Begin by explaining that sounds can be high or low. Use physical demonstration to illustrate:
Make a high squeak or whistle while holding your hand high above your head.
Make a low rumble or growl while dropping your hand down toward the floor. Explain that the direction of your hand changes the pitch variable. Ask students to copy your high and low sounds and hand positions.
Ask students to brainstorm real-world examples of high and low sounds:
What makes a high sound? (A small bird, a mouse, a tiny bell.)
What makes a low sound? (A large truck, a lion's roar, a big drum.)
Connect this back to the code: just like the Clap command has a long/short option, a Sound block will have a high/low option.
Draw a simple, wavy pathway on the board. The line should go up, down, and then straight across. Explain that this line is the code that controls their voice:
Have the students trace the line with their voices as a whole group. When the line goes up, their pitch must go high. When the line dips, their pitch must go low. When the line is flat, their pitch should be a steady, medium tone.
Use visual aids like colored cards or paper plates (e.g., blue for LOW pitch and yellow for HIGH pitch). Explain that these cards are their sound blocks with pitch already set.
Display a simple sequence of these cards (e.g., Blue, Blue, Yellow, Blue).
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