M-Flow Unit
Table of Contents
Optional/Extension Lessons:
What is sound design?
Lesson 1
Lesson Question:
What is sound designing?
Success Criteria:
I will make observations and ask questions about a Foley Artist.
Launch:
Engage students in the question, “What is sound designing?”, by situating the learning in a real-world context.
T:In the last lesson, we explored how sounds and music can make a person feel a certain way. The emotions that a person feels is based on experiences that the listener has. Today, we are going to learn more about a special type of sound designer called a Foley artist, by watching a video made by a Foley artist. As we watch the video, I want you to think about what you see. What does the video make you think? What do you wonder?
Have students create a See, Think, Wonder chart with three columns on a piece of paper, in a science notebook, or on a personal whiteboard. Play the video of the Foley Artist redesigning the Mercedes-Benz commercial from the MFLow Lessons 1-10. The video may be shown multiple times as necessary to allow students multiple opportunities to record their thoughts on the See, Think, Wonder.*
Foley Recording - Advertisement Re-design
Have students share their ideas with the whole group or in small groups. Strategically form groups of three to four if you want to increase risk-taking & participation. After students share in small groups for about 4 minutes, randomly choose a few students to share out to the whole group. Record the students’ responses on the class See, Think, Wonder chart. Be sure to have the emotion chart from the previous lesson displayed. These provide vocabulary and conceptual support.
I saw/noticed____________________.
I think____________________________.
I wonder_________________________.
Why/How _______________________?
Instructional Sequence
* Grouping students who have the same home language (sometimes called their first language or “L1”) has many benefits for multilingual learners.
* Allowing and encouraging students to use their L1 helps create understanding, increases participation and accessibility to the content, and creates a greater sense of belonging.
*The practice of using English and a home language without interruption between the two is called “Translanguaging.” More information on p. 90.
Instructional Practices: Hand Signals
*This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.
*Use this routine when you want students to think carefully about why something looks the way it does or is the way it is. Use the routine with a relevant object (such as an artwork, image, artifact, chart, video, etc.) at the beginning of a new unit to motivate student interest, or try it with an object that connects to a topic during the unit of study.
*Once you present the object to your students, give them time to observe it. It may be useful to explain that they are first going to describe exactly what they see, not what they think they see. In the second step when students describe what they think about what they’re seeing, you could ask them follow-up questions like, “What else is going on here?” or “What do you see that makes you say that?” These questions help move students away from giving unsupported opinions encouraging them instead to use evidence to explain their thoughts. In the third step, help students articulate what they are wondering by asking them what questions remain for them. The routine generally works well in a group discussion. You may want to document the students’ responses and post them in a place where all students can see them to encourage future consideration. When doing this as a group, you may want to ask students to try the routine quietly on their own first (perhaps documenting their own thinking in writing) before discussing in a group.
Instructional Practice: Project Zero: https://pz.harvard.edu/resources/see-think-wonder
Instructional Practices: See, Think, Wonder
See, Think, Wonder
What do you see?
What do you think?
What do you wonder?
Launch
See-Think-Wonder
See and Think
Wonder
I notice __________. I think __________.
I wonder________. Why _________?
Launch
What does a Foley artist do?
Explore
Explore:
T: Foley artists are the people who make the sounds you hear in movies and commercials, like footsteps, doors closing, or glass breaking. They use different objects and tricks to create these sounds and match them with what you see on the screen. These sounds make the scenes feel real and help you feel like you are part of the story. For example, a spooky sound can make you feel scared, or a cheerful sound can make you feel happy. Foley artists make the movies and commercials more exciting and fun to watch by adding these special sounds. Just as we observed in the first lesson, changing the music in the Lion King movie, changed the way the audience felt. Sound engineers and Foley artists have to carefully design which sounds they want to use and where in the movie or commercial they should use it.
T: Let’s watch a Foley artist design sounds to make the audience feel a certain way and add to the realism of a movie or a commercial.
Share with students the video clip that describes what a Foley Artist does. How the Sounds from Your Favorite Movies are Made (approx. 3 minutes) How the Sounds From Your Favorite Movies Are Made | WIRED
Revisit the See, Think, Wonder chart to see if any of their questions from the Wonder column were answered.
Allow time for students to explore in their small groups to try to answer and/or discuss some of the wonderings and questions they came up with in the Launch section. Students can explore being a Foley artist by trying to make some of their own sounds using classroom items.
The following questions* should be reviewed and displayed (in Slides) to support students during their exploration time:
T: What items do we have in the classroom that we could use to make sounds?
T: If we wanted to make the sound of leaves crunching, what could we use?
T: If we wanted to make the sound of a large animal walking, what could we use?
T: What other sounds can you create that sound like something else?
Allow students to share some of their ideas with the whole group. Invite students to compare and contrast their explore experiences, using compare and contrast language. Display* these questions and the sentence frames to support students.
Instructional Sequence
Share:
T: In addition to physical tools that sound designers have available to them as they are composing sounds, sound designers and Foley artists often have to use computer programs to help change the sound or combine multiple sounds into a composition that conveys a certain message or makes the audience feel a certain way.
T: We are going to take on the role of Foley artists or sound designers over the next few days and use a program to help us to collect sounds and then create a composition to convey a certain message or feeling, called M-Flow. I am going to use M-Flow to record some Foley sounds in our classroom. Let’s share some of the ideas we brainstormed earlier.
We could use _______.
We might try _____.
If we wanted to _____, we could ______.
Instructional Sequence
Instructional Practices: Talk Moves
Adapted from: Smenkens Education Solutions, Talk Moves Mini-Poster Set, Adapted from: Chapin, S. O’Connor, C., & Anderson, N., (2009).
Goals for Productive Discussions and Nine Talk Moves. The Inquiry Project: Bridging Research & Practice Supported by the National Science Foundation, TERC (2012)
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Add On
Clarifying
Reasoning
Revoicing
Say More
Press For Proof
The talk moves below are used throughout the lesson to help facilitate meaningful discourse between students. When students see one of the “moves” on a slide, encourage them to utilize the sentence frames to keep conversations going. Ideally this will produce more depth to the discussions among students.
We could use _______.
We might try _____.
If we wanted to _____, we could ______.
Share
Introduce the M-Flow application to students. Record examples of what students shared to create Foley-like sounds in M-Flow. Ex) paper crumpling sounds like leaves crunching.
Project the M- FLow screen as you demonstrate how to drag a block to the space, record a sound, and play it.* Have a few students share ideas for you to demonstrate, using the M-Flow, possibly from their Explore phase. Record 3 or 4 sounds using students ideas. Connect those sounds using arrows and the Play button to start the demonstration of the M-Flow blocks.
Explain to students that they will begin to explore M-Flow in the next lesson and learn how to collect sounds and organize them to make their own unique sound composition.
*Teacher note: In-depth directions are not necessary at the demonstration phase. Students will explore M-Flow more in the next lesson.
Instructional Sequence
* The questions on the previous slide are written so that an ideal response includes the use of modal verbs (could, might, should…).
* Consider doing a designated ELD mini lesson for multilingual students who would benefit from direct instruction and practice of using modal verbs when talking.
* If done prior to this M-Flow lesson, those students would be set up for great participation and success.
* Displaying sentence starters also support students during their
exploration time:
We could use _______. We might try _____.
If we wanted to _____, we could ______.
Instructional Practices: Designated ELD for Modal Verbs
How can we create a user guide to help other students use M-flow?
Lesson 2
Lesson Question:
How can we design a user guide to help other students with M-Flow?
