Light and Sound

ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

LightandSound

PhysicalScience/Grade1

Inthisunit,studentswillexploretheconceptoflightandsound.Infirstgrade,studentsbegintoidentifypatternsandusethisknowledgetopredictfuturepatterns.Theywilllearnthatlightandsoundpassthroughvariousmaterialsindifferentwaysandthatlightandsoundcanbeusedtosendsignalsoveradistance.(AdaptedfromNGSS)

UnitCreationandRevisionHistory

Authors,Summer2015DarlaTorres,Undeclaredmajor,WilliamsCollegeDylanCaples,Chemistrymajor,MassachusettsCollegeofLiberalArtsRebeccaGeorge,ReadingTeacher,NorthAdamsPublicSchoolWendyNelson,Grade6/7ELATeacher,NorthAdamsPublicSchoolsJeanBacon,AdministratorofTeachingandLearning,NorthAdamsPublicSchoolsLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsRevision,Summer2016MeaghanBoucher,Physicsmajor,MassachusettsCollegeofLiberalArtsConnorMulhall,Mathematicsmajor,WilliamsCollege

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TableofContents

UnitPlan

Lesson1:“SensingLightandSound”LiteracyLesson(ClassroomTeacher)

Lesson2:IntroductiontoSoundandVibration

Lesson3:“VibrationsMakeSound”LiteracyLesson(ClassroomTeacher)

Lesson4:VisualizingVibrations

Lesson5:VibrationCreation

Lesson6:LightInvestigation(ClassroomTeacherandScienceFellow)

Lesson7:“PlayingwithLightandShadows”LiteracyLesson(ClassroomTeacher)

Lesson8:LightInteractions

Lesson9:LightArt

Lesson10:“SendingMessageswithLightandSound”LiteracyLesson(ClassroomTeacher)

Lesson11:SendingMessages:Sound

Lesson12:SendingMessages:Light

Lesson13:CommunicationDevice

ListofUnitResources

Stage1DesiredResults1-PS4-1.Demonstratethatvibratingmaterialscanmakesoundandthatsoundcanmakematerialsvibrate.[ClarificationStatement:Examplesofvibratingmaterialsthatmakesoundcouldincludetuningforks,astretchedstringorrubberband,andadrumhead.Examplesofhowsoundcanmakematerialsvibratecouldincludeholdingapieceofpapernearaspeakermakingsoundandholdinganobjectnearavibratingtuningfork.]1-PS4-3.Conductaninvestigationtodeterminetheeffectofplacingmaterialsthatallowlighttopassthroughthem,allowonlysomelightthroughthem,blockallthelight,orredirectlightwhenputinthepathofabeamoflight.[ClarificationStatement:Effectscanincludesomeoralllightpassingthrough,creationofashadow,andredirectinglight.Quantitativemeasuresarenotexpected.]1-PS4-4.Usetoolsandmaterialstodesignandbuildadevicethatuseslightorsoundtosendasignaloveradistance.*

MeaningUNDERSTANDINGS UStudentswillunderstandthat…● Soundcanmakemattervibrate,andvibratingmattercanmakesound.(1-PS4-1)

● Somematerialsallowlighttopassthroughthem,othersallowonlysomelightthroughandothersblockallthelightandcreateadarkshadowonanysurfacebeyondthem,wherethelightcannotreach.Mirrorscanbeusedtoredirectalightbeam.(Boundary:Theideathatlighttravelsfromplacetoplaceisdevelopedthroughexperienceswithlightsources,mirrors,andshadows,butnoattemptismadetodiscussthespeedoflight.)(1-PS4-3)

● Peoplealsouseavarietyofdevicestocommunicate(sendandreceiveinformation)overlongdistances.(1-PS4-4)

ESSENTIALQUESTIONS Q1. Whatmakessound?2. Howdolightandsoundtravel?3. Howcanweuselightandsoundtosendmessages?

[ClarificationStatement:Examplesofdevicescouldincludealightsourcetosendsignals,papercupandstring“telephones,”andapatternofdrumbeats.Technologicaldetailsforhowcommunicationdevicesworkarenotexpected.]LiteracyStandards1.RI.5Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.1.RI.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsinatext.

StudentLearningTargetsStudentswillbeableto:ScienceLearningObjectives1. Identifypitchandvolumeofvarioussoundsamples2. Recordobservationsofvibrations3. Demonstrateandcommunicatethatvibrationscreatesound4. Makeamodeltoshowthatabeamoflightmovesinastraightline5. Demonstratethatwhenabeamoflightisblockeditcreatesashadowthatisdirectly

relatedtotheshapeoftheobjectcreatingtheshadow6. Demonstratethatlightcanpassthroughsomeobjectsandnotothers7. Createadevicethatusesvibrationtotransmitamessage8. Explainthepathofvibrations9. CommunicateamessageusingalightsourceLiteracyLearningObjectives1. Usetextfeaturestomakepredictionsbeforeandduringreading2. Identifytextfeaturesinaninformationaltext3. Identifyinformationgiveninaphotograph4. Useheadingstomakepredictionsduringreading5. Writeasentencethatsupportstheheading6. Drawanillustrationthatsupportstheheading7. Writeacaptionthatfurtherexplainsthephoto8. Identifyboldfacewords,headings,andcaptionsinaninformationaltext

Stage2–EvidenceEvaluativeCriteria AssessmentEvidenceCEPARubric(seeLesson13materials) CEPA:YouarestuckonanislandandwanttosignalapassingshipthatyouneedHELP.

ThesignalforhelpisSOS,whichissignaledby...___...YoumustcreateadevicethatuseslightorsoundtosendyourSOSsignal.

OTHEREVIDENCE: Throughouttheunitstudentswillcompleteavarietyofassessmentstomeasuretheirprogresstowardmasteryofthelessonobjectives.

