Eagle Creek Elementary 1216 East 5th Street - Arlington, WA 98223 Office: 360.618.6270 - Fax: 360.618.6275

5th Grade Learning Menu Information: May 11th – May 21st

Please find the attached Learning Menu for May 11th - May 21st. A few notes about the menu (changes from last menu are bolded):

- This menu includes two-weeks of learning material and supports instruction through May 21st. Please note: Friday, May 22nd and Tuesday, May 26th have been designated “No School Days” to stay within the 180 school day calendar.

- Consider working with your child to plan out how they will work through the menu over the two-week period of time.

- Students are asked to submit their work to an assignment or two- we would love to see what your children are doing so we can assess their understanding of material and plan next steps. Directions for this are provided on the menu.

- The Specialist Menu is grade level specific. Your kids can pick one Specialist area every day or so to work with.

Washington State’s Superintendent’s Office is recommending the following for daily learning times:

- Kindergarten/1st Grade: 45 minutes a day - 2nd and 3rd Grade: 60 minutes a day - 4th and 5th Grade: 90 minutes a day

We are taking weekly attendance and our goal is to check in with students at least once a week. Please be sure to connect with your teacher via e-mail, phone, Zoom, Google Classroom, or by submitting assignments. If you are looking for more learning, consider looking back at previous menus and doing an assignment you may not have gotten to OR check out the many websites listed under “Helpful Websites”. If you have questions or concerns, please reach out to your child’s teacher. Teacher e-mails are listed at the bottom of each menu and teachers are establishing Office Hours to provide additional supports as needed. Your teacher will communicate the Office Hour information with you via e-mail.

Eagle Creek  5th Grade Menu  

May 11 - May 21  *Remember to read for at least 20 minutes and journal each day!  

 Math  

 Modi-  

fication :  Use a  multi-  

plication  chart.  

 

*See fraction multiplication reference sheet and   the links in Helpful Websites for help.  

Complete the  “Multiplying  Fractions by  

Whole  Numbers Using  

Models”  worksheet.  

 

For extra  practice, try   IXL skill M.8  

 Complete   My Math  

Workbook  pages 729-730  

(Ch. 10, L. 4)   

For extra  practice, try   IXL skill M.11  

Play Rolling  with Fractions  

game.  Online dice:  

https://www.google. com/search?q=dic

e+roller   

 Complete the  Multiplying  Fractions by  

Fractions with  Visual Models  

worksheet   

For extra  practice, try   IXL skill M.19  

Complete   My Math  

Workbook   page 743  

(Ch 10, L. 6)  *Don’t forget to  

simplify your  answers.  

 Play the  

Multiplying  Fractions game   (see gameboard)  

 For extra  

practice, try IXL  skill M.20  

 

Complete  My Math  

Workbook  pages 749-750  

(Ch. 10, L. 7)  *T urn in this  page to your  teacher when  

you finish.   

Play the Bump  Game to  practice  

multiplying  mixed numbers  

 For extra  

practice, try   IXL skill M.36 &  

M.37  

ELA   

Modi-  fication :  

Have  someone  at home  read it to  you. Talk  

about  the story.   

Read “Summer  Can Feel So  

Long” passage  and complete  the Word Work  activity on the  

bottom left.   

* Conjunctions :  join phrases or  

sentences  together.  

Example: for, and,  but, or, so, while,  

because   

Conjunction  Junction:  

https://www.youtub e.com/watch?v=RP oBE-E8VOc  

 

Re-read the  summer  

passage and  complete the  Understand It  

and  Vocabulary  activities.  

      

      

Re-read the  summer  

passage and  complete the  

Comprehension  activity.  

   

Modification :  Have someone at  home read it to  you. Talk about  

the story.       

 

Using a book  you are  

currently  reading (or  

have recently  finished-use  

one of our CIA  books, if  needed),  

complete the  Character  

Report Card for  one of the main  

characters.    

