Unit Plan 10 (Grade 1 Music): Classroom Instruments
Grade 1 music unit where students identify and care for classroom percussion instruments, keep a steady beat, and create simple rhythmic patterns through guided play.
Focus: Identify, play, and care for classroom percussion instruments, while keeping a steady beat and creating simple patterns.
Grade Level: 1
Subject Area: Music (Performing • Creating • Responding)
Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session
I. Introduction
In this unit, first graders become instrument helpers and rhythm makers. They learn the names and sounds of common classroom percussion instruments, how to hold and play them safely, and how to keep a steady beat in songs from different cultures. Students then explore how to improvise short rhythm patterns using drums, shakers, and other instruments. By the end, they can show how to care for instruments, keep a beat, and create simple rhythmic ideas of their own.
Essential Questions
- What classroom percussion instruments do we have, and how do they sound different?
- How can I play an instrument with a steady beat to match a song?
- How should I care for instruments so they stay safe and last a long time?
- How can I make up (improvise) my own short rhythm patterns on instruments?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Name and correctly identify several classroom percussion instruments and their basic playing techniques.
- With limited guidance, keep a steady beat on instruments while singing or chanting simple songs from different cultures.
- With limited guidance, improvise short rhythmic ideas using claps, drums, and other percussion.
- Describe and demonstrate how to care for and store instruments safely and respectfully.
- Participate in a short instrument pattern share, performing a simple improvised rhythm for the class.
Standards Alignment — Grade 1 Music (NAfME-Aligned)
- MU:Pr4.2.1a — With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
- Example: Keeping a steady beat while singing a folk song from another culture.
- MU:Cr1.1.1a — With limited guidance, improvise rhythmic and melodic patterns and ideas.
- Example: Students improvise short rhythm patterns using claps or drums.
Success Criteria — Student Language
- I can name some of our classroom percussion instruments and show how to play them.
- I can keep a steady beat on an instrument while we sing or chant.
- I can make up a short rhythm pattern using claps or drums.
- I can show how to take care of instruments by holding, playing, and putting them away correctly.
- I can share my rhythm pattern with the class and tell what instrument I used.