Success Criteria:
I will explain to a partner how the sound and play blocks work. I can also explain how the arrow works.
Launch:
Engage students in the question, “How can we design a user guide to help other students with M-Flow?” by situating the learning in a real-world context.
T: Have you ever done something new? Maybe put something together or played a new game? How did you know what to do? [elicit ideas from the whole class; students might say instructions, watch a video, etc.] Today, our class has been asked to be computer programmers to design a user guide* for other students at our school. How can we design a user guide to help other students with M-Flow? We need to break down how each of the blocks* works and how we can create a step-by-step way to explain how to use the blocks.
Show students an M-Flow composition created at the end of last class. Play it a few times so students can see an example of an M-Flow composition. Allow students to share with a partner what they notice and wonder about M-Flow.* Listen in to help synthesize for the whole class what everyone discussed. Explain that by the end of the unit, students will have enough knowledge of M-Flow to design a sound composition like the example.
Show students the chart that they will create as a class. Today, they will be exploring only the Level 1 blocks of Drum, Record, and Play. While they are exploring, students should take notes on what they noticed. Allow and encourage students to make their notes meaningful for them, which might include drawings, sketches, or home language. They may take notes in their science notebooks, on a lined piece of paper, or on the optional graphic organizer.
Sentence starters that should be available as they take notes:
I noticed _______. I saw _________. I heard ______.
I wonder __________. Why __________? How _________?
Instructional Sequence
* It is recommended that students do not use headphones as they explore how to use M-Flow.
* The volume can be turned down on individual computers as needed.
* Without headphones, the teacher and the nearby students will hear M-Flow working.
* This facilitates the teacher giving feedback when needed and nearby students can ask- “How did you do that?”. .
Teaching Tip: Teaching Tip: M-Flow Exploration & Headphones
Explore:
Students will log in to the M-Flow application by going to: https://mflow.sciencemusic.org/
Introduce the blocks in this order*:
*Teacher note: After introducing each block, have students clear the screen. Students should only drag one block at a time so that they can keep their space clear of all extra blocks.
*When they use the Play block and the arrow, have students drag only one more extra block into the flow space to make sure the Play block functions properly. Ex) Play —---> Drum or Play —----> Record.
Introduce the Record block by showing students on a shared screen how to drag the block to the flow space. Then give 3 minutes of independent exploration. Walk around and give feedback if needed but allow for some productive struggle.
After free exploration, students share with an elbow partner what they discovered for 4 minutes (1 ½ min. per partner). Lead a short class discussion after partner sharing. At the end of the share, give students a minute to jot down what they discovered about the Record block.
*I noticed_____. I saw _______.
I learned ____. I think ______.
I wonder ______. Why _______? How _____?
Share the video to show how the Play block works. Allow 3 more minutes of exploration, so students can try something new that they might have learned from the video.
Repeat this exploration cycle with the other two blocks and the arrow in Level 1: Record and Play.
Instructional Sequence
Explore the Level 1 Blocks
Free exploration!
I noticed_____. I saw _______. I wonder ______. Why ______? How ______?
Explore
https://mflow.sciencemusic.org/ (use Chrome!)
Teaching Tip: Teaching Tip: Clear the Flow Space
Explore the Sound Block
Focused Exploration
Explore
Notes on M-Flow Blocks
I noticed __________.
I saw _____________.
I learned __________.
I think ____________.
I wonder ____________.
Why ____________?
How __________?
Explore
Video
Explore
Explore the Arrow
Focused Exploration
Explore
Notes on Arrow
I noticed __________.
I saw _____________.
I learned __________.
I think ____________.
I wonder ____________.
Why ____________?
How __________?
Explore
Video
Explore
Challenge #1
Make a sequence of 3 or more sounds
Using drum and recorded sounds
Save it!
Explore
Sequence
We will explore the Play block but first start a new project so you don’t lose what you created
Explore
Play block
Explore the Play Block
Focused Exploration
Explore
Notes on M-Flow Blocks
I noticed __________.
I saw _____________.
I learned __________.
I think ____________.
I wonder ____________.
Why ____________?
How __________?
Explore
Video
Explore
Notes on M-Flow Blocks
I noticed __________.
I saw _____________.
I learned __________.
I think ____________.
I wonder ____________.
Why ____________?
How __________?
Explore
Challenge #2a
Make a program such that, when you press A on the keyboard, it plays a drum sound, and when you press B on the keyboard, it plays a recorded sound
* When students use the Play block and the arrow, have them drag only one or two more extra blocks into the screen so the program doesn’t get too wild and confusing. Use a maximum of three sounds (blocks or recordings. Ex) Play —---> Drum or Play —----> Record.
Teaching Tip: Play Block
Challenge #2b
When you click the letter C, it simultaneously plays the drum sound and the recorded sound
Did any of you create a program that lasts forever?
What did you do to make the program to last forever?
Infinite programs
Challenge #4
Make a sound that repeats forever.
But first….
Start a new project
Explore
Repeats Forever
Challenge #4
Make a sound that repeats forever
Share:
After free exploration, have students close their computers and bring their notes to the discussion. Ask students how each of the blocks works. Randomly choose students, and allow them to talk you through how the block works.* If students run into a challenge, allow them to choose another student to help them figure it out. Narrate what they are telling you to do, as you write it on a class user guide chart.
The first block may need to be modeled explicitly and the teacher might need to add the information to the chart using a Think Aloud strategy.
Ex) T: The Sound block works by dragging the block into the space. Then the user must choose or record a sound. The block is played by hovering over it and then pressing the play icon on the top left corner.
Guiding questions the teacher can use as students share and explain:
How does it work?
What does it do?
What is important for it to work properly?
Display the sentence frames to support classroom discussion:
*The ______ block works by _________. The _____ block _________. Make sure you________ when you ______.
Repeat the process for the Sound, Arrow, and Play blocks. Record the user directions for each block on the chart with your students guiding you. Students can do the same on their own copy as an option.
Record important notes for each block. If there is something that needs to be modeled, share the M-Flow application on a projected screen to demonstrate how the block works.
In the next lesson, students will explore the Level 2 blocks.
Instructional Sequence
Instructional Practices: Talk Moves
Adapted from: Smenkens Education Solutions, Talk Moves Mini-Poster Set, Adapted from: Chapin, S. O’Connor, C., & Anderson, N., (2009).
Goals for Productive Discussions and Nine Talk Moves. The Inquiry Project: Bridging Research & Practice Supported by the National Science Foundation, TERC (2012)
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Add On
Clarifying
Reasoning
Revoicing
Say More
Press For Proof
The talk moves below are used throughout the lesson to help facilitate meaningful discourse between students. When students see one of the “moves” on a slide, encourage them to utilize the sentence frames to keep conversations going. Ideally this will produce more depth to the discussions among students.
How do the Level 1 Blocks work?
The ________ block works by ________________.
The _________ block _______________.
Make sure you _____________ when you _____________.
Share
How can we create a user guide to help other students use M-flow?
Lesson 3
Lesson Question:
How can we design a user guide to help other students with M-Flow?
Success Criteria:
I will share my thinking and learning about the M-Flow application verbally and in writing.
Launch:
Engage students in the question, “How can we design a user guide to help other students with M-Flow?”, by situating the learning in a real-world context.
T: Today we will continue designing a user guide for other students at our school, in order to answer the question, “How can we design a user guide to help other students with M-Flow?” We need to break down how each of the blocks works and how we can create a step-by-step way to explain how to use the blocks. *
T: After the previous lesson exploration, what wonderings do you still have about M-flow?