Stage3–LearningPlanLesson1:SensingLightandSound:Thislessoncanbeintegratedintotheliteracyblockortaughtinthescienceblockbytheclassroomteacher.Itshouldbetaughtinsmallreadinggroupstoallowfordiscussion.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillbegintoidentifycharacteristicsofanonfictiontext.Thislessonwillintroducekeyvocabulary,beginusingaKWLchartandtextfeatureanchorcharttostartyourunitonlightandsound.Lesson2:IntroductiontoSoundandVibration:Thislessonwillintroducetheconceptsofsoundandvibration.ThislessonwasadaptedfromthePBSlesson“SoundVibration”,itisdesignedtohelpstudentsunderstandthatvibrationsareresponsibleforthesoundswehear.Thislessonwillbeacollaborativeeffortbetweenthesciencefellowsandthestudents,thestudentswillbemimickingthedemonstrationsdonebythesciencefellows.Lesson3:VibrationsMakeSound:Thelessonshouldbetaughtinsmallgroups;itshouldalsobeintegratedintotheliteracyblockorscienceblock.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillcontinuetoidentifycharacteristicsofanonfictiontext.Thislessonwillintroducekeyvocabulary,integratethevocabularyintoyourKWLchartandtextfeatureanchorchart,andfurtheridentifytextfeatures,specificallyheadings.Lesson4:VisualizingVibrations:Inthislesson,studentswillbemakingobservationsaboutvibrations.Theywillobservedifferenttypesofvibrationsindifferentstationsandwritedowntheirfindings.Thepurposeofthislessonistogivethestudentsabettersenseoftherelationshipbetweensoundandvibrations.ThislessonhasbeenadaptedfromDiscoveryEducation.Lesson5:VibrationCreation:Studentswillusepreviousknowledgetomaketheirownmusicalinstruments.Thestudentsshouldbedividedintostationsformakinginstruments,thereshouldbeanadultateachstation.Iftherearenotenoughadultstohaveonateachstation,chooseaninstrumenttomakeasawholegroup.

Lesson6:LightInvestigation:Studentswillobserveandexperimentwithlightusingflashlights,lights,andaprojector.Studentswilllearnthatlightmovesinastraightlineunlessblockedandwhenlightisblockeditwillcreateashadowwhichisdirectlyrelatedtotheshapeoftheobjectblockingthelight.Lesson7:PlayingwithLightandShadows:Thelessonshouldbeintegratedintotheliteracyblockorscienceblock;itshouldbetaughtinsmallreadinggroups.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillbegintoidentifycharacteristicsofnonfictiontext.Lesson8:LightInteractions:Studentswillusealighttabletoexploretransparent,translucent,andopaquematerials.Theywillcategorizeitemsfromtransparenttoopaqueinorder. Lesson9:LightArt:Studentswillusetheknowledgethey’vegainedaboutlightandmaterialsthatblocklighttomakesuncatcherswithtransparent,translucent,andopaquematerials.Lesson10:SendingMessageswithLightandSound:Thelessonshouldbeintegratedintotheliteracyblockorinthescienceblock.Itshouldbetaughtinsmallreadinggroups.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillbegintoidentifycharacteristicsofnonfictiontext.Lesson11:SendingMessages-Sound:Inthislessonstudentswilllearnthatsoundcomesfromasourceandtravels.Studentswillengageinanactivitythathasthemtodistinguishthesourceofthesound.Thiswillleadintoadiscussionaboutsoundsthestudentshearinschoolandwhatsoundsaresendingthemessages(ex.schoolbell,teachersuseofsoundstogetstudentsattention,coachwhistlesetc).Studentswillparticipateinseveralactivitiesthatusesoundtosendsignals,forexamplepapercupandstring“telephones,”andapatternofdrumbeats”.Lesson12:SendingMessages-Light:Studentswillbuildupontheirknowledgethatlighttravelsinabeamandgiveexamplesofhowweuselighttosendsignals(lighthouse,streetlights).Studentswilluseaspecificlightsourcetosendsignals.

Lesson13:CommunicationDevice:Inthislesson,studentswillworkwithapartnertoconstructacommunicationdeviceusingsoundorlight.StudentswillbeprovidedwithspecificmaterialsandwilluseknowledgefromLessons11and12toconstructtheirowncommunicationdevice.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012

TieredVocabularyListTier1 Tier2 Tier3SoundLightGuitarWhistleStraightLine

ShadowObjectMaterialForm

Walkie-talkieFlashlight

SenseVolumePitchSourceRedirectMessage

InformationDistance

CommunicateTravel

DemonstrateModelSignalDeviceCreateDesign

VibrationLightbeamOpaque

TranslucentTransparent

Lesson1:“SensingLightandSound”(LiteracyLesson)TaughtbyClassroomTeacher

BACKGROUNDComprehendinginformationaltextisessentialtoconductingresearch.Animportantskilltoresearchislocatingkeyinformationefficiently.Thefollowinglessonsfocusonidentifyingtextfeatureswhichwillbuildabasisforconductingresearchlaterintheyearorinlatergrades.Throughoutfirstgrade,studentsaredevelopingtheirunderstandingofgenreandthedifferencesbetweenfictionandnonfiction.Thefourliteracylessonswillprovidestudentswiththeopportunitytousetextfeaturestomakepredictionsanddevelopanunderstandingofcraftandstructure.Theliteracylessonsshouldbetaughtbytheclassroomteachersinsmallreadinggroups.

OverviewoftheLessonThislessoncanbeintegratedintotheliteracyblockortaughtinthescienceblockbytheclassroomteacher.Itshouldbetaughtinsmallreadinggroupstoallowfordiscussion.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillbegintoidentifycharacteristicsofanonfictiontext.Thislessonwillintroducekeyvocabulary,beginusingaKWLchartandtextfeatureanchorcharttostartyourunitonlightandsound.

