Unit Plan 13 (Grade 5 Band): Instrument Families & Sound

Focus: Identify instrument families and describe how their tone colors change the sound and character of band music.

Grade Level: 5

Subject Area: Band (Performing • Presenting • Reflecting)

Total Unit Duration: 5 sessions (1–2 weeks), 30 minutes per session

I. Introduction

In this unit, students explore the main instrument families of the band—woodwinds, brass, and percussion—and learn to describe their tone colors (how they sound). Through listening activities, visuals, and short playing examples, students notice how different instruments can make music feel bright, dark, powerful, or gentle. They begin using simple describing words to explain how instrument choice affects the character and mood of band music.

Essential Questions

• What are the main instrument families in our band, and which instruments belong to each family?
• How do different instruments and tone colors change the way music sounds and feels?
• How can we use descriptive words to explain the sound and character of band music?
• Why is it important for a band musician to understand instrument families and tone color?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Name the main band instrument families (woodwind, brass, percussion) and identify their classroom instruments.
2. Match instrument sounds to the correct family using listening examples and visual cues.
3. Use simple tone color words (e.g., bright, dark, smooth, buzzy, heavy, light) to describe how different instruments sound.
4. Explain how a change in instrument or family can change the character or mood of a short piece of band music.
5. Create a simple Instrument Families & Sound chart or mini-poster that shows instruments, their families, and at least one tone color word for each.

Standards Alignment — 5th Grade Band (custom, NAfME-style)

• BD:Re7.5b — Describe how instruments and tone color affect the sound and character of band music.
  • Example: Students describe how drums make music feel powerful or exciting.

Success Criteria — Student Language

• I can name the main instrument families in band and give examples from our class.
• I can listen to a sound clip and say which family I think it belongs to.
• I can use tone color words (like bright, dark, smooth, buzzy) to describe how an instrument sounds.
• I can explain how choosing a different instrument can change the mood or character of a piece.
• I can make a simple chart or mini-poster that shows instrument families and their sounds.