Modification :  Have someone at  home read it to  you. Talk about  

the story.   

5 Paragraph  Essay  

Some people  think summer  break should  

be longer, while  others think it  

should be  shorter. Others  might think it  should stay  

how it is. Write  an essay  

stating your  opinion on this  

topic.     

First,  brainstorm  

some ideas and  details. You  

could even try  researching  some more  information.  

Then, organize  your thoughts.  

Choose the  best 3 ideas  and jot down  

some details to  support them.  You can use  the attached  

graphic  organizers to  help choose  the one that  

works the best  for you.  

  

5 Paragraph  Essay  

Continue your  essay about  

summer break:   

Now, write the  introduction .  Remember to  

use an opening  sentence that  will “hook” your  

reader. Also,  include your 3  

ideas/reasons.R emember to  just tell what  

they are, don’t  go into detail.  

5 Paragraph  Essay  

Continue your  essay about  

summer break:   

Now, write the  body of the  essay. Write  

one paragraph  for each of  

your 3  ideas/reasons.  Include details  

about each  idea, but  

remember to  just focus on  the main idea  

of each  paragraph.  

         

5 Paragraph  Essay  

Continue your  essay about  

summer break:   

Now, write the  conclusion .  

Remember to  tell your 3 ideas  again, and use  

a closing  sentence to  

wrap it all up.   

Then, read your  essay to  

someone else  to have them  help you edit  

(spelling,  punctuation,  

etc.) and revise  (word choice,  organization,  

etc.).   

* Send your  teacher the final  

copy of your  essay.  

Sci/SS  

Read the  “ Conflicts Grow ”  

article.   

Complete the  “ Before you  Read ” and  

“ After you Read ”  activities.  

 

  

Continue the  timeline (from  

the last  menu) -as you  read each of  

the articles add  the important  events to the  

timeline. *Keep  your timeline  for the next  

menu.   

Optional :  Watch some of  

the Liberty’s  Kids episodes  to learn more  about these  

events:  https://www.you tube.com/watc h?v=S7qRZmHL obQ&list=PLHe aIWvdbER3Ic90 BzhPsH2aJ5KI3

UtmM  

Imagine you  are a member  of the Sons of  Liberty during  the Tea Party.  

Create a  flyer/poster or  

a letter  convincing  

others to join  you in  

protesting the  Tea Act tax by  throwing the  

tea in the  harbor. Be sure  

to include  reasons why  they should  help you.  

 

Read the “ War  Begins ” article.  

 

Complete the  “ Before you  Read ” and  

“ After you Read ”  activities.  

 

   

Optional :  Check out the  Social Studies  

skills on  IXL-there is a  category on  

“The American  Revolution” .  

Using  information  

from the  articles, draw a  

historically  accurate  

picture of one  of the events  

that caused the  Revolutionary  

War. Then, write  a paragraph  

explaining what  you drew and  why it was one  of the causes  

of the  American  

Revolution ( Why  did it make some  of the colonists  want to be free  from Britain’s  

control? ).   

Optional : Take  a virtual field  

trip to the  American  Revolution  Museum in  

Philadelphia  using this link:  

http://www.scho lastic.com/beyo ndthebattlefiel

d/  (This is the  

museum some of  your teachers  

went to in  February!)  

   

Health & Wellness: Believe in Yourself

● Find something you love to do ● Do it everyday ● Use your imagination ● Declare your intentions (write down your goals) ● Set small goals – knock them off – set more goals ● You must become disciplined – it builds confidence ● Out work others around you ● The secret is to enjoy the journey – the highs and lows – be patient ● Never stop reaching for your goals till you get there

Please watch these videos: https://youtu.be/3CQusoJSh0E https://youtu.be/HLBDPUdckQs

https://youtu.be/IWLZ2b158HI  

Library/Tech:   Library : After reading a book, fill out the book report that is attached.   Technology : Big exciting news: we are beta-testing a virtual coding program that  allows our students to complete coding challenges online. If you are interested in  trying this with your student, go to code-beta.makewonder.com. Teacher code is  pc8gm. Look under “5th grade” then scroll until you find your child’s name. Your child  can try to complete puzzles and have some fun exploring this site! If you run into any  glitches, please email me (see Ms. Arnold’s email below) and I will forward your  comments and questions to the company, since this is a beta test, there may be  some! Also, this only works with ChromeBooks and laptops and is not compatible with  iPads or phones, yet!   Also, create a Dash & Dot comic strip (see attached comic strips with blank talk  bubbles).   

