SEL-Music Unit: Who Am I? Exploring Inner and Outer Space

Day Four: Write Song Verses in Groups

WA SEL Standard: Social-Awareness, Social Management

  • SEL.3-5.4A.1 Identify verbal, physical, and situational cues that affect how others may feel.
  • SEL.3-5.5A.2 I can perform different roles in cooperative groups (e.g., leader, recorder, time-keeper, reporter).

WA Music Standard:

  • Mu:Cr3.2.4 a. Present the final version of personal created music to others, and explain the connection to expressive intent.
  • Mu:Cn11.1.4 a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Age Range: Grades 3-5

Duration: 30-45 minutes 


  • Paper and Pencils

  • Space Song Worksheet

Activity One: Mix and Mingle

This activity is designed to set expectations of inclusive communication about songwriting.


  • Provide students with a slip of paper for students to write down the answer to their mix and mingle prompt. 
  • Write the prompt on the board for students: “How can composers use their emotions for their songwriting?”
  • Turn on music and have students move around the room until the music stops. 
  • Once the music stops, students find a partner and discuss their answers. 
  • Start music again, and the pattern continues as time permits.


  • As a whole class, reflect on what everyone learned. 
  • Ask: “What did you hear one of your classmates say that you found interesting or agreed with?”

Modifications and Variations: The activity can be used as an Engaging Strategy or Welcoming Inclusive Activity. Consider finding other questions that relate to the content and process information. 

Activity Two: Composing a Song

Students will work in teams to analyze lyrics to find a variety of rhyming patterns. 


  • Class will be distributed into 5 groups. Each group will work together to come up with a verse for the song “Floating in Space”. They will begin by choosing an emotion for their song and choose at least one science vocabulary word from our Space Vocabulary Chart.
  • Students groups will fill out their Space Song Worksheet (Pg. 11) together as they come up with their verse.
  • Verses do not have to have a melodic component. They may be spoken word. 
  • Students are encouraged to choose a rhyming pattern. 

Debrief (turn and talk): 

  • “Think of your favorite song… what does it make you feel and why?”
  • “How might songwriting help someone process their emotions?”


  1. Introduction on how to give appropriate and respectful feedback. Students review each other’s work and provide feedback.
  2. Groups perform their verse for peers.
  3. As a class, determine the order of verses.
  4. Class performs their original song together for friends and family.