Review the chart they created in the previous lesson. Answer any questions students might still have. Use this opportunity to take more formative assessment data and have your students learn from each other. If students are able to explain or respond to questions other classmates have, let the students provide clarifications instead of the teacher. In today’s lesson, students will be exploring the Interval block. Show students how to use the level-up arrow in the lower right-hand corner. While they are exploring, students should take notes on what they noticed. They may take notes in their science notebooks, on a lined piece of paper, or on the optional graphic organizer.
Instructional Sequence
Instructional Practices: Talk Moves
Adapted from: Smenkens Education Solutions, Talk Moves Mini-Poster Set, Adapted from: Chapin, S. O’Connor, C., & Anderson, N., (2009).
Goals for Productive Discussions and Nine Talk Moves. The Inquiry Project: Bridging Research & Practice Supported by the National Science Foundation, TERC (2012)
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Add On
Clarifying
Reasoning
Revoicing
Say More
Press For Proof
The talk moves below are used throughout the lesson to help facilitate meaningful discourse between students. When students see one of the “moves” on a slide, encourage them to utilize the sentence frames to keep conversations going. Ideally this will produce more depth to the discussions among students.
After Lesson 2 exploration, what wonderings do you still have about M-flow?
Launch
Explore:
Students will log in to the M-Flow application. https://mflow.sciencemusic.org/
Start the exploration with the process of saving. Project your screen and model for students how to save. Remind students to click on the “disk” button next to the Login button. They will be prompted to log in. This can be done through Google or Microsoft in the school setting. Demonstrate how to save. Show students how to name the project. It is important to save before starting a new composition, otherwise the composition might be lost after the students save. If you think your students are ready for the next step, you can also show students how to share their projects with others by copying and pasting the link in the address bar and sending it through email.
After saving and naming a new project, students will explore the Loop block. During this phase of exploration, make sure students clear the screen. Instruct students to drag down one Drum block only into the space to use the Interval block. Allow for 5 minutes of independent free exploration. Walk around and provide feedback when needed but allow for some productive struggle.
Instructional Sequence
We will explore Level 2.
But first….
Explore
Level 2
What helped you to understand and then explain how the blocks in lesson 4 work?
What worked well when you broke down the blocks for the user guide in lesson 4?
What is still challenging about the M-Flow application?
Explore the Level 2 Blocks
What’s different from level 1?
Free Exploration!
I noticed_____. I saw _______. I wonder ______. Why ______? How ______?
Explore the Loop Block
Focused Exploration
Explore
Explore the Loop Block
Explore
Notes on M-Flow Blocks
I noticed __________.
I saw _____________.
I learned __________.
I think ____________.
I wonder ____________.
Why ____________?
How __________?
Explore
Video
Explore
Explore:
After free exploration, students will share with an elbow partner to share what they discovered for 3 minutes (1.5 minutes per partner). Lead a short class discussion after partner sharing. At the end of the share, students will write down what they discovered about the Loop block. Give them 1 minute.* Display the following sentence frames:
I noticed __________. I saw _____________. I learned __________. I think ____________.
I wonder ____________. Why ____________? How __________?
Share the video to show how the Loop block works. Allow 5 more minutes of exploration, so students can try something new that they might have learned from the video.
Instructional Sequence
Teachers! Video- A Common Problem
* One way to increase more equitable participation and engagement during whole class share-outs is by using agreed upon hand signals or motions.
* If you already use hand signals, encourage students to use them as a classmate explains how to use one of the M-Flow blocks.
* If not, prior to teaching lesson 5 or as a step aside, teach students hand signals to indicate “agree,” “disagree,” or “add-on/build.”
* These ways to participate are part of collaborative talk, sometimes called ‘talk moves’ or ‘accountable talk.’
* Students will further use talk moves/collaborative talk in the lessons to come, so this is an opportunity for practice.
Instructional Practices: Hand Signals
Share:
After free exploration, have students close their computers and bring their notes to the discussion. Ask students how the block works. Randomly choosing students, allow them to talk you through how the block works.* If students run into a challenge, allow them to choose another student to help them talk through how the block works. Have the students narrate how the block works, as you add it to the class user guide chart.
Guiding questions the teacher can use as students share and explain:
How does it work?
What does it do?
What is important for it to work properly?
Display the following sentence frames to support access:
The ________ block works by ________________.
The _________ block _______________.
Make sure you _____________ when you _____________.
Record important notes for each block on the chart with your students guiding you. If there is something that needs to be modeled, share the M-Flow application on a projected screen to demonstrate how the block works.*
Instructional Sequence
How does the Loop Block work?
The Loop block works by ________________.
The Loop block _______________.
Make sure you _____________ when you _____________.
Share
How can we create a user guide to help other students use M-flow?
Lesson 4
Explore the Interval Block
Hint: Clear the screen. Use the interval block and one or two sound blocks.
Explore
Explore the Interval Block
Explore
Notes on M-Flow Blocks
I noticed __________.
I saw _____________.
I learned __________.
I think ____________.
I wonder ____________.
Why ____________?
How __________?
Explore
Video
Explore
How does the Interval Block work?
The Interval block works by ________________.
The Interval block _______________.
Make sure you _____________ when you _____________.
Share
Start a new project
Explore
Repeating sounds
Challenge #5
Can you record a sound and make it repeat 5 times?
Challenge #6
Can you make it so, after the recorded sound repeats 4 times, there is a drum sound?
* If your students need more support with the Loop block, model that block explicitly.
* Repeat this process with the Loop block. Pull one Loop block and one Drum Block into the space. Show the different types of loops that can be made. For example, an infinite loop is when an arrow is connected to the input and the output of the Loop block.
Teaching Tip: Loop Block
Share:
After adding to the user guide, students will process their learning in a small group using the 3-2-1 protocol. They will do the 3-2-1 Response orally, and if you choose, they may also write their response on lined paper or in a science notebook.*
3-2-1 Response
In the next lesson, students will be learn about the Interval block and follow the same protocol for exploration.
Instructional Sequence
Step 1. Three
After the lesson, have each student record three things he or she learned from the lesson.
Step 2. Two
Next, have students record two things that they found interesting and that they’d like to learn more about.
Step 33. One
Then, have students record one question they still have about the material.
Step 4. Review
Finally, the most important step is to review the students’ responses. You can use this information to help develop future lessons and determine if some of the material needs to be taught again.
*For Primary Grades PK-1, this strategy should be used in whole-group rather than as an independent task, with the teacher charting ideas. Of course, since many children will want to participate, there might be more than 3-2-1 ideas/questions in each section.
When to Use
Use Three-Two-One at any time during a lesson to encourage students to think about their learning:
Instructional Strategy: 3-2-1 Protocol- https://www.theteachertoolkit.com/index.php/tool/3-2-1
Instructional Practices: 3, 2, 1 Strategy
3-2-1 Response
3 things I learned
2 things I found interesting
1 thing I wonder
Share
Free Exploration!
What’s different on level 3?
Start a new project
Explore
Exploring level 3
How can I use Mflow to make a sound composition with environmental sounds?
Lesson 5
Lesson Question:
How can I use M-Flow as a tool to collect environmental sounds and make a sound composition?
Success Criteria:
I will share my sound composition with another group, listen as they share their sound composition, and reflect on how it met the criteria of the design challenge.
Launch:
Engage students in the question, “How can I use M-Flow as a tool to collect and create an environmental sound composition*?” by situating the learning in a real-world context.
T: We will watch a video to help us think about the lesson question, “How can I use M-Flow as a tool to collect and create an environmental sound composition?”. As you watch, try to figure out what the phrase “environmental sound” means.
