Acquire boxes of different sizes to set out on a table for students to choose from. Provide string, rubber bands and wire for the students to make their string instruments. Set out other items the children might use to design their instruments. After they have acquired their materials, provide paper for the kids to draw their musical instrument. Ask them to predict the sound the instrument will make. They should indicate a traditional musical instrument they predict their instrument will sound most similar to.
Allot time in the class period for the students to assemble their instruments. Let them discover and experiment with different designs to get the instrument they want. When everyone has finished constructing their instrument, gather the class in a circle. Ask each student to play their instrument. Provide questions to lead the students to discover the differences in the sounds produced by the variety of shapes of the instruments.
A selection of cylindrical containers provide many options for the students to design their own drum instrument. Oatmeal, coffee, peanut and raisin containers all are available in this shape. Before the students select the containers, give them a piece of paper to make predictions on. Label the containers with numbers. Have the students make a list of which containers will be high pitched, and which will be low pitched. Use the numbers to order the instruments from highest to lowest pitch.
Instruct the students to remove the top and bottom lids from the cylindrical container and to stretch a rubber inner tube, canvas or heavy paper over the two openings. Secure the covering taut with a rubber band or piece of string.
The drum makes a sound by hitting the covering with a hand or mallet. The covering vibrates and pushes air through the container which makes the sound louder. The difference sized containers will amplify the sound differently, according to the Michigan Department of Natural Resources. Have the students decide which drum has the lowest pitch and the highest pitch. Verify their predictions.
Sound travels through water at a different rate than it does through air. This science concept can be learned by having the kids design a musical wind instrument. Make lines of up to eight students. Give each one a glass juice bottle of the same size. Ask the students to make a musical scale, notes in ascending or descending order, with their bottles. Provide them with a pitcher of water. Let the students discover how to complete this task by experimenting with the water and the bottles. Ask each line to present their scale to the class. Discuss the rate at which sound travels through water and through air.
Provide a selection of containers with lids and miscellaneous items for the kids to place inside their shaker. Include paper clips, marbles, pennies or beans for a wide variety. Instruct two students to make shakers with the same item inside. After the students have placed a handful of items in their container, place the lid on securely with tape. Instruct the students to place the shakers on a table. Redistribute the shakers to random students. To test the kids' observation skills ask them to find the student who has a shaker with the same item inside as they do. There will be a lot of shaking and observing going on in this primary science lesson.