FocusStandard(s)1.RI.5Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.1.RI.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsinatext.

LearningTargetsIcanusetextfeaturestomakepredictionsbeforeandduringreading.Icanidentifytextfeaturesinaninformationaltext.Icanidentifyinformationgiveninaphotograph.

Assessment(s)• PhotographSentencewritingassignmentworksheet(independent)• Countthefeaturestallychartontheworksheet(partner)

WIDALanguageObjectives

(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary

Tier1:sound,lightTier2:sense,vibration

RESOURCESANDMATERIALSQuantity Item Source8copies Book:“SensingLightandSound”byJenniferBoothroyd Bin2 Largechartpaper ClassroomTeacher1 Marker ClassroomTeacher

1 Familyphotograph ClassroomTeacher1 Worksheet1 Binder1 TallyChart Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/Activator

**Textfeaturesincludeallthecomponentsofastoryorarticlethatarenotthemainbodyoftext.Theseincludethetableofcontents,index,glossary,headings,boldwords,sidebars,picturesandcaptions,andlabeleddiagrams.Thesefeaturescanbehelpfuliftheyareconcise,relatedtothecontent,andclear,ortheycanbeharmfuliftheyarepoorlyorganized,onlylooselyrelatedtothecontent,ortoowordy.**(source:http://www.readingrockets.org/article/guiding-students-through-expository-text-text-feature-walks)Bringinaphotoofyourfamily.Explaintostudentsthatphotographscangiveyoumoreinformation.Tellstudentsthatthisisaphotographofyourfamily.Whatotherinformationdoesthisphotoshow?(Forexample,howmanymembersyouhave,ifyouhaveapetdogetc.)Tellstudents“Nowyouhavemoreinformationaboutmebecauseofaphotograph.”Explainthatthereareotherswaystogetinformationfromabookbesidesthewordsweread,aphotographisoneofthem,whichisanexampleofatextfeature.Write“TextFeatures”onachartpaper,thenwritephotographontheleftsideandattachyourphotototherightside,youwillbeaddingmoretextfeaturesasthelessonsprogress.

DuringtheLesson1. Prediction:Showthestudentsthebook,“SensingLightandSound”thenreadthetitleandshowthecoverphoto.Ask

thestudentswhattheythinkthebookisabout.Doyouthinkthisisfictionornonfiction?Explainthatnonfictionbookscanteachusorgiveusinformation...oneclueistheremayberealphotographsandothertextfeatures.Nowusethinkaloudstrategytodemonstratehowyouwouldusethephotos,andheadingstoinformthepredictionsthestudentsmade.Forexample,turnthepagesasyouwouldforapicturewalkinanarrativetextanddiscusshowthephotographmaybeconnectedtothetitleortothetopicoflightandsound.Forinstance,“WhenIcoverthemaintextonthispageIseethesebigwords(aheading)thatsays“SeeingLight”andIseeaphotographofeyes,Ipredictthispartofthebookwillteachmeabouthowoureyesseelight”.

2. KWL:Beginfillingoutthe‘K’sectionofaKWLcharttitled:LightandSound.Brainstormwhatstudentsalreadyknowaboutthetopicandrecordresponsesinthe‘K’column.Havestudentsturnandtalkwithanotherstudentaboutsomequestionstheyhaveaboutsoundandlight.Discussresponsesandrecordinthe‘W’.Tellstudentstheywillfindoutanswerstotheirquestionsinthisunitfromreadingbooks,makingobservations,andconductingexperiments.KeepthisKWLintheclassroomsoitcanbeusedwithfuturelessons.

3. Read:AfteryouhaveactivatedpriorknowledgeandsetapurposeforreadingusingtheKWLchart,readthebooktogetherwithstudents.Onpage4,youwillencounteryourfirstboldfaceword.Explaintostudentsthatthesewordslookdifferentbecausetheyareusuallywordswemightnotknowthemeaningof.Addthistoyourtextfeaturechartwiththeimage.Besuretoshowstudentstheglossaryanddefinitions.Addglossarytoyourtextfeaturechartwiththeimage.Note:“Headings”willbeaddedinthenextlesson.Stoponpage6anddiscusshowthephotographreinforceswhattheauthorissayinginthemaintext.Forexample,“It

showshowtheboysareusingtheirsenseoftouchtoexperiencewhattheanimalfeelslike,theirsenseofsighttoseewhattheanimallookslike/orhowitacts,andtheirsenseofhearingtolistentothesoundsitmakes”.Stoponpage14and21andaskstudentswhytheauthorchosethatphotograph?Whatdoesthephotographtellusaboutsoundorlight?

4. Writing:StudentswillneedWorksheet1,theTallyChart,andthebook.Tellstudentstoopentopage19,itsays‘Youcanfeelsoundvibrations’,theglossarytoldusthat,‘vibrationisabackandforthmovement’.Whatisthisphotographtellingusaboutfeelingvibrations?”.Let’sfillintheblankonourworksheet.Readthesentencestarterontheworksheetandletthemfillintheblank.Allowstudentstoworkinpartnerstocompletethetextfeaturetallychart.HavestudentsturnthrougheachpageofthebookandidentifythetextfeatureslistedintheTallyChart.Studentswillmark1tallyeachtimetheyfindatextfeature.

LessonClosingTellstudentsthatthisnonfictionbookteachesusaboutlightandsound.Turnandtalkwithanotherstudentandshareonethingyoulearnedfromthebook,youcanaddanycommentstotheKWLchart.