Play the first 30 seconds of the video to students. Have students talk in pairs about what they noticed after viewing the 30 seconds and what they think “environmental sound” means based on what they saw and heard.*
T: Now we will watch the next minute of the video to see what the Foley artist did with all of those sounds they collected. As you watch, think about where those sounds came from and how the artist put them together to make a composition.
Play the next minute or so of the video for students. Have them share in pairs what they noticed and are wondering about the sounds. Have a few students share what they or their partner wonders, displaying sentence frames for all.
I saw/noticed________. I think__________. I wonder___________. Why/How__________?
Instructional Sequence
* It is recommended that students collect environmental sounds in the classroom for the first lesson. After students are more proficient, they can collect sounds around the school.
* This can be done in pairs, sending teams out one by one, or taking students on a sound walk as a whole class.
* Teachers may also provide materials that might make interesting sounds (like the Foley artist). Examples: tin cans, sandpaper, keychains, paper towel tubes, etc.
Teaching Tip: Collecting Environmental Sounds
* “Chunking the Text”-or in this case, the video-is a beneficial practice when processing complex ideas.
* This supports all students in processing, discussing, and making meaning.
* Deeper comprehension can come from pausing and taking content in more manageable ‘bites.”
* This strategy can be used for any multimedia text type (audio, video, etc.) or with physical text, in any content area.
Instructional Practices: Chunking the Text
What does an “environmental sound” mean?
Where are the sounds coming from? How can we
put them together to create a composition?
Launch
Environmental Sound Video
I saw_______. I wonder_________.
I noticed_____. Why__________? I think__________. How__________?
Launch
Launch:
T: Today we will be doing something similar to what we just saw. We will be collecting environmental sounds and creating a sound composition using M-Flow that we will share with another group. We will be practicing using M-Flow and the blocks that we learned about in previous lessons. We will be designing a sound composition to meet certain criteria.
T: We saw many environmental sounds and learned about them in lesson 2 with the other Foley artist. With your partner, can you think of some environmental sounds you might hear at school? What are some objects in our classroom that we can use to make environmental sounds?
Display the questions on the shared screen from the Slides presentation. Elicit answers from students. Explain that environmental sounds should be non-linguistic and are collected from a person’s space. Non-linguistic sounds are sounds that can be made with voices such as humming, or making a sound like “grrrr”.
T: Non-linguistic sounds are sounds that do not contain words or spoken language. Laughing, clapping, and dogs barking are examples. A teacher saying, “Please line up” on the playground would be a non-example. Environmental sounds are non-linguistic and are sounds that are collected from a person’s space. Just like the video, the artist used objects to make sounds or collected sounds from his space.
Instructional Sequence
Environmental Sounds We Hear
What are some environmental sounds you might hear at school?
What are some objects we can use to make environmental sounds?
Launch
Explore:
Introduce the challenge to the class.
T: Today you will be creating your first sound composition using M-Flow. First, you will have the opportunity to collect 10 environmental sounds from around the classroom, just as the artist in the video did. Then, you and a partner will use pair programming to create a sound composition from some of those selected sounds.
Partner students with their partners. Allow for 5 minutes of brainstorming.
T: You will have 5 minutes to brainstorm with your partner. What sounds would you like to collect? Where would you collect these sounds?
Students can write these ideas in a science notebook, on a whiteboard, or on a piece of paper.
After brainstorming, students will log in to the M-Flow application.
https://mflow.sciencemusic.org/
T: Log in, and start a new project. After you have started a new project, start to collect environmental sounds around the classroom. Each partner will have 5 minutes to collect sounds for a total of 10 minutes. After sound collection, you will work together to compose your soundscape using the collected sounds and following the criteria of the challenge.
Pairs will have a total of 10 minutes to collect environmental sounds*. Set a timer for 5 minutes. Pairs will collect the sounds in the classroom. Partner A should start as the driver and Partner B should be the director. When the timer goes off, Partner B will now be the driver and Partner A will be the director.*See Teaching Tip for collecting environmental sounds.
Instructional Sequence
Brainstorm
What sounds would you like to collect?
Where would you collect these sounds?
Explore
Start a new project
Explore
Environmental Sounds
95
Instructional Practices: Driver/Navigator
Purpose: Supporting communication and collaboration as scientists and engineers.
Method Summary: Let the “Driver” know they will be manipulating the Signal Generator. The “Navigator” should know they tell the Driver what to explore. The pairs will be moving the cursor and clicking in the gray area to the left of their screens. Roles should be switched throughout the exploration.
Video Overview
* During the pair programming protocol, teachers can encourage the director to stand up behind the driver and look over the driver’s shoulder. This small shift helps to designate roles, and teachers can see what role each student is taking on at the moment.
* This protocol can be a challenge for some students, so monitor the class carefully and offer encouragement to students who might find “waiting their turn” to be challenging or for students who do not want to take feedback from the director.
*It might help for some classes, to model this protocol as a “fishbowl” activity, so students can see the roles of the director and the driver in action.
Teaching Tip: Driver & Director with M-Flow
Pair Programming
In your pair group, collect 10 sounds in 5 minutes. One partner will start as the “driver” and is using the computer. The other partner is the “director” and will give the “driver” directions. Halfway through the task, the pairs will switch roles.
Explore
Environmental Sound Collection
Explore
Explore:
After students have collected at least 10 sounds or the 10 minutes is up, bring students back to their seats or the carpet to introduce the criteria for the environmental sound challenge. The teacher might want to consider lowering the computer screens or closing the computers while the challenge is being introduced.
You will design an M-Flow to meet the following criteria:
Criteria: Create a short composition using 5 of your partnership’s favorite sounds.
Clarify any questions with the class about the criteria. You may show the example slide of the M-Flow sound challenge and discuss with students how the sound composition meets the criteria.
T: You will work with a partner while creating the first draft composition. You will have a total of 20 minutes to create the composition. For the first 10 minutes, one person will be the driver and the other will be the director. Halfway through, partners will switch roles.
Instructional Sequence
Environmental Sound Challenge
Create a short composition using 5 of your favorite sounds. Incorporating the following:
Explore
Example Environmental Sound Challenge
Pair Challenge
In your pair group, take on the challenge. One partner will start as the “driver” and is using the computer. The other partner is the “director” and will give the “driver” directions. Halfway through the task, the pairs will change roles.
Explore
Explore:
T: We are going to practice using collaborative talk* (teachers: this is also known as accountable talk or talk moves) while you work on your pair composition. Remember that we used some hand signals in a previous lesson, to agree, disagree, and add on, which are part of collaborative talk. Here are sentence frames you can use with your partner to keep the conversation going, to help you understand each other better, and to make your composition even better:*
I agree with… Can you elaborate or explain…? Why did you …?
I disagree with… Tell me more about … * I would like to add on; I …
T: Then, you will share your composition with another partner group. During that time, you will evaluate each other’s compositions to see if they met the design criteria.
Set a timer for 20 minutes. Students will work on their compositions using the pair programming protocol. Partner A will again be the driver and Partner B will be the director*. You may choose to keep the Collaborative Talk slide visible or the criteria visible while students are working on their soundscapes. Circulate the room to monitor student progress. When the time ends, remind students to save their compositions. If there are pairs who feel that they are not done, reassure them that this is the first time they are completing a composition. They can still share their composition with the other groups even if it is not complete.
Instructional Sequence
Collaborative Talk
I agree with… I disagree with…
Can you elaborate or explain…?
Tell me more about …
Why did you …?
