TITLE:     BELLS'N'SCALES

AUTHOR:    Jimmy R. Lazenby; Casady School,
           Oklahoma City, OK

GRADE LEVEL/SUBJECT:    2-5    Science and Music

OVERVIEW:
The students need not know how to read music but must be
able to recognize numbers and letters and place them in
Sequence.

PURPOSE:
In music this lesson allows the exploration of musical
notation using the knowledge and skills already acquired
i.e. numbers, letters, and arranging according to pitch
level.  In science the student can discover the relationship
between the size of the sound source and the pitch.

OBJECTIVES:
The students will be able: (1) to discover a way to identify
the tune, using the bells (bottles) and the numbers on the
chart;  (2) to differentiate between pitches by listening
and comparing each one then arranging them in order; (3) to
determine which bell (bottle) is smaller; the higher or
lower ones.

RESOURCES/MATERIALS:
Provide the class with a set of resonator bells, a chromatic
octave from C to c including both black and white bells,
arranged randomly.
If bells are not available, use pop bottles, tuned 1/2 step
apart.  They can be sounded by striking with a spoon or by
blowing across the top of the bottles.  NOTE: If pop bottles
are used, identify the ones that correspond with the black
keys of the piano with masking tape.
On a chalkboard, chart, or overhead transparency, prepare a
the following diagram:


        6 6
    5 5     5 _
                4 4
                    3 3
                        2 2
1 1                         1 _

_____________________________________________________


5 5                   5 5
    4 4                   4 4
        3 3                    3 3
            2  _                    2 _

_____________________________________________________


        6 6
    5 5     5 _
                4 4
                    3 3
                        2 2
1 1                          1 _
_____________________________________________________


ACTIVITIES AND PROCEDURES:
1. Arrange the bells on the floor or a table in random
order.
2. Have 13 students choose one bell and line up side by
side.  Students that do not have bells should have the
first chance to answer questions and make decisions.
3. Number each one off from left to right and have them play
the "song" on the chart.
4. "Do you recognize the tune?"  "Why not?"  "What would
help?"
5. Have each student play his/her bell one at a time and
change places if the lower bell is on the right.
Eventually the bells will be arranged - low to high; left
to right.  Identify - scale.
6. Try playing the tune again.
7. "Does it work this time?"
8. Have the students with the black bells take one step
back.  (Now the bells will be arranged like the keys on a
piano; some of the students may recognize this
relationship.)  Identify - keyboard.
9. Number the white bells from 1 to 6 and play the sequence
from the chart.  The students should recognize "Twinkle,
Twinkle, Little Star".
10. Option. If some students complain that they did not get
to play, begin at a different place and re-number.  Note
that one or more of the notes now sound "wrong" and black
notes must be substituted.  Identify - key and key
change.

TYING IT ALL TOGETHER:
1. Were the students able to play the tune notated on the
chart?
2. How were the students able to solve the problems?
(determining the differences in pitches and arranging
them in a manageable order).
3. Were the students able to identify the differences in
pitch by listening and sight?