Assessment(s)• PhotographSentencewritingassignmentworksheet(independent)• Countthefeaturestallychartontheworksheet(partner)

Lesson2:IntroductiontoSoundandVibration

BACKGROUND

OverviewoftheLessonThislessonwillintroducetheconceptsofsoundandvibration.ThislessonwasadaptedfromthePBSlesson“SoundVibration”,itisdesignedtohelpstudentsunderstandthatvibrationsareresponsibleforthesoundswehear.Thislessonwillbeacollaborativeeffortbetweenthesciencefellowsandthestudents,thestudentswillbemimickingthedemonstrationsdonebythesciencefellows.Note:Partsofthislessonshouldbepreparedaheadoftime.Thesepartswillbeindicatedthroughoutthelessonplan.

FocusStandard1-PS4-1.Demonstratethatvibratingmaterialscanmakesoundandthatsoundcanmakematerialsvibrate.[ClarificationStatement:Examplesofvibratingmaterialsthatmakesoundcouldincludetuningforks,astretchedstringorrubberband,andadrumhead.Examplesofhowsoundcanmakematerialsvibratecouldincludeholdingapieceofpapernearaspeakermakingsoundandholdinganobjectnearavibratingtuningfork.]LearningTargets IcancommunicatethatvibrationsmakesoundIcanidentifyrelativepitchandvolumeofvarioussounds

Assessment(s)KWLchart(group)PitchandVolumeworksheet(individual)

TargetedAcademicLanguage/KeyVocabulary

Tier1:soundTier3:vibration,volume,pitch

RESOURCESANDMATERIALSQuantity Item Source

Asavailable MusicalInstruments MusicTeacher/ClassroomTeacher/ScienceFellow

25 Plasticstraws BinClassset Scissors ClassroomTeacher1perchild PitchandVolumeWorksheet Binder20 PlasticKazoos Bin**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorUsethislessonactivatortogetthestudentsexcitedforthelesson.Therearemanydifferentwaysinwhichthesciencefellowscanbeginthislesson.Incollaborationwiththemusicinstructor,thesciencefellowscanuseinstrumentsandplay

themforthestudentstointroducethemtotheconceptofsound.Thesciencefellowscanalsoplaymusicfromacomputerorevensingtothestudents.KWLchart:Asapre-assessmenttool,andtoactivatepriorknowledge,askstudents:“Howdoyouthinksoundsaremade?”Usetheinformationtofillinthe“K”sectionoftheKWLchart.Thenasaclasstalkaboutwhatitisyouwanttolearnaboutsound,andfilloutthe“W”section.

DuringtheLesson1. Demonstratevibrationsbyblowingairthroughyourlips(ie:blowingaraspberry).Askstudentswhatishappening

withyourlipstomakethatsound.Introducethewordvibrationanddefineit:arapidback-and-forthmovement(Note:demonstratethatrapidmeansfast).Tellthestudentsthattheywillexplorewhathappenswhenmaterialsvibrateandwhatcausesit.

2. Askstudentstothinkofotherthingsthatvibrate(washingmachines,toys,cellphone,carengines,andsoon).Sharewithstudentsthatvibrationsarewhatmakethesounds.Whenanobjectvibrates(movesbackandforth),itmakestheairarounditvibrate.Whentheairvibratesfastenoughyoumayhearthismovementassound.

3. Makesurethestudentsunderstandthatsoundcomesindifferentforms.Askthestudentsiftheyknowwhatpitch

means.Introducetheconceptofpitchtothestudentsandhowitrelatestosize.Unlikeabaseballpitch(whichisprobablythekindofpitchtheyaremorefamiliarwith)thiskindofpitchisdifferenteventhoughthewordisthesame.Playexamplesofhighandlowpitchsoundsfromyourcomputeroruseyourvoicesothestudentscanhearthedifference.

a. Tellthestudentsthatalongsidepitch,soundshavedifferentvolumes.Demonstrate,withyourvoice,thedifferencebetweenaloudandsoftsound.

4. Nowtellthestudentstheywillmakesoundswithvibrations.Theywillbeusingstrawstocreateakazooandmakesounds.[SP-2DevelopingandUsingmodels]

5. Thesciencefellowsshouldpreparethenextpartofthislessonaheadoftime.Ithelpstodothelessonaheadoftimeforpracticesoyouarebetterabletohelpthestudentscreatesound.Thesciencefellowsshouldalsodemonstratehowtomakethekazoobeforethestudentsdoitontheirownandshouldhaveeitherapre-made“kazoo”orapictureavailabletothestudentsasreference.a. Grabastrawandflattenoneendofit.b. CuttheflattenedendtomakeaVshape.c. Opentheflattenedpartofthestrawalittlebit.d. PuttheVinyourmouthandblow.e. Aninstructionalvideoforhowtodothislessoncanbefoundhere:

http://www.pbslearningmedia.org/resource/phy03.sci.phys.howmove.zkazoo/pitch-straw-kazoo/f. Oncestudentsareabletomakeasoundwiththeirkazoo,askthemwhattheythinkwillhappeniftheymakethe

kazooshorter?Afterpredicting,havethemcutdowntheirkazoos(maybewithonepartnerleavingitlongersotheycancomparethepitch).

6. Askstudentsiftheycanfeelthevibrationsontheirlipsastheyplaythekazooandthesounditproduces.Thenaskthemtothinkofwordsthatdescribethevibrations.Aftertheactivity,havethestudentsputawaytheirnew“kazoo”beforeyoubeginthediscussionprocess.Nowgatherthestudentsandaskthemquestionsabouttheexperimentandwhatitistheylearnedfromit.

Ifthisactivityistoodifficult,wehaveprovidedpre-madeplastickazoosinthebinsforstudentstouseinsteadoftheplasticstraws**

Thesciencefellowsshouldsetupsixexamplestoshowlowpitch,highpitch,lowvolume,andhighvolume.Playthesoundsfrominstrumentsoracomputerandhavestudentscompletethehighpitch/lowpitch,highvolume/lowvolumeworksheet.Besuretodooneexamplefromtheworksheettogethersothestudentswillknowhowtofillitout.