I would like to add on; I …
Explore
Environmental Sound Challenge
Create a short composition using 5 of your favorite sounds. Incorporating the following:
Explore
Share:
After composing, remind the class and display on a shared screen the criteria for the challenge.
Criteria: Create a short composition using 5 of your partnership’s favorite sounds.
Student pairs will partner up with another pair of students. They will each share their compositions. Students will give feedback to each other about their composition and how they met the criteria.
Instructional Sequence
Option 1: Introduce the TAG Feedback Strategy by displaying the Slides presentation, explaining the process, and watching the video. Students will write their TAG feedback on a sticky note or a piece of paper. *
T: Tell the partner(group) something you really liked.
A: Ask a question
G: Give a suggestion
If needed, clarify what the word ‘suggestion’ means.
Sentence Frames* to display to support students as they give feedback:
T:
I really liked ____________.
This part of the composition was great because_______________.
I liked how you used __________ because_______________.
A:
Why did you make this decision?
How did you do this?
How did you make it work?
What sound did you collect?
G:
My suggestion to improve your composition __________________________________.
You could meet the criteria if you ________________________________.
You might add/change _________________________ in order to _____________.
Have students share their feedback with the other partner group by reading it out loud. They will also give the post-its or paper to the partners when they are done.
In the next lesson, students will be working in a pair partnership to complete another M-Flow challenge.
Instructional Sequence
TAG Feedback
T: Tell the partner something you really liked
I really liked ____________.
This part of the composition was great because_______________.
I liked how you used the __________ block because_______________.
A: Ask a question
Why did you make this decision?
How did you do this?
How did you make it work?
What sound did you collect?
G: Give a suggestion
My suggestion to improve your composition ________________________.
You could meet the criteria if you ________________________________.
It would be great if you added/changed_________________________.
Share
Option 2: Share Out
If time is limited, teachers may choose to do a more simple strategy of sharing with partners and then do a whole group share out.
Share your composition with another pair. Each pair should listen to the other group’s composition. Then they should give one feedback statement and ask one question.
What did you like about the composition?
I enjoyed ______. My favorite part was _______.
What questions do you have?
How did you get _____ to work? How did you do ______?
After giving and receiving feedback, pairs can share their compositions with the whole class if there is time. This can be done by sharing the link to the teacher through email or by sharing the screen through a screen share application or on the document camera.
Instructional Sequence
Share Out
Share your composition with another pair.
Share your composition with the whole class if there is time.
Share
What is a computer programmer?
Lesson 6
Lesson Question:
How can computer programming solve real-world problems?
Success Criteria:
I can explain how computer programming can be used to solve real-world problems and I can compare the work of computer programmers to the process of using M-Flow to design a sound composition using a Venn diagram.
Launch:
Engage students in the question, How can computer programming solve real-world problems?, by situating the learning in a real-world context.
T: Over this M-Flow unit, we learned how sounds and music can convey certain emotions. Our brain takes in sound information and it changes that information into a signal to our bodies to feel a certain way. This can be based on a memory we have or remind us of an experience. But what happens when we cannot hear sound? How can computer programming help people feel a certain way, even when they cannot hear?
Share the Sound Shirt Video with students. The Sound Shirt | Junge Symphoniker Hamburg
Instructional Sequence
Launch:
T: Was the sound able to evoke emotions for people who could not hear? How could you tell?
The person’s reaction to wearing the sound shirt was _________.
I could tell the person was showing/feeling_________ (emotion)because_______________.
Allow for time for students to share their ideas. The video could be shown twice, which would allow for students to look closely at the body language or expressions of the people wearing the sound shirt.
T: The sound shirt is an example of how computer programmers can help solve a real-world problem. People who are hard of hearing or deaf might not be able to hear a song, orchestra, or opera, but through problem solving, engineering and computer programming, they can feel the music. This technology is a way to help people feel more included in the world and give them access to something that they normally could not experience.
T: We are going to meet a few other computer programmers and make connections to the work that we did while learning about and using M-Flow.
Instructional Sequence
The person’s reaction to wearing the sound shirt was _________.
I could tell the person was showing/feeling _________ (emotion) because_______________.
Sound Shirt
Launch
Explore:
Share the Computer Programmer overview video from Codecademy and then select some of the other videos or all of the videos as time allows. Students will explore what computer programmers are and what they do.* They may take notes in a science notebook, or lined paper, or write ideas down on a personal whiteboard as they watch the videos. Have the questions posted on a chart paper nearby, so students can still see them as needed while the videos play.
T: Keep these questions in mind when you are watching the video. Write ideas and information down as you watch.
T: What do computer programmers do?
T: What skills do computer programmers use?
Instructional Sequence
* One option for viewing the videos would be to watch the overview video together as a group, then jigsaw the remaining videos.
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Instructional Practices: Jigsaw- Videos
As you watch the videos , think about:
What do computer programmers do?
What skills do computer programmers use?
Explore
Explore:
T: What skills did you use when working with M-Flow?
T: What skills did you use that were similar to computer programmers?
As students share their answers, record them on a chart or interactive whiteboard, as a list.*
Possible student answers:
M-Flow:
Have students work together in groups of three to fill out the Venn diagram.*
Instructional Sequence
What skills did you use when working with M-Flow?
What skills did you use that were similar to computer programmers?
Explore
Explore
Share:
On the back of the Venn diagram, have students write one of three sentences about computer programmers. They should talk together before writing, so all of their ideas are represented in their sentences. Alternatively, each student can write their own sentence on the back of their group's Venn diagram. Display sentence frames.
Computer programmers ______________________________________.
One type of computer programmer is a _____________________ and they _____________.
A __________________ designs solutions for _____________________________________.
Instructional Sequence
Computer programmers are people who _______.
One type of computer programmer is a _________.
A _______ designs solutions for __________.
Share
Share:
In this unit, students learned about sound artists, computer programmers and specific careers of computer programmers. They were able to take on the role of a computer programmer as they created a user guide for M-Flow and created multiple sound compositions and challenges that meet required criteria. Students used a design process to solve a problem using multiple solutions and learned the importance of feedback and revising and refining their solutions. Students became more familiar with computer programming and how to use basic coding blocks such as loops and intervals to create a computer program. They also learned about the influence of sound and how sound can convey emotion with the intended audience.
Instructional Sequence
Extension
How do sounds and music affect our emotions?
Lesson 7
Lesson Question:
How do sounds and music affect our emotions?
Success Criteria:
I will describe how different sounds and music make me feel a certain way..
Launch:
Engage students in the lesson question, “How do sounds and music affect our emotions?” by situating the learning in a real-world context.
Open the unit by sharing the Inside Out video: https://www.youtube.com/watch?v=nEUzQ7yL9A0
T: Have you ever been in a situation like Riley* when you have have felt strong emotions? Situations or moments that you experience can make you feel strong emotions, but have you ever heard a sound or music that makes you feel a certain way?
Think about a sound that you might hear at school. How does that sound make you feel?
*Students might need a short summary of who Riley is as some might not have seen the movies Inside Out and Inside Out 2.
Ask students to share a few examples out loud with the class. Teachers can model an example if students are reluctant to share.
T: Our emotions can vary from moment to moment and different situations can make us feel a certain way. Our brains take in the sound information and depending on our own personal experiences with that sound, our brain reacts by feeling a certain way. Sounds can make people feel different emotions because our brains are wired to react to different noises. For example, the sound of gentle rain can make us feel calm and relaxed because it reminds us of peaceful times. Happy music or laughter can make us feel joyful and excited. On the other hand, loud and sudden noises, like thunder or a siren, can make us feel scared or startled because our brains see them as signs of danger. Sounds can remind us of past experiences or create a mood that changes how we feel.
