| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Music |
| What topic | Loud and soft animals |
| What length (min) | 30 |
| What age group | Preschool / Nursery |
| Class size | 20 |
| What curriculum | National music standards |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 8 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Loud and Soft Animals
Preschool / Nursery (Ages 3-5)
Music
20 students
This lesson aligns with the National Music Standards focusing on appreciation and understanding of musical concepts such as dynamics (loud and soft) and performing through imitation and group work.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 mins | Start with a brief introduction to loud and soft sounds. Use examples like shouting vs. whispering. |
| 2 | Animal Sounds Overview | 5 mins | Play recordings of various animal sounds and discuss if they are loud or soft. Use picture cards to engage students. |
| 3 | Group Activity | 10 mins | Divide the class into small groups and assign each a specific animal. Each group will create and present their animal sound as either loud or soft. Encourage creativity! |
| 4 | Physical Activity Break | 5 mins | Conduct a fun movement activity where students mimic loud and soft animals. This could include jumping like kangaroos (loud) or creeping like mice (soft). |
| 5 | Instrument Exploration | 5 mins | Allow students to explore sound-making instruments. Encourage them to play their instruments loudly or softly, matching the sounds of the animals discussed. |
| 6 | Conclusion and Review | 5 mins | Recap the concepts learned about loud and soft sounds. Ask guiding questions to reinforce understanding, and introduce the homework assignment without requiring presentations. |
Have students draw their favorite loud animal and soft animal. They can also write or dictate one sentence about the sound each animal makes. Collect the drawings for review without asking students to present them in front of the class.
"Good morning, everyone! Today, we are going to have some fun learning about loud and soft sounds! Can anyone tell me what they think a loud sound is?"
[Pause for student responses.]
"Great answers! Now, how about a soft sound? Yes, just like when we whisper! So, we will learn how these sounds relate to animals today. Are you all excited?"
[Cheerful response expected.]
"To start, I have some animal sounds for you to listen to! I want you to listen closely and decide if the sound is loud or soft. Let’s begin!"
[Play the first animal sound recording.]
"What did you think? Was that sound loud or soft? Raise your hands if you think it’s loud!"
[Allow responses.]
"Fantastic! Now, let’s see if we have the picture card for that animal!"
[Show the corresponding picture card.]
"Now let's play another sound!"
[Repeat for several animal sounds, encouraging participation and discussion about the volume of each sound.]
"Now it’s time for a fun activity! I will divide you into small groups, and each group will get an animal to represent. You will need to work together to create the loud and soft sounds of your animal!"
[Split the students into groups and distribute the animal picture cards.]
"Be creative! Think about how your animal sounds. If you have a loud animal, make a big gesture! If it’s soft, maybe you want to pretend you’re quiet and gentle."
"Each group will get a few minutes to practice, and then we will present them! Ready? Go!"
[Allow time for group work and assist as necessary.]
"Okay, everyone! You've done a wonderful job creating your animal sounds. Now, let’s get our bodies moving! We’re going to mimic some loud and soft animals. When I say ‘loud’, I want you to jump around like kangaroos! When I say ‘soft’, let’s creep around like mice!"
"Who’s ready? Let’s start with loud! Jump, jump, jump!"
[Lead the activity, switching between loud and soft movements, ensuring everyone is engaged.]
"Wow, you all did an amazing job mimicking those animals! Now it’s time to explore some instruments! Over here, we have some shakers and drums. You can choose any instrument you like!"
"When you play, remember to match the volume of your animal sounds! If you have a loud animal, play it loudly! If you have a soft animal, play gently."
"Let’s take a few minutes to explore and make some sounds!"
[Allow students to play with the instruments, guiding them to understand dynamics.]
"That was so much fun, everyone! Let’s sit down and talk about what we learned today. Can anyone tell me what a loud sound is again? Yes, great job! And what about a soft sound?"
[Encourage students to share their thoughts.]
"I'm so proud of you all for your amazing participation! For homework, I would like you to draw your favorite loud animal and your favorite soft animal. Remember to write or tell someone what sounds they make. We will collect your drawings next time!"
"Thank you for learning with me today! I can’t wait to see your drawings!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduction to loud and soft sounds - Ask students to define a loud sound - Ask students to define a soft sound - Excitement for the lesson |
| 2 | {Image: A sound wave graphic} | - Listening to various animal sounds - Deciding if the sounds are loud or soft - Engaging discussions about each sound - Introducing animal picture cards |
| 3 | {Image: Small groups of children} | - Group activity introduction - Dividing into groups representing different animals - Encouraging creativity with loud and soft animal sounds |
| 4 | {Image: Kids mimicking animals} | - Physical activity break - Encouraging movements matching loud and soft sounds - Jumping for loud sounds, creeping for soft sounds |
| 5 | {Image: Musical instruments} | - Instrument exploration introduction - Choosing instruments like shakers and drums - Matching instrument volume with animal sounds |
| 6 | {Image: Children playing instruments} | - Exploration and sound creation with instruments - Understanding dynamics - Connecting dynamics to the loudness and softness of animals |
| 7 | {Image: A student drawing} | - Conclusion of the lesson - Review of loud and soft sounds - Sharing thoughts about loud and soft sounds |
| 8 | {Image: A collection of animal drawings} | - Homework assignment explanation - Drawing favorite loud and soft animals - Sharing sounds they make - Anticipation for next class |
If you could choose any animal to represent with a loud sound, which would it be and why? Can you demonstrate that sound for us?
What do you think is the softest sound an animal can make? Why do you feel that way?
Can you think of a time you heard a loud sound? How did it make you feel?
How does the volume of an animal's sound help it in its environment? For example, why might a lion roar loudly?
If you could invent a new animal, what kind of sounds would it make? Would it be loud, soft, or maybe both? Explain your choice!
## Simple Physical Exercises for Students
**Jump like a kangaroo, up high we’ll go,**
**Stomp like an elephant, let the loudness flow.**
**Creep like a mouse, soft on the ground,**
**Flutter like a butterfly, spinning around.**
**Roar like a lion, with a mighty sound,**
**Tiptoe like a cat, without making a sound.**
**Hop like a frog, let your legs be free,**
**Sway like a tree, with the softest breeze.**
**Shake your body, let the loudness rise,**
**Take a gentle breath, close your eyes.**
**Spin in place, as fast as a bee,**
**Now freeze like a statue, for all to see.**
**Wave your arms wide, let your joy be bold,**
**And give a soft whisper, let the secrets be told.**