Finishupthelessonbyfillingoutthe“L”(Learned)sectionoftheKWLchart.

Assessment(s)KWLchart(group)PitchandVolumeworksheet(individual)

Lesson3:“VibrationsMakeSound”(LiteracyLesson)TaughtbytheClassroomTeacher

BACKGROUNDOverviewoftheLessonThelessonshouldbetaughtinsmallgroups;itshouldalsobeintegratedintotheliteracyblockorscienceblock.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillcontinuetoidentifycharacteristicsofanonfictiontext.Thislessonwillintroducekeyvocabulary,integratethevocabularyintoyourKWLchartandtextfeatureanchorchart,andfurtheridentifytextfeatures,specificallyheadings.

FocusStandard1.RI.5Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.

LearningTargetsIcanuseheadingstomakepredictionsduringreading.Icanwriteasentencethatsupportstheheading.Icandrawanillustrationthatsupportstheheading.Assessment

Writeanddrawapictureofawaytomakesoundthatisdifferentfromthoseinthebook-Worksheet2-SeeStep4in“DuringtheLesson”above.

(DependentontheneedsofyourELLstudents)

TargetedAcademicLanguage/KeyVocabularyTier1:guitar,whistleTier3:vibrate,vibration

RESOURCESANDMATERIALSQuantity Item Source8copies Book:“VibrationsMakeSound” Bin2 Largechartpaper(textfeaturechartandKWLfromLesson1) ClassroomTeacher1 Marker ClassroomTeacher1set Colorimagesofroadsigns Bin1 Worksheet2 Binder**Itemsinboldshouldbereturnedforusenextyear**

Showthestudentsimagesofroadsigns.Tellthemthatwhenwedrivetherearesignsthattelluswhatiscomingupahead.Discusstheroadsignsandconnectthistolearningaboutheadings.Tellstudentsthatjustliketheseroadsignscommunicatewhatiscomingnextontheroad,abookhasaspecial“textfeature”toletreadersknowwhattheywillbelearningaboutnextinabook.Tellstudentsthatthisiscalledtheheading.Writeheadingonthetextfeaturechart.

DuringtheLesson1. Prediction:Passout“VibrationsMakeSound”thenreadthetitleandshowthestudentsthecoverphotoandaskthem

tomakeapredictionofwhatthebookisabout.Doyouthinkthisisfictionornonfiction?Reviewthedifferencebetweenthetwo.Doyouseeanillustrationoraphotograph?Oncetheypredictthebookisnonfictionask,“Whatothercluesdoyouthinkwewillfindtoconfirmthisisnonfiction?(refertotextfeaturechart)Studentswilllookatthecharttorememberboldfacewordsandaglossary.Nowbeginthetextfeaturewalk.Usingthethinkaloudstrategyasinlesson1todemonstratehowyouwouldusethephotosandheadingstoinformyourprediction.

2. KWLAftermakingaprediction,askstudentstorememberwhattheylearnedaboutsoundsinthelastlesson.Isthereanythingtheycanaddtothe‘L’inthechart?Havestudentsturnandtalkwithapartner.DependingonstudentresponsesaddtotheappropriatepartoftheKWLchart(learnedorwanttoknow).Tellstudentstheywillfindoutanswerstotheirquestionsfromreadingbooks,makingobservations,andconductingexperiments.

3. Read:Afteryouhaveactivatedpriorknowledgeandsetapurposeforreading,readthebooktogetherwithstudents.

Whenyouareonpage4addtheimageforheadingstoyourtextfeaturechart.Asyoureadpages4-10discusshowthemaintextanswersthequestion‘WhatisSound’.Asyoureadpages11-15discusshowthemaintextanswersthequestionintheheading,‘WhatmakesSound’etc.Ifstudentsgetconfusedbetweencaptionsandheadings,explainthattheheadingtellswhatthemaintextwillbeteachingusandthecaptiononlydescribesthephotograph.Also,pointoutthesizeoftheheadingisusuallybiggerandacaptionisusuallyplacedonaphotoorrightnexttoaphoto.

4. Write:Beforestudentsaretoldtowriteontheirown,haveagroupdiscussionusingthesentencestarter“AnotherwayIcanmakeasoundis_____”,havestudentsgivesuggestionsinagroupsettingbeforehavingthemwriteontheirown.

StudentswillneedWorksheet2andthebook.Tellstudentstoopentopage16andcompletewritingprompt“Imagineyouareaddinganewpagetothebook,theheadingis‘HowCanYouMakeSound’.Writeasentencethattellsanotherwayyoucanmakesoundthatisnotlistedinthebook.Remindstudentsofwaystheymadesoundswiththeirsciencefellowstohelpwithideas.Thenhavethemdrawapicturetogowiththeirsentence.

LessonClosingTurnandtalkabouttheessentialquestion“Whatmakessound?”.RefertoKWLchartandaddwhatstudentshavelearnedaboutsound.

AssessmentWriteanddrawapictureofawaytomakesoundthatisdifferentfromthoseinthebook-Worksheet2-SeeStep4in“DuringtheLesson”above.