Music:   SpotLight On Percussion! [Week 6] and Woodwind Instruments [Week 7]. Listen to and  Learn about Instruments by clicking on the links. Make a “Music Dynamic Paddle” to  practice switching from very quiet (Piano) to very loud (Forte) during a song. Keep  Singing and send us a pic or recording, I would L-o-v-e to hear from you!   Spotlight on Percussion! Piano/Forte Paddle Project (5/11-15)  Spotlight on Instruments - Woodwinds (5/18-22)  

PE:    Baseball / Softball Skills This week you will be working on your underhand tossing and overhand throwing. Check out the attached posters to see the correct form for tossing and throwing. Equipment: Any ‘soft’ ball that can fit in your hand or a “sock ball” (a couple of socks balled into each other) - use whatever you can find to replicate a ball.

We recommend Baseball/Softball skills be practiced outdoors whenever possible. Underhand Toss: Practice tossing to a target on the floor. Your target can be a laundry basket or any “ground area” you designate as your target. See if you can toss accurately into your target 10 times. Overhand Throw: Practice throwing to a target ona wall or even to a partner. See if you can throw accurately to your target 10 times. Extension(s) of the Week: How many times IN A ROW can you accurately throw to your target. Try to beat your last record.  

General Wellness:   How to lift your spirits! Students can make a list or a poster of 10 to 15 things that: make them happy; they can do by themselves; doesn't require adult assistance; costs any money; or requires a screen. Hang the list or poster in their room. When they are feeling bored, upset or lonely go to their list for ideas to find fun and healthy activities. Examples: Create a 3-D animal out of recycled materials; write a poem or a song; work on a puzzle or make your own if you don't have one; paint your nails; try an experiment you learned about in school; take a dog for a walk, climb a tree... Try something you may have never done before but wanted to try. Have fun with this!! For more social emotional skills, lessons and helpful stories visit our Google Classroom. Log in to Google, Open Google Classroom, click the “+”; join the class Social Emotional Support During School Closure; enter in the code kyufbxn  

            

Helpful Websites:  https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions-and-whole-numbers/v/concept-whole-fraction-mult (Multiplying Fractions-models  of fraction times a whole number)   https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions-and-whole-numbers/v/concept-fraction-whole-number-product (Multiplying  Fractions-fraction times a whole number)   https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions/v/visualizing-fraction-products?modal=1 (Multiplying Fractions-models of fraction  times a fraction)   https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions/v/multiplying-fractions?modal=1 (Multiplying Fractions-fraction times a fraction)   https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/5th-multiply-fr actions/imp-multiplying-mixed-numbers/v/multiplying-mixed-numbers?modal=1 (Multiplying  mixed numbers)   Multiplying Fractions Games:  https://www.splashlearn.com/multiplying-fractions-games   http://www.math-play.com/soccer-math-multiplying-fractions-game/multiplying-fractions-socc er-game_html5.html   http://www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-Fractions-Millionaire- Game_html5.html     Teacher Emails:   aevans@asd.wednet.edu (Mrs. Evans)  ehusby@asd.wednet.edu (Mrs. Husby)  wklein@asd.wednet.edu (Mr. Klein)  lshalan@asd.wednet.edu (Mrs. Shalan)   Specialist Emails:   Ms. Arnold : jarnold@asd.wednet.edu (Library/Technology)  Ms. Hallanger : ahallanger@asd.wednet.edu (Music)  Mr. Mclaughlin : tmclaughlin@asd.wednet.edu (Health and Wellness)  Mr. Robison : brobison@asd.wednet.edu (PE)  Ms. Jablonski: CJablonski@asd.wednet.edu (School Counselor)  

