Today, the children looked at pitch. First of all they established what the word pitch meant when they were using it scientifically.
Can anyone remember? Was it:
Then, in pairs, the children investigated how to change the pitch of three 'instruments', (rubber band, bottle and ruler). They quickly identified what they needed to change with each instrument in order for the pitch to change.
Finally, they investigated one of instruments further. They discovered that the more water you put into a bottle the higher the pitch, when you blow across the top of the bottle; the farther they stretched the elastic band the higher the note and the more a ruler is on the table when it was twanged the higher the note.
Next week the children will be making their own instruments to explore other ways they can change the pitch and explaining why they think it happens.
Can anyone remember? Was it:
- An area to play sports like football and cricket.
- Another word for completely i.e. pitch black
- The high or lowness of a note
Then, in pairs, the children investigated how to change the pitch of three 'instruments', (rubber band, bottle and ruler). They quickly identified what they needed to change with each instrument in order for the pitch to change.
Finally, they investigated one of instruments further. They discovered that the more water you put into a bottle the higher the pitch, when you blow across the top of the bottle; the farther they stretched the elastic band the higher the note and the more a ruler is on the table when it was twanged the higher the note.
Next week the children will be making their own instruments to explore other ways they can change the pitch and explaining why they think it happens.
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