Lesson4:VisualizingVibrations

BACKGROUND

OverviewoftheLessonInthislesson,studentswillbemakingobservationsaboutvibrations.Theywillobservedifferenttypesofvibrationsindifferentstationsandwritedowntheirfindings.Thepurposeofthislessonistogivethestudentsabettersenseoftherelationshipbetweensoundandvibrations.ThislessonhasbeenadaptedfromDiscoveryEducation. FocusStandard1-PS4-1.Demonstratethatvibratingmaterialscanmakesoundandthatsoundcanmakematerialsvibrate.[ClarificationStatement:Examplesofvibratingmaterialsthatmakesoundcouldincludetuningforks,astretchedstringorrubberband,andadrumhead.Examplesofhowsoundcanmakematerialsvibratecouldincludeholdingapieceofpapernearaspeakermakingsoundandholdinganobjectnearavibratingtuningfork.]LearningTargetsIcanrecordtheirobservationsofvibrations.Icancommunicatetheideathatsoundisvibrations. Assessment(s)Studentswillrecordtheirstationobservationsintheirsciencejournals:

• Whatdoyousee?• Whatdoyouhear?• Whatismakingthesound?(Thisshouldrefertothevibrationnottheobject)

Tier1:soundTier2:sourceTier3:vibration

2-3 Drums MusicTeacher/ClassroomTeacher

1 Smallbagofrice Bin1 TuningFork Bin1 Bowlforwater Bin20 Popsiclesticks Bin10 Rubberbands Bin3sets Metalforkandspoon Bin4 Rulers ClassroomTeacher1/child “VisualizingVibrations”Worksheet Binder1perstudent ScienceJournal ClassroomTeacher

1 Projector ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

Beginthelessonwiththisvideo:https://www.youtube.com/watch?v=ZxYmPAEW840.Askthestudentswhattheysawinthevideothatisfamiliartothem.Tellthestudentsthattheywillbeobservingsomevibrationsoftheirownjustlikethekidsinthevideo[SP-3Planningandcarryingoutinvestigations].Explaintostudentsthattheywillnotbeusingspecialglassesliketheydidinthecartoon,butwillbeusingtheirsensestoobserve.

DuringtheLessonThislessonwillutilizestations,besuretopreparetheminadvance.

1. Dividethestudentsintogroupsof3-4(thisnumbercanchangeaslongasthereare6groups).Telleachgrouptheywillstartatonestationandrotatethroughtheothers.Giveeachstudenta“VisualizingVibrations”worksheet.Decidehowtopositiontheadultsintheroomtosupportthisactivity.[SP-2Developingandusingmodels]

2. Askthestudentstowriteordrawwhattheysee,whattheyhearandwhatthesourceofthesoundis(whatmakesthesound)ateachstation.Thesciencefelloworclassroomteacherwillneedtomodelwhatthatthislookslike.

3. Thestationsa. Station1:Drumwithriceonthetop

i. Thiscanbemadewithwrappingpaper(orSaranWrap)overacoffeecanifnoarealdrumisavailableii. Studentsshouldtaponthedrumandobservewhathappenstotherice

b. Station2:Tuningforkinwateri. Gentlystrikethetuningforkandthenplaceitinthewater

c. Station3:Touchsideofthroatandsayahhi. Havestudentsplaceafingerontheirthroatandsay“ahhhh”

d. Station4:Rubberbandvibrationi. Havetwostudentsholdpopsiclesticksandconnectthemwitharubberbandii. Haveanotherstudentplucktherubberband

e. Station5:Forkvibrationi. Strikeaforkwithanotherutensilandbringitclosetotheear

f. Station6:Yardstick/Rulervibrationi. Placearulerattheedgeofadeskii. Holdoneendoftherulerfirmlyagainstthetableiii. Striketheotherendthatishangingoffthesideofthetable

4. Allow5to10minutesforeachstationandmakesurestudentscompletetheirobservations/recordings.

5. Aftereveryonehasexperiencedeachstation,haveeachgrouppresentaboutastationtotherestoftheclass.Each

groupshouldsharethegroup'sfindingswiththeclass.[SP-8Obtaining,evaluating,andcommunicatinginformation]

LessonClosing

PlaythisvideoforthestudentsonBlueManvideoonthumbdrive(alsoathttps://www.youtube.com/watch?v=ekRXkSe0G7M).Askthemaboutwhattheyobserveandhowthevideotiesintowhattheyjustlearnedaboutvibrationsmakingsoundandsoundmakingvibrationsthatmakethingsmove.

Assessment(s)Studentswillrecordtheirstationobservationsintheirsciencejournals:

• Whatdoyousee?• Whatdoyouhear?• Whatismakingthesound?(Thisshouldrefertothevibrationnottheobject)

Lesson5:VibrationCreation

BACKGROUND

OverviewoftheLessonStudentswillusepreviousknowledgeaboutsoundandvibrationstomaketheirownmusicalinstruments.[SP-2Developingandusingmodels].Dividethestudentsintostationsformakinginstruments,thereshouldbeanadultateachstation.Iftherearenotenoughadultstohaveonateachstation,chooseaninstrumenttomakeasawholegroup.FocusStandard1-PS4-1.Demonstratethatvibratingmaterialscanmakesoundandthatsoundcanmakematerialsvibrate.[ClarificationStatement:Examplesofvibratingmaterialsthatmakesoundcouldincludetuningforks,astretchedstringorrubberband,andadrumhead.Examplesofhowsoundcanmakematerialsvibratecouldincludeholdingapieceofpapernearaspeakermakingsoundandholdinganobjectnearavibratingtuningfork.]LearningTargetIcandemonstratethatvibrationsmakesound. Assessment(s)

• Studentswillusetheirknowledgeofsoundandvibrationtocreatetheirowninstrumentandmakesounds• Studentswilldescribe(orally)howtheirinstrumentmakesasound(i.e.whatisvibratingtomakethesound)

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)

Tier1:soundTier2:vibration,volume

RESOURCESANDMATERIALSQuantity Item SourceSamples Homemademusicalinstruments ScienceFellows/Bin2-3 Staplers ClassroomTeacher

Enoughfortheclass

Crayons ClassroomTeacher

10 Anycylindricalcontainerwithatop Bin2perchild Pencils ClassroomTeacher1pack Constructionpaper Bin10 Smallboxeswithorwithoutlids Bin1bag Rubberbandsofassortedsizes Bin1bag Driedbeans Bin1roll PlasticWrap BinAfew Rulers ClassroomTeacher

5rolls Maskingtape Bin1 Projector ClassroomTeacher

Assorted Classroommaterialssuitableforproject ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorPlayvideoofaguitar:https://www.youtube.com/watch?v=INqfM1kdfUc.Showthestudentssomesamplesofmusicalinstruments.(Thesciencefellowandorclassroomteachershouldmakeafewsamplemusicalinstrumentsaheadoftime).Allowthestudentstoshakethem,strumthem,hitthem,tomakevibrationsandnoise.Askstudentswhattheyfeelwhentheinstrumentsaremakingnoise(vibrations).Whyistheinstrumentvibrating?