 

Fraction x Fraction

Step 1

Multiply the numerators

Step 2

Multiply the denominators

Step 3

Simplify your answer

Fraction x Whole Number

Step 1

Rewrite the whole number as a fraction

Step 2

Multiply the fractions

Step 3

Simplify your answer

Fraction x Mixed NumberStep 1

Rewrite the mixed

number(s) as an improper

fraction

Step 2

Multiply the fractions

Step 3

Simplify/convert back

to a mixed number

Ex: 23x14

Ex:

Ex: 429+ 3

16

23 x

14 =

2

2 x 1 = 2

23 x

14 =

212

3 x 4 = 12

212 =

16

3 x45

3 x45 =

31 x

45

31 x

45 =

125

3 x 4 = 12

1 x 5 = 5

125 = 2

25

429 =

389

316 =

196

389 x

196 =

72254

38 x 19 =722

9 x 6 = 54

72254 = 13

2054

132054

= 131027

Multiplying Fractions by Whole Numbers Using Models

EXAMPLE:

Shadein 2/5 five

times.

Combine to shade in

total.

1. 4 x 23 = ______

2. #$ x 3 = ______

7. 2 x %& = ______

8. #% x 5 = ______

5. 4 x 2' = ______

6. $% x 2 = ______

3. 5 x %' = ______

4. #& x 5 = ______

Rolling with FractionsTo set up each problem:-Roll the die and write this number as the whole number.-Roll the die twice and use those numbers to make a fraction-one as the numerator and one as the denominator.-Multiply the whole number by the fraction and write your answer on the answer line. Be sure to simplify your answer.

Whole Number Fraction

_______

_______

_______

_______

_______

_______

_______

Answer

_______

_______

_______

_______

_______

_______

_______

Multiplying Fractions by Fractions with Visual Models

Example: 2/5 x 3/8

Step 1: Draw a rectangle and make the same amount of columns as the denominator in the first fraction.

Step 2: Shade the amount of columns as the numerator in the first fraction. This shows the first fraction: 2/5.

Step 3: On top of the columns, draw as many rows as the number in the denominator of the second fraction.

Step 4: Shade in as many rows as the numerator of the second fraction. This shows the second fraction: 3/8.

Step 5: To find your final answer, draw a box around the squares that overlap. This is the numerator of your answer. The denominator is the total number of boxes in the figure. **You can also use slanted lines to show your shadings if you do not have different colors.** Answer: 6/40 or 3/20 if simplified

©"2013"Terry’s"Teaching"Tidbits"

Directions: Shade in the models below to represent fraction multiplication. Write your final answer on the line provided.

Multiplying Fractions by Fractions with Visual Models

Student Practice Page 1

1. 4/9 x 1/3 = __________ 2. 3/7 x 4/5 = __________

3. 1/2 x 5/6 = __________ 4. 3/4 x 7/9 = __________

5. 3/5 x 1/4 = __________ 6. 9/10 x 2/3 = __________

©"2013"Terry’s"Teaching"Tidbits"

Name: _____________________________________ Date: ___________________

©Jennifer Find

ley

Directions: Take turns rolling one die and

moving tha

t many places. W

hen you land on a space, solve the equation show

n.M

ult

iply

ing

Fr

ac

tio

nsF

inis

h

St

ar

t

x=

Ad

x=

FK

x=

VF

x=

Sd

x=

DFx

=A

z

x=

CW

x=

OL

x=

FA

x=

DD

x=

Ff

x=

fA

x=

FF x

=D

L

x=

AM

x=

HD

x=

AA

x=

DGx

=O

J

x=

DP

directionsM

aterials: Each p

layer need

s ab

out ten ma

rkers of one color and

one copy of the ga

me

boa

rd (w

ith optiona

l answ

er key).N

umber of Players: 2

Objective: To ha

ve the most sq

uares covered

by the end

of the gam

e

Directions:1.Roll a

pa

ir of dice, a

nd d

etermine the sum

of the numb

ers rolled.