Optional: Share video of Emotions and the Brain to help explain how the brain works and stores memories which influence emotions.
Instructional Sequence
Emotions and the Brain
Launch
Launch:
T: Movies are great examples of how music or sounds can make an audience feel a certain way. Sound and music in movies play a big role in shaping how viewers feel. They help set the mood and guide the audience's emotions. For example:
T: By choosing the right sounds and music, filmmakers can enhance the story and make the audience feel more connected to what’s happening on the screen.
T: We are going to explore an example of how music affects what we watch, in this case, a film, The Lion King. As you watch, think about how the music affects your emotions*.
Show students the sections of The Lion King with different music compositions. After each section pause and ask students how the music made them feel. Students may share in partners or with a small table group.*
T: How did the music make you feel after listening to the film clip?
Instructional Sequence
* Setting a “Purpose for Watching” helps students focus on the specific task, make connections, and stay engaged.
* Let students know what they should be watching for and paying attention to.
* Post the purpose for watching and chorally read if possible.
Instructional Practices: Purpose for Watching
How does music affect films?
Launch
Watch and think about:
How does the music make you feel?
This music clip made me feel ________ because ________.
This music clip_______, so I felt _________.
Launch
Launch:
Chart these emotions on a class chart.* This will be used as a reference throughout the unit for students to collect a bank of emotion words.
Ex) scared, frightened, nervous, shaky, unsure, uneasy, etc.
This music clip made me feel ___________ because ______________________.
*This music clip _____________, so I felt ______________.
T: Music, just like sounds, can change the way people feel. Sometimes listening to music can help us feel calmer or can make us feel excited. Think about a time you listened to music to calm down. Think about a time when music was used to get you excited about something.
T: Who can share about a time when music made you feel a certain way?
Students might think of a parent playing music or singing at bedtime. Sporting events such as football or baseball games use music and sounds to get the crowd excited or engaged. Students can share some other ideas that they have for when music is used to evoke an emotion.
Instructional Sequence
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Instructional Practices: Anchor Charts
In this part of the lesson students will be sharing their initial thinking about their exploration with the anchor charts. They will share what the sound reminds them of. Accept all answers and ideas without correction. You will record their thoughts and possibly draw what they share if it makes their thoughts clearer. Having this visual record of what they initially think is happening with the beakers will be a great resource to return to throughout the lesson, as they gain more knowledge. More information about this instructional practice is below.
Instructional Practices: Talk Moves
Adapted from: Smenkens Education Solutions, Talk Moves Mini-Poster Set, Adapted from: Chapin, S. O’Connor, C., & Anderson, N., (2009).
Goals for Productive Discussions and Nine Talk Moves. The Inquiry Project: Bridging Research & Practice Supported by the National Science Foundation, TERC (2012)
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Add On
Clarifying
Reasoning
Revoicing
Say More
Press For Proof
The talk moves below are used throughout the lesson to help facilitate meaningful discourse between students. When students see one of the “moves” on a slide, encourage them to utilize the sentence frames to keep conversations going. Ideally this will produce more depth to the discussions among students.
Explore:
Display the M-Flow Teacher Slides and have students listen to each environmental* sound.
Engage students in a Think-Pair-Share routine* as they explore how sounds make them feel. Students will record their thinking of how a sound makes them feel. Display and practice sentence frames so students can use them if needed. Students will write sentences individually and then share them with their partners.*
T: How do these sounds make you feel?
When I hear_________, I feel __________________ because __________________.
Sounds:
Sounds can cause people to feel different emotions and we might feel different emotions when we hear the same sound. For example, rain might make someone feel sad while it might make someone else feel calm.
Instructional Sequence
Sound Exploration
Think-Pair-Share
Explore
When I hear _______, I feel ________ because ________________.
Explore
When I hear _______, I feel ________ because ________________.
Explore
When I hear _______, I feel ________ because ________________.
Explore
When I hear _______, I feel ________ because ________________.
Explore
When I hear _______, I feel ________ because ________________.
Explore
When I hear _______, I feel ________ because ________________.
Explore
Share:
To transition students from the exploration of environmental sounds and how they make you feel into a clearer definition of the phrase, share that environmental sounds are sounds that we hear around us that do not have a spoken language or make a word. The school bell is an example of an environmental sound. An environmental sound can also be made by a human, for example, laughing, crying, or humming, but it cannot be a spoken word such as “eww” or “yippee”. The sound of basketball shoes on a basketball court is also an example of an environmental sound. Ask students the following questions and display them from the Slide presentation, to discuss with their small table groups or pairs.
T: What are some environmental sounds at school?
T: What are some environmental sounds at home?
T: What are some environmental sounds in our neighborhood?
Some environmental sounds ___________ are ____________.
Randomly call out a few students to share their thinking or their partner’s thinking.*
T: Environmental sounds, like the chirping of birds or the sound of rain, can make us feel different emotions. For example, hearing birds sing might make you feel happy and relaxed because it reminds you of a sunny day. The sound of rain can make you feel calm and cozy, especially if you’re inside your home. Loud and sudden sounds, like thunder or a car horn, might make you feel scared or surprised. These sounds around us can change how we feel without us even realizing it!
T: We are going to continue to explore how sounds can make us feel a certain way and how movies and commercials use sounds to get the audience to feel a desired emotion. In the next lesson, we will explore a special engineer who’s job is to make sounds for movies and commercials.
Instructional Sequence
Environmental Sounds
Some environmental sounds _____ are _______.
Share
How can I use sounds to express emotions?
Lesson 8
Lesson Question:
How can I use sounds to express emotions?
Success Criteria:
I will create a sound composition collaboratively with a partner that will meet the criteria of the design challenge.
Launch:
Engage students in the question, “How can I use sounds to express emotions?” by situating the learning in a real-world context.
T: Similar to what we did in Lesson 6, today we will be creating a sound composition, this time one that expresses certain emotions. Let’s think about how we use sounds to express emotions as we listen to some environmental sounds.
Share the M-Flow Lesson 1-10 Slides. Play each sound one at a time and allow students to Think-Pair-Share with each sound. Have the emotions chart made in earlier lessons available, in case students need to reference it as they listen to the different sounds.
T: How do these sounds make you feel? What do you think of when you hear the sound?
This ___________ makes me feel ____ because ___________. This __________ gives me a feeling of ___ because _________.
When I hear ______, it makes me think of ________.
Listen in to collect formative data. Call a few students at random to share what they are feeling. Encourage the other students to use the talk moves/collaborative talk hand signals for agree, disagree, or add on. Point out as you notice students disagreeing, and remind students that we might have different feelings or emotional responses to the same sound. You can invite some students to explain why they disagree and how the sound made them feel.
Instructional Sequence
How do these sounds make you feel?
What do you think of when you hear the sound?
Sound 1:
Sound 2:
Sound 3:
Sound 4:
The ________ makes me feel ____ because ________.
The __________ gives me a feeling of ___ because _________.
When I hear ______, it makes me think of ________.
Launch
Explore:
T: Today you will create a sound composition that expresses an emotion. Express means to make an idea or feeling known or understandable to someone. Your sound composition should make your listening audience feel a certain way, just like when we watched the Lion King clips. You and your partner will be given an emotion, either sadness, disgust*, joy, or anger. You will work together to use only sounds to make your listening audience feel that emotion.
Display the emoticons chart from the Slides presentation and display your emotions anchor chart from Lesson 1
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T: As we did in the previous lesson, you will work with a partner while creating the composition. The first step to creating your composition is to collect environmental sounds. These sounds should help the listener feel the emotion you assigned. For example, if you have joy as your emotion, you might collect the sound of kids playing soccer or the sound of birds chirping.