DuringtheLessonThislessonwillutilizestations,besuretopreparetheminadvance.

1. Dividetheclassroomintothreestations.Eachstationswillgetanassortmentofmaterialsandateachertoguidethestudents.

2. Evenlydistributetheshoeboxes,cylindricalcontainers,rulers,marbles,rubberbands,andpencilsamongstthethreestations.

3. Tellthestudentsthattheywillusethematerialsateachstationtocreatetheirowninstrument.Tellthestudentsthatthereareonlyalimitednumberofitemsateachstationsoitisveryimportanttoshareandworkwitheachothertosuccessfullycreateinstruments.Emphasizethatnoteveryoneisgoingtomakethesameinstrumentnorusethesamematerialsandthatisok.Theteacherscandecidehowtheywantthestudentstousethematerials.Theteachercaneitherhavestudentschoosematerialsoneatatimeorinanappropriateandsafefashion,choosematerialsatthesametime.

4. Whileatthestationsa. Theteachersshouldperiodicallymakesuggestionstohelpthestudentscreatetheirinstruments.b. Remindthestudentsthattherearemanywaystheycanmakesoundthroughinstrumentsc. Reviewthedifferentwayssoundismadewithinstrumentsastheyvibrate:viaplucking,strumming,hitting,

shaking,blowing,etc.d. Ifstudentsarehavingdifficultycreatinganinstrument,helpthembrainstormideas.e. Thedifferentinstrumentsthatcanbemadewiththesematerialsinclude(butarenotlimitedto)adrum,aguitar,

andapseudo-tambourine(maracas)(placethemarblesinacanandshakeit).Makesurestudentsknowthenameoftheinstrumentthey’vecreated,especiallyifthatstudentwillbeselectedtopresent.

f. Oncethestudentshavecompletedtheirinstruments,chooseonestudentfromeachgrouptopresenttheirinstrumentinfrontoftheclassandplaytheirinstrument.

5. Aftertheactivity,beginadiscussionaboutsoundandvibrations.a. Askthestudentsabouttheinstrumentstheymadeandwhattheirthoughtprocesswasandiftheyencountered

anydifficulties.b. Usingthenewvocabularywords,they’vebeenlearning,askthestudentstogiveadescriptionofthesoundtheir

instrumentmade.

LessonClosing

Givestudentstimetoplaywiththeirinstrumentsandtoplaywitheachother’sinstruments.Havethemmakenoiseandhavethemfeelforthevibrations.

Assessment(s)

• Studentswillusetheirknowledgeofsoundandvibrationtocreatetheirowninstrumentandmakesounds• Studentswilldescribe(orally)howtheirinstrumentmakesasound(i.e.whatisvibratingtomakethesound)

Lesson6:LightInvestigation

BACKGROUND

OverviewoftheLessonStudentswillobserveandexperimentwithlightusingflashlights,lights,andaprojector.Studentswilllearnthatlightmovesinastraightlineunlessblockedandwhenlightisblockeditwillcreateashadowwhichisdirectlyrelatedtotheshapeoftheobjectblockingthelight. FocusStandard1-PS4-3.Conductaninvestigationtodeterminetheeffectofplacingmaterialsthatallowlighttopassthroughthem,allowonlysomelightthroughthem,blockallthelight,orredirectlightwhenputinthepathofabeamoflight.[ClarificationStatement:Effectscanincludesomeoralllightpassingthrough,creationofashadow,andredirectinglight.Quantitativemeasuresarenotexpected.]LearningTargetsIcanmakeamodeltoshowthatabeamoflightmovesinastraightline.Icanmakeamodeltoshowthatsomematerialcanredirectabeamoflight.Icandemonstratethatwhenabeamoflightisblockeditcreatesashadowthatisdirectlyrelatedtotheshapeoftheobjectcreatingtheshadow.

Assessment(s)

● Studentswillcomplete“UsingAPeriscope”worksheet(assessesstudents’knowledgeonwhatashadowwilllooklike)● Studentswillcomplete“BlocktheLight”Worksheet(Worksheetscanbepastedintosciencejournalsorusedin

additiontothejournal).● OPTIONAL:Youmayalsoaskstudentstodrawaperson,asun,andtheshadowintheirsciencejournal

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)

Tier1:light,straight,line,shadowTier2:object,source,redirectTier3:lightbeam

1 Book:BearShadowbyFrankAsch Bin1 PlasticBin Bin1 Smallcartonofmilkfromcafeteria ClassroomTeacher12 Smallflashlights-checkbatteriespriortouse Bin

12sets 3Indexcardswithholespunchedinmiddle Bin1 Lumpofclay(enoughtomakestandsfortheindexcards) Bin12 Safetymirrors Bin12 Indexcards Bin

1/child Sciencejournals ClassroomTeacher1 Projector ClassroomTeacher1 Bagofobjectstotryshadowswith-someshouldbepatterned

-woodenorplastictoys&blocksBin

1 “UsingAPeriscope”worksheetperstudent Binder1 “BlocktheLight”worksheetperstudent Binder

**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorActivatorshouldbetaughtbytheclassroomteacher

1. Tellthestudentsyouwillbereading“BearShadow”byFrankAsch.Showthemthefrontcoverandaskthem,“Dotheythinkthisbookisnonfictionorfiction?Ifstudentsareunsure,remindthemwhattheylearnedaboutphotos.“Doesthisbooklooklikeithasadrawing/illustrationshowingsomethingmade-uporaphotographshowingsomethingreal.Oncestudentsconcludethatitisfiction,pointoutthattheyprobablywon’tfindboldfacewords,orheadingsinthisbook.