2.Find the num

ber tha

t ma

tches the sum of the num

bers you rolled

.3.A

nswer or solve the ta

sk.4.Find

the answ

er or solution in one of the circles.5.Pla

ce your ma

rker on the circle.

Other Im

portant Information:

1.If another p

layer rolls the sa

me sum

as you a

nd gets the a

nswer correct, he or she m

ay

“bum

p” your m

arker a

nd p

lace his or her m

arker on the circle.

2.You can p

rotect your circle by rolling the sa

me sum

aga

in and

pla

cing another m

arker

on top of the existing one. Tw

o ma

rkers on the sam

e circle by the sa

me p

layer w

ill p

rotect that p

layer from

being b

ump

ed.

BumpGame

©2017 Jennifer Find

ley

23456789101112

BumpGame

©Jennifer Findley

Multiplying w

ith Mixed N

umbers

x =Q

F 2

Directions: Solve the equation for the number you rolled. M

ake sure that your answ

er is in simplest form

.x =

A 23

x =S

31

x =C

23x =

AD

3

x =d 2

2

x =D

22x =

AO

1

x =O 2

3

x =K

21x =

DA

2

236

132

58 127

125

344

135

14

126

452

131

132

344

135

14

126

Copyright:Out of This World Literacy (Jen Bengel)

“Summer Can Feel So Long”

Sophie knew most of her friends were beyond excited about summer vacation.

So many of them had big plans to sleep in every day, catch up on a bunch of TV

series by binge watching all day and night, and just basically laying around. Sophie

was excited for summer too, but she was a little worried things around her house

would get a bit out of control. Sophie’s family just adopted her little brother from

Africa. His name is James and he is just seven years old. Since James has lived in

an orphanage since he was two weeks old, he is still learning to be part of a family.

James loves his school, especially knowing that he will wake up every day and have

school to look forward to. He thrives on his daily school routine. It makes him feel

safe and secure to have his day filled with all the things he knows will happen. So

when the lazy days of summer arrive and he loses that routine, James struggles

with learning to relax and just enjoy the freedom that summer days provide.

Sophie knows she will be very busy helping to keep James’ anxiety under control.

Instead of sleeping in like her friends, Sophie will be up at 6am to help keep James

busy before breakfast. When all her friends are binge watching TV shows, Sophie

will be playing school, reading stories out loud, and coloring pictures with her little

brother. It will be a lot of work. But Sophie loves her new little brother so much.

And to her giving up a quiet, lazy summer to play with her brother doesn’t feel like

a sacrifice at all. It feels like a privilege.

Passage 8

Understand It! Answer the following questions after reading:

1. The word ‘privilege’ in the passage means…

a. a special gift b. lazy c. a bad choice d. busy

2. Sophie’s friends will probably _____ all summer.

a. be busy b. feel overwhelmed c. lay around d. do homework

3. Having a little brother can be…

a. a lazy job b. hard word c. really quiet d. not much work

4. What is the most important event?

a. watching TV b. sleeping in c. reading stories d. keeping her brother happy in summer

Word Work Vocabulary

red

blue

green

orange

Words with suffixes

Words with 2 vowels together

Words that end with a vowel

Conjunctions

Color the words in the passage that match each category below:

Copy the 5 bold words from the passage. Use context clues and what you know to define each word:

Copyright:Out of This World Literacy (Jen Bengel)

Comprehension: Thinking Deeper About Fiction Name: _______________________________________ Date: _____________________

Passage Title: ___________________________________ Passage Number: ____________

Directions: Think deeper about the passage to answer the questions below.

