think one instrument could create more noise?

St. Elizabeth Catholic School—St. Clair Catholic District School Board

Adapted from