(fire alarm, truck bell, baby’s cry/dog’s growl, rumbling thunder, car motor) Record these sounds on a “High/Low” chart. Then challenge them to experiment and recite the poem in a loud and then a soft voice (volume).Īsk children to name something that makes a high pitch/low pitch sound. Recite the poem a second time and have children join in using a high voice and a low voice (pitch). Some birds sing high (raise your hands you sing a high pitch) Some birds sing low (drop your hands as you sing a low pitch) Listen, listen and you’ll hear (cup your hand around your ear) Say, Listen to the differences in the way my voice sounds as I recite this poem. Then tell children you are going to change the pitch of your voice, that is, how high and low it is, as you read them a poem. If they don’t recall pitch, say (in a high voice), Let’s sing it with a very high voice. Ask, What is another way you can change the sound of your voice? Allow children to respond. Remind them that they are changing the volume of their voice when they say something loud and then soft. Then have them say it in their loudest voice.
Tell children you want them to say “good morning” in their softest voice. STEM Key Concepts: Sounds vary in volume (loud or soft) and pitch (high or low)ĮLA Focus Skills: Listening and Speaking, Vocabulary © Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer).
0 kommentar(er)