You will start by collecting as many sounds as possible that will help convey your assigned emotion. Think of the sounds you collected in Lesson 6. Do any of those sounds convey your emotion? For example, if you captured laughing, that could work for one of these emotions as well. Think how you could use some of the same sounds you used in Lesson 6. You will have 10 minutes to record and collect as many sounds as you can. For the first 5 minutes Partner A will be the driver and Partner B will be the director. After 5 minutes, you will switch roles and Partner B will be the driver and Partner B will be the director. Make sure to save your composition when you switch partner roles.
Partner students up* and assign an emotion to each partnership. There should be approximately 3-4 pairs per emotion.
Instructional Sequence
How can I use sounds to convey an emotion?
Joy
Disgust
Sadness
Anger
Explore
Explore:
T: You will have a few minutes to brainstorm by yourself. Write your ideas on a notebook or on a piece of paper. Think of these questions while you brainstorm.
Display questions on the shared screen. Give individuals 3 minutes to brainstorm.
How will you express your assigned emotion?
Then have partners brainstorm together for 5 minutes.
T: Now share your brainstorm with your partner. To help you collaborate and come up with a plan using your ideas, you will use collaborative talk. You might agree, disagree, or add on to what your partner is saying, just like when we used the hand signals earlier. You also might need to clarify what your partner is saying, or understand better. You can use the sentence frames while you discuss your ideas with your partner. Be sure to know what you and your partner will be doing once it is time to start creating. Display the instructions and Collaborative Talk sentence frames from the Slides. *
Collaborative Talk Sentence Frames:
I agree with… Can you elaborate or explain…? Why did you …?
I disagree with… Tell me more about … I would like to add on; I …
Instructional Sequence
Brainstorm
What sounds would you like to collect?
Where would you collect these sounds?
Explore
Collaborative Talk
I agree with… I disagree with…
Can you elaborate or explain…?
Tell me more about …
Why did you …?
I would like to add on; I …
Explore
Instructional Practices: Talk Moves
Adapted from: Smenkens Education Solutions, Talk Moves Mini-Poster Set, Adapted from: Chapin, S. O’Connor, C., & Anderson, N., (2009).
Goals for Productive Discussions and Nine Talk Moves. The Inquiry Project: Bridging Research & Practice Supported by the National Science Foundation, TERC (2012)
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Add On
Clarifying
Reasoning
Revoicing
Say More
Press For Proof
The talk moves below are used throughout the lesson to help facilitate meaningful discourse between students. When students see one of the “moves” on a slide, encourage them to utilize the sentence frames to keep conversations going. Ideally this will produce more depth to the discussions among students.
* Students have been using Collaborative Talk (also known as Talk Moves or Accountable Talk) previously and in this lesson.
* These skills help students be more productive and independent in conversation.
*For the most benefit, you can:
Teaching Tip: Collaborative Talk/Talk Moves
Explore:
After brainstorming, direct students to log in to the M-Flow application.
https://mflow.sciencemusic.org/
Prompt students to name and save a new composition. Set a timer for 5 minutes. Allow partners to collect environmental sounds. They may collect the sounds in the classroom or outside of the classroom. *See Teaching Tip regarding collecting sounds.
After time ends, remind students to save and then switch roles. Set the next timer for 5 minutes. Students will continue to work on collecting their sounds. Circulate the room to monitor their progress. When the time ends, remind students to save their M-Flow to save the sounds they have collected.
Instructional Sequence
* It is recommended for this lesson, that students collect environmental sounds around the school..
* This can be done in pairs, sending teams out one by one, or taking students on a sound walk as a whole class.
* Teachers may also provide materials that might make interesting sounds (like the Foley artist). Examples: tin cans, sandpaper, keychains, paper towel tubes, etc.
Teaching Tip: Collecting Environmental Sounds
Start with Saving
Explore
* Use the A/B partner instructional routine to support pairs of students. This can be chips/salsa partners, catsup/mustard partners, etc.
Instructional Practices: A/B Partnerships
A
B
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Instructional Practices: Driver/Director
Driver: handles the device
Director: guides the driver
Let the “Driver” know they will be manipulating M-Flow. The “Director” should know they tell the Driver what to explore. Roles should be switched throughout the exploration. More information about this instructional practice follows:
* During the pair programming protocol, teachers can encourage the director to stand up behind the driver and look over the driver’s shoulder. This small shift helps to designate roles, and teachers can see what role each student is taking on at the moment.
* This protocol can be a challenge for some students, so monitor the class carefully and offer encouragement to students who might find “waiting their turn” to be challenging or for students who do not want to take feedback from the director.
*It might help for some classes, to model this protocol as a “fishbowl” activity, so students can see the roles of the director and the driver in action.
Teaching Tip: Driver & Director with M-Flow
Pair Programming
In your pair group, collect as many sounds as you can in 10 minutes. One partner will start as the “driver” and is using the computer. The other partner is the “director” and will give the “driver” directions. Halfway through the task, the pairs will shift roles.
Explore
Explore:
Instruct students to lower their computer screens and direct their attention to the criteria for the challenge.
Your sound composition must meet the following criteria: (Students first learn about criteria in Lesson 5; make connections if still needed.)
Criteria (posted on a shared screen, using the Slides presentation):
Allow for 20 minutes for students to put their compositions together using their collected sounds. Have Partner B start as the driver and Partner A be the director. Switch roles at 10 minutes. After 20 minutes, have students save their work so far. If students do not feel like they are finished, they will have more time in Lesson 8 to refine their compositions.
Teacher Note: Students do not have to use all the sounds they collected. Encourage students to choose the sounds that best convey the assigned emotion as they are creating their composition.
Instructional Sequence
Pair Composition
In your pair group, compose a short composition. One partner will start as the “driver” and is using the computer. The other partner is the “director” and will give the “driver” directions. Halfway through the task, the pairs will shift roles.
Explore
Challenge Criteria
Criteria and Constraints
Explore
Share:
After composing, remind the class and display the criteria for the challenge.
Criteria:
At the end of the pair programming, prompt students to reflect with their program partner on what went well and what they would like to improve for the next revision. If you would like, students can record their responses in their individual science notebooks or on sticky notes.
T: Now, you and your partner will individually think about and reflect on your composition. You will have time in the next lesson to revise and improve your design.
With your program partner, reflect on your composition today:
In the next lesson, students will be working in the same pair partnership to revise and refine their sound composition in preparation for it to be shared with another partner group.
Instructional Sequence
Pair Composition
What is something you enjoyed doing with M-Flow today?
I enjoyed _____________ in M-Flow.
What would is something you would like to improve for next time?
Next time we might _____________ in M-Flow.
I would like to improve _____________.
Share
How can I revise my composition based on peer feedback?
Lesson 9
Lesson Question:
How can I revise my composition based on peer feedback?
Success Criteria:
I will work collaboratively with a partner to revise our sound composition that will meet the criteria of the design challenge.
I will share feedback with another partner group by using the TAG strategy.
Launch:
Engage students in the question, “How can I revise my composition based on peer feedback?” by situating the learning in a real-world context.
T: Today we will be refining and revising our sound compositions based on feedback we receive from our peers to help us discover how we use sounds to express emotions. Engineers and programmers will often present their designs or solutions to others to receive feedback on their designs. It could be an architect receiving feedback on a building design or a landscape engineer revising the design after meeting with a client. Feedback is a way to remain aligned* with criteria and helps to encourage change and innovation. (If needed, share that innovation is a new idea or product, like an electric car is an innovation from the gasoline-powered car.)