_________________________________

_________________________________ _____________________________

____________________________ ________________________

________________________

_________________________________

_________________________________ _________________________________

________________________ ________________________

_______________________

What is your opinion of the story? Why? Who is telling the story? How do you know?

_________________________________

_________________________________ _________________________________

__________________________ _________________________

_________________________

_____________________

_________________________________ _____________________________

___________________________

_______________________ ________________________

How would you have acted in the story? Why? How are you alike and different from the main character?

What big ideas can you infer and use in your own life?

How did the characters change over time? _________________________

_________________________________ ________________________

________________________ ________________________

_____________________

_________________________________

_________________________________ _____________________________

____________________________ _________________________

_________________________

Name______________________ Date__________________________

Write a report card for your character! Use an A-F grading system to grade one of the characters in your book on each trait. Include a comment for each trait. Example: Wilbur from Charlotte’s Web

Trait Comment Grade

Leadership Skills

Wilbur has often looked to others for direction, but has recently shown improvement in his leadership skills. B

Honesty Wilbur is always honest and trustworthy. He is an excellent example for his classmates. A+

Name ____________________________ Character Report Card

Trait Comment Grade

Kindness

Effort

Teamwork

Leadership Skills

Sense of Humor

Communication Skills

Attitude

Responsibility

Honesty

Literature Worksheets 2 Created by Rachel Lynette Copyright ©2010 http://www.rachel-lynette.com

5 Paragraph Essay Organizer

Introduction: ~include 3 ideas ~topic sentence

Idea 1 : ~introduce idea ~details ~transitions

Idea 2: ~introduce idea ~details ~transitions

Idea 3: ~introduce idea ~details ~transitions

Conclusion: ~restate 3 ideas ~closing thoughts

Opinion Writing: 4-Square

Transition word:!___________________!!Reason 1:!________________________!!_________________________________!!_________________________________!!_________________________________!!!Supporting detail(s):!______________!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!!

Transition word:!_________________!!!Reason 2:________________________!!_________________________________!!_________________________________!!_________________________________!!!Supporting detail(s):!______________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!

!!Transition word:___________________!!Reason 3:!_________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!!Supporting detail (s):!_______________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!

!!Ending transition:!__________________!!!Restate opinion:!____________________!!__________________________________!!__________________________________!!__________________________________!!__________________________________!!!

Thesis Statement/Opinion:_______________________!

_______________________________________________!

_______________________________________________!

_______________________________________________!

©!Christina!Lindemann!2015!

My Book Report Book title:

Author:

3 Characters:

Name _______________________

Week 6 4-5 (5/11-15)

Spotlight on PERCUSSION ! Timbre : “The unique quality of sound” of an instrument or voice.

How is Percussion sound produced? By striking, shaking, or scraping. How do you play these instruments? Hint: most percussion is hit or struck to make a sound.

snare drum maracas

timpani cymbals

Musical Expression “Dynamic Conducting Paddle” Project:

(1) Print out the dynamic markings below, and cut into four squares.

(2) Use a popsicle stick, pencil, or stick as the base. Tape or use a glue stick to stick the letters together, face out on either side of the stick to make a Conductor’s “paddle”. Put about 2 inches of the stick in between the papers (trim as needed).

(3) Get another person (Sibling, Parent, Friend) to sing or play a song you know, or use the composition you created using the rhythm cards from previous weeks activities, while you hold up one side to face them, then flip (rotate) the other side of each paddle. Explain what the letters mean:

f = Loud, p = Quiet, ff = Very Loud, pp = Very Quiet [Practice each one first]

Place one paddle in each hand. Raise one hand to start song ( only one hand can be up at a time ). “Conduct” the dynamic changes by twisting your wrist back and forth (to show the other side), and raising/ lowering your hands, to get 4 different markings. The musician has to change their volume level to match, but don’t switch too fast! Have fun taking turns “Dynamic Conducting” and “Performing”!

