Paper Connections

Overview

In this lesson, students investigate how paper is made from natural resources and connect this to how music can be captured and shared using written symbols and notes. They create a visual “journey map” linking the stages from tree to sheet music page.

Learning intentions

• Students will describe, using age-appropriate language, key steps in making paper.
• Students will explain how music notation helps people remember, share, and perform music.
• Students will represent a sequence visually and connect each step to music-making or documenting.
• Students will listen to short melodies and suggest suitable symbols or “writing choices” for what they hear.

Success criteria

• I can name at least three stages in paper’s journey from tree to sheet.
• I can match a music idea (melody, rhythm, repeating pattern) to a simple written symbol or picture.
• I can create a clear, ordered visual journey map with readable labels.
• I can share my map respectfully and explain one connection to written music.

Curriculum links

• Sounds and music: exploring and using simple elements of music (melody/rhythm) through listening and representing
• Creating and developing ideas: using visual representations to show sequences and relationships
• Responding to music: sharing observations about what they hear and how it can be recorded
• Communication (across the curriculum): presenting ideas clearly for an audience

Lesson structure (45 minutes)

1. 0–5 min: Welcome and hook Show images of trees, paper-making, and a sheet of music. Ask: “How do we get from a living tree to a page people can use?” Keep it quick and conversational.

2. 5–12 min: Paper’s journey visual In small groups, students sequence 4–6 picture cards (tree → pulping → pressing/drying → cutting/packaging → paper sheet). Students justify their order using words like first, next, then, finally.

3. 12–18 min: Connect to music documentation Tell students that just like paper helps us store information, music notation helps us store music ideas. Teacher models a simple example: play a short melody (2–4 beats per phrase). Students discuss what might help someone “read” it later.

4. 18–26 min: Melody listening with “symbol choices” Play the same melody twice. Students choose from a provided set of simple symbol/picture options (e.g., dots for beats, lines for longer sounds, boxes for rests, arrows for direction, “repeat” sign). They place their choices on a mini “notation strip” while listening.

5. 26–36 min: Build the journey map Students create a page with the title “Paper’s Journey: From Tree to Sheet” using their sequence from step 2. Each section includes:

• one short label about paper-making
• one music connection icon/symbol from step 4 (e.g., “this part helps us remember” / “this part helps sharing”)
• one sentence or sentence starter appropriate to their year (teacher provides differentiated starters)

6. 36–42 min: Share and listen Students pair-share their journey map. Partners ask one question: “Which stage shows how music can be written down?” Teacher circulates for language support.

7. 42–45 min: Quick exit reflection Students complete an exit prompt: “Today I learned that paper helps us…” and “Written music helps us…” (teacher reads options aloud for younger students).

Resources

• Picture cards showing paper-making stages (4–6 stages)
• Large teacher image slide/printouts: tree to paper to sheet music
• Simple listening melody recording (teacher-made or school-appropriate audio)
• “Notation strip” templates (one per student)
• Symbol/picture cards for beats, longer sounds, rests, and repeat
• Coloured pencils/markers, glue sticks, scissors (as appropriate)
• Sentence starter strips (different wording by year band)
• A3 or A4 paper for the journey map (or notebooks)
• Timer and a class word bank: first, next, then, finally; listen, repeat; remember, share, perform

Assessment

• Teacher observation during sequencing: correct order and use of sequential language
• Review of students’ notation strip: evidence they selected symbols that match what they heard
• Journey map check: students include ordered paper stages and a clear connection to written music documentation

Differentiation

• Support: pre-cut card sets, sentence starters read aloud, teacher provides a partially completed map for students who need it
• Support for listening: teacher plays melody at least three times total (with brief movement between plays) and uses a call-and-response beat
• Extension: ask students to add an extra paper stage (e.g., recycling) and link it to how music can be re-used (practice, re-recording, remix)
• EAL/SEN: allow drawing-only responses for one section, provide key words as visuals, and use partner talk before writing