T: Sometimes feedback can be hard to receive but is essential to the design process especially when the solution is shared with others.
Teaches may show the optional 6 minute video to help students understand how to give kind, specific, and helpful feedback. Video is very easy to follow and gives students specific examples of how to be more specific. Austin's Butterfly: Models, Critique, and Descriptive Feedback
Instructional Sequence
Optional Video: Austin’s Butterfly
Launch
Explore:
Remind the students of the criteria for the design challenge. Project the criteria from the M-Flow Lesson 1-10 Slides.
T: Today you will be listening to another partnership’s sound composition. You will be listening to see that the sound composition meets the criteria for the challenge, as well as expressing the assigned emotion. It might even take closing your eyes to listen to the composition. As a reminder, here are the criteria for this challenge.
Criteria:
T: You and your partner will share your composition with another partner group who has that same emotion. During that time, you will evaluate each other’s compositions to see if they meet the design criteria and express their assigned emotion.
Partner students up with their other pair partnership with the same emotion. *
T: You will use the TAG strategy to provide feedback. If you have extra time, you may share ways that you and your partner used certain blocks to create certain sounds in your composition.
They will each share their compositions. Students will give feedback to each other about their composition and how they met the criteria.
Instructional Sequence
Challenge Criteria
Criteria and Constraints
Explore
Explore:�Reintroduce the TAG Feedback Strategy and display the sentence stems. Students will write their TAG feedback on a sticky note or a piece of paper.* Chorally read the sentence stems from the Slides presentation:
T: Tell the partner(group) something you really liked.
A: Ask a question
G: Give a suggestion
I really liked ____________.
This part of the composition was great because_______________.
I liked how you used the __________ block because_______________.
I like this sound because it makes me feel _________________________.
A:
Why did you make this decision?
How did you do this?
How did you make it work?
What sound did you collect?
G:
My suggestion to improve your composition __________________________________.
You could meet the criteria if you ________________________________.
It would be great if you added/changed_________________________.
Have students share their feedback with the other partner group by reading it out loud. They will also give the post-its or paper to the other partners when they are done.
Instructional Sequence
* You can choose to partner pairs with the same emotion:
* Or you can choose to partner pairs with a different emotion:
You know your students best; these are options for you to consider.
Teaching Tip: Partnership Options
Why use it?
Tips for success
How do I use it?
Instructional Practices: T.A.G. Feedback
TAG Feedback
T: Tell the partner something you really liked
I really liked ____________.
This part of the composition was great because_______________.
I liked how you used the __________ block because_______________.
A: Ask a question
Why did you make this decision?
How did you do this?
How did you make it work?
What sound did you collect?
G: Give a suggestion
My suggestion to improve your composition ________________________.
You could meet the criteria if you ________________________________.
It would be great if you added/changed_________________________.
Share
At the end of the partner share, prompt students to reflect with their program partner on what went well and what they would like to improve for the next revision.*
T: Based on the feedback you received, you can spend 10 minutes refining and revising your sound compositions today. You will have more time in the next lesson for final revisions. Before you start refining and revising, talk with your partner about what changes you want to make. I will give you 2-3 minutes to talk with your partner and then the last 7-8 minutes will be for you to make those changes in your composition.
Sentence frames can support their reflection/planning conversation.
I think we should ______ because _____.
I would like to _______ so our composition _________.
Based on our feedback, we could ______ instead of _______.
After revision time, ask students to share what feedback they received and what changes they made to their compositions.
T: What feedback did you receive?
T: What changes did you make?
T: How was the feedback helpful?
Display these sentence frames and call students randomly to have more equitable and wide-ranging participation.
Some feedback we were given was ___________. We were told to _____________.
One change we made was _________. We changed our project by ________.
_____________ was helpful feedback because _________. It was helpful to hear _________ because __________.
In the next lesson, students will be working in a pair partnership to finalize and share their sound composition in a gallery walk.
Instructional Sequence
Pair Reflection
I think we should ______ because _____.
I would like to _______ so our composition _________.
Based on our feedback, we could ____ instead of _____.
Share
Challenge Criteria
Criteria and Constraints
Share
Whole Class Share
What feedback did you receive?
Some feedback we were given was ___________.
We were told to _____________.
What changes did you make?
One change we made was _________.
We changed our project by ________.
How was the feedback helpful?
_____________ was helpful feedback because _________.
It was helpful to hear _________ because __________.
.
Share
How can I compose a series of sounds to express an emotion?
Lesson 10
Lesson Question:
How can I compose a series of sounds to express an emotion?
Success Criteria:
I will evaluate multiple sound compositions after listening to them, based on the criteria of the design challenge.
Launch:
Engage students in the question, “How can I compose a series of sounds to express an emotion?” by situating the learning in a real-world context.
T: Today, we will be finalizing our compositions and then sharing the final product with classmates in a gallery walk in order to answer our question, “How can I compose a series of sounds to express an emotion?” The goal of our gallery walk would be that our classmates will be able to guess what emotion your composition is trying to express.
T: Engineers, programmers and even Foley artists present their final product or designs after they have completed all the revisions. The gallery walk today will be how we showcase our final designs.
Instructional Sequence
*Depending on your students, it might be helpful to give students a gentle reminder that they have all been working hard on their sound compositions.
* It is kind and respectful to our classmates when we make an honest guess about the emotion expressed in their composition.
Teaching Tip: Classroom Management: Feedback
Explore:
Allow student pairs a few minutes to finalize their sound compositions. Have students save their final composition.
Students will set up their computers for the gallery walk. Next to their computer, they will have four sticky notes. On the sticky notes, students will write joy, anger, disgust, and sadness, one word per sticky note.* As partners visit each computer and listen to the composition, they will place a tally mark next to the emotion that they feel when they listen.
T: After setting up your computer with the sticky notes, you will visit each computer and listen to the composition. After listening, you and your partner will discuss which emotion you feel. Place one tally mark on the sticky note next to the computer.
Instructional Sequence
196
Instructional Practices: Gallery Walk
After students share their compositions, they will be asked to leave their work in a public space for their peers to view. See below for more information on this practice:
Challenge Criteria
Criteria and Constraints
Explore
Explore:
Set a timer for 2 minutes per rotation. During this time, students will listen to the composition and put a tally on the sticky note next to the emotion they feel. Each student should mark their own tally based on the emotion they feel.
Rotate through until all compositions have been listened to, or until students have visited at least 5 compositions. Students can rotate in pairs, with their composition partner, or another partner.
Instructional Sequence
How can I use sounds to convey an emotion?
Joy
Disgust
Sadness
Anger
Share:
Bring the class back together and students can return to their spots. Students can see if they were successful in conveying their emotions based on the gallery walk feedback. Allow student pairs to talk and reflect together for 1-2 minutes. Display the questions on a shared screen to focus and support students as they talk with their partners. Then, ask students to share.
Based on the tally marks, our design was ____________.
Something successful about our design is __________.
If I were to change the composition again, I would _________.
I might revise my composition by ____________.
Allow students to share composition if they feel comfortable. To share, partners may email the link to their M-Flow directly to the teacher. Students could bring their computers to the front of the classroom and share it on a document camera.
End the share with a round of applause for all the partners’ hard work and for the class to feel comfortable sharing their work.
Instructional Sequence
Reflection
Based on the tallys, our design was ____________.
Something successful about our design is __________.
If I were to change the composition again, I would _______.
I might revise my composition by ____________.
Share