Percussion Artist:

Ernesto Antonio "Tito" Puente was an American musician, songwriter and record  producer. He was a native Puerto Rican living in New York City's Spanish Harlem.  He is often credited as being the "The King of Latin Music". Listen to him playing  on a Jazz Classic “Take Five” below.

Tito Puente

Do you remember these great songs from Music Class? Click on the button, or sing along from memory to your parents and others.

Forte Piano

Forte! Forte! Pi-a—no.

Forte! Forte! Pi -a -a no.

FORTISSIMO! Pianissimo.

Big Crescendo - Forte! Forte!

Pi-a-a-a-no, FORTE!

Presto Largo From MusicK8.com

Presto, Presto Presto, Presto, Presto! (Repeat)

Really, really really really super mondo fast,

Presto Presto!

Really, really really really super mondo fast,

Presto Presto!

Largo, Largo, Very Slow Largo,

Largo, Largo, Very Slow, Whoah! (ending: Largo, Presto! )

Music – 4th & 5th grade – Week 7 Spotlight on Woodwinds Listening Lesson Timbre – (pronounced tam ber) The unique quality of sound an instrument (or voice) makes. Woodwinds – Generally made of wood. Sound is made by blowing (wind). Most use single or double reeds made of cane. The size of the instrument determines how high or low sounds it produces.

The flute is one of the highest pitched instruments in the orchestra. Originally, it was made of

wood. Now it is made from silver or gold and it is about 2 feet long. It is played by blowing air

across the top of the mouthpiece hole. (This is like blowing across the top of a pop bottle.) It has

a light and airy sound. You can change pitch (high and low sounds) by pushing the buttons on

the instrument.

*Experiment: Find a Coke bottle and try to create sound by blowing across the top. For even

more fun, put water inside and see how the pitch changes. (for fun – not required)

Listen to the flute – from our textbook’s sound bank. Flute - Soundbank

Listen to “Aviary” from Carnival of the Animals by Camille Saint-Saens. Click on this icon – to

hear the music. If you are unable to hear the music, go to you-tube and search for this or other

flute music. Make sure your parent is present.

The Aviary - Camille Saint-Saens

The clarinet is made of wood or plastic. Sound is made by the vibrating of the reed – which is a

piece of cane that is fastened to the mouthpiece. It has a full, open and rich sound. The clarinet

has a wide range of high and low notes. There are holes to cover and buttons to push to change

the pitch.

Listen to the clarinet – as found in our textbooks. Clarinet Sound Bank

Listen to “The Bee” – by Schubert

The Bee - Schubert

The saxophone has a single reed plus holes to cover and buttons to push. It has a single reed like

the clarinet but the body of a saxophone is made of brass – giving it a bright, rich sound. They

come in four sizes: soprano, alto, tenor and baritone sax. The saxophone is usually not part of

the orchestra but it usually is a big part of a jazz band.

Listen to B. B’s Blues - Saxophone

B.B's Blues

The oboe is similar to the clarinet in that it has holes to cover and buttons to push to change the

pitch of the instrument. The big difference is that the oboe has a double reed which is the

mouthpiece. The double reed vibrates when you blow into it. It has a nasal sound – much like

when you pinch your nose to sing or talk. It is small – so the pitch is high.

*Experiment : Take a drinking straw and cut a rounded edge on one end and blow into it. This

is very much like blowing into a double reed.

Listen to Serenata from Pulcinella by Stravinsky Serenata - Pulcinella by Stravinsky

The bassoon is much like an oboe only much larger. Because it is so much larger, the sound is a

lot lower than the oboe. The reed fits on the end of curved metal pipe, called a ‘bocal’.

Listen to Sonata in F minor for bassoon by Telemann

Bassoon Sonata - Telemann

Listen to the Quartet (4 instruments). Can you distinguish between the flute, clarinet, oboe and

bassoon?

Quartet - Allegro Molto