Science Programs for Children Ages 4 and 5



  • To introduce children to the various kinds of instruments:
  • To introduce children to higher and lower pitch.
  • To introduce children to musical vibrations.
  • To introduce children to the word “tone”

Books : (In kit)

  • The I Can’t Sing Book by Jackie Silberg
  • I Had A Rooster by Laura Vaccaro Seeger
  • I Like The Music by Leah Komaiko
  • Musical Max by Robert Kraus
  • The Kids Can Press Jumbo Book Of Music by Deborah Dunleavy

Equipment : (In kit)

  • 1 Kid’s Konga drum with shoulder strap
  • 1 Lollipop striped drum with striped mallet drum stick
  • 1 Music maker with extra string, red pick, tuner wrench and 6 double sided music cards and 1 tuning card/instruction sheet
  • 2 clear plastic “Rain stick” with red/yellow/green/blue inside
  • 1 Rhythm Kit with:
    • Finger cymbals
    • Rhythm sticks
    • Tambourine
    • Wrist bells
    • Triangle
    • Tone Block
  • 1 Rhythm Band with:
    • Jingle stick
    • Finger cymbals
    • Rhythm sticks
    • Maracas
    • Castanets
    • Triangle
    • Tone block
  • 1 “Kids Play” flat drum (on a stick with dancing animals on the face)
  • 1 white drum stick with red rubber ball on the end
  • 1 Glockenspiel with 2 blue sticks
  • 2 read and yellow plastic “clackers”
  • 2 metal Slinkys
  • 1 “Monkey Drum” drum (on a stick with beads on string)
  • 2 Mini Chimalongs (mini xylophones with songbooks)

(Please note: the slide whistle and recorder mentioned on the box were removed for health safety reasons.)

Bookmarks : (In kit)

Paper copies of the bookmark are included in the kit. PDF and JPEG copies are available here.

  • PDF – 4 bookmarks per page. Ready to print in color.
  • JPG – single high quality jpeg image.


  • Objectives
    • To introduce children to the various kinds of instruments:
    • To introduce children to higher and lower pitch.
    • To introduce children to musical vibrations.
    • To introduce children to the word “tone”
  • Introduction
    • Define vocabulary
      • Vibrations the rapid back and forth movement of the instrument which make sounds.
      • Pitch the characteristic of a sound determined by the frequency of vibration of the sound wave. The higher the pitch, the faster the sound waves.
      • Tone in music, it is the sound made by the vibration of a musical instrument of the human voice.
    • Use the slinky to show wave lengths and differences. Water waves go up and down in a zigzag fashion. Sound waves go in a more direct route (almost like a tube) but at different speeds to make the different tones. To show the sound waves (compression waves), set the slinky on the floor, have someone holding each end and push the slinky still holding onto the end. You will watch the compression front travel through the slinky’s length.
    • Think what “instruments” we can play with just our bodies.
      • Hands clapping, fingers snapping, rubbing palms together
      • Feet tapping toes, stamping
      • Mouth whistling, vibrating lips, humming, singing, yodeling
      • Other body parts think creatively (you may get one who can do armpit burps)
  • Program
    • Discuss the various kinds of instruments
      • Wind instruments brass and woodwind make tones by blowing into or through a tube. (Both use the mouth, so we won’t be including them in this group for health safety reasons.)
      • String instruments make tones when the strings vibrate
      • Percussion instruments make tones by shaking them or hitting them with a hammer or stick.
    • Show examples of the instruments and see if they can identify what kind each is.
    • Introduce the various instruments seeing if children can identify kind of instrument and name. If identified correctly, hand to the child. Keep repeating until each child has an instrument.
    • Choose a song the children will know and sing it together.
    • Sing the song again, with each child playing his instrument to
      accompany the song.
    • Rotate instruments and try another song together.
    • Let the children explore the different instruments.
    • Remind them to feel and listen to the music.


Please print this evaluation, complete it and return to MVLS in the SWS red envelope.

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