2. Activateknowledge:“ThisbookiscalledBearShadow”,askstudents“Whatareshadows?”Whendoyouhaveashadow?

3. Makepredictions:“WhatdoyouthinkBear’sproblemorwishwillbe?”

4. ReadAloud-Askguidingquestionsduringthereadaloud.“Whatscaredthefishaway?”“WhatismakingBear’sshadow?”WhatdoesBearwant?”(problem/wish)”Whycan’tBearseehisshadowwhenheisstandingbehindatree?”“WhatwillhappenifBearstepsoutfrombehindthetree?”“Doyouthinkdiggingaholewillwork?”“Whyisn’ttheshadowscaringawaythefish?”Tellthestudentsthattoday,theywillinvestigatelightandshadowswithyourscienceteachers.

ReviewingBook:LedbyScienceFellowsReviewanddiscuss“BearShadow”,ifitwasnotreadjustpriortothelesson

• WheredidtheBear’sshadowcomefrom?• Washeabletogetridofhisshadow?

DuringtheLessonThislessonwillbedividedintotwosections.Thefirsthalfwillshowstudentsthatlighttravelsinastraightline,andthesecondhalfwillhavethestudentsexperimentwithshadows.1. Studentswillparticipateinademonstrationusingtheplasticbinofmilkywaterandaflashlight.Studentswilldiagram

thelightbeamintheirsciencejournals.

2. Setup:Filltheplasticbin¾fullwithwaterthenaddonecartonofmilk.Giveafewstudentsflashlightstopointintotheplasticbintoseehowthebeamsmoveinastraightline.(thiswillworkbetterclosertothesideoftheplasticbin).Itisencouragedtoletallthestudentshaveachancetoshinethelightthroughtheliquid.

3. Nowleadthestudentsthroughasecondinvestigationtoshowthatlightmovesinastraightlineusing3indexcardswithaholepunchedinthemiddle,clay,andaflashlight.

Note:Thecandleshouldbereplacedwithaflashlight.

4. Itisencouragedtohavethesciencefellowsdemonstratethisactivitybeforesendingthegroupsofftoexperimenton

theirown.Dividethestudentsintogroupsof2-3andgiveeachgroup3indexcardswithholesinthem,aflashlight,andaballofclay.Thestudent’staskistogetthelighttoshinethroughallthreecards.Havestudentsseewhathappens

whentheyputonecard,thentwo,thenthreebetweentheflashlightandtheirpartner/groupmates.Thegoalistogetthelighttoshinethroughallthecards.

5. Askstudentswhattheyobserved.Whathappenedwiththeholeswerenotlinedupexactly?Wasthelightabletobend

aroundtofindtheholeineachcard?Whatdoesthistellyouabouthowlighttravels?

6. Explainthatwejustsawthatlightcouldpassthroughtheindexcardsiftheholeswerealllinedup.Askstudentswhathappenstothelightiftheyshineitatanindexcardwithoutanyholes.Darkentheroomandhavethemtryit.Nowaskthemtopredictwhatwillhappeniftheyshinetheflashlightatamirror.Havethemshinetheflashlightrightatthemirror,wheredoesthelightgo?Havethemtryitatdifferentangles,wheredoesthelightgo?Explainthatsomeobjectslikemirrors,canredirectabeamoflight,bothothersliketheindexcard,canjustblockitspath.Askstudentstodrawamodelofwhathappenedwhenthelighthitthemirrorintheirsciencejournals.

7. Callonstudentvolunteerstochooseobjectsfromthebagofvariousobjectsandusetheprojectortocreateashadow

thenaskthestudents…• Whatshapeistheobject?Whatshapeistheshadow?• Whatcoloristheshadow?Doestheshadowshowanypattern(e.gdifferentshadesoflighteranddarker)?• Havestudentshypothesizewhatshadowswilllooklikefordifferentobjectsandhavethemtesttheir

hypothesis.

LessonClosing● Uselightoraprojectortoshowstudentssimplehandpuppetsandhavethemplayaroundwiththemandseewhatthey

cancomeupwith!

Assessment(s)● Studentswillcomplete“UsingAPeriscope”worksheet(assessesstudents’knowledgeonwhatashadowwilllooklike)● Studentswillcomplete“BlocktheLight”Worksheet(Worksheetscanbepastedintosciencejournalsorusedin

additiontothejournal).● OPTIONAL:Youmayalsoaskstudentstodrawaperson,asun,andtheshadowintheirsciencejournal

Lesson7:“PlayingwithLightandShadows”(LiteracyLesson)

TaughtbytheClassroomTeacherBACKGROUNDOverviewoftheLessonThelessonshouldbeintegratedintotheliteracyblockorscienceblock;itshouldbetaughtinsmallreadinggroups.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillbegintoidentifycharacteristicsofnonfictiontext.

FocusStandard1.RI.5Knowandusevarioustextfeatures(e.g.headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.

LearningTargetsIcanusetextfeaturestomakepredictions.Icanwriteacaptionthatfurtherexplainsaphoto.

AssessmentWriteacaptionforthephotoonp.21ofthetext(Worksheet3) TargetedAcademicLanguage/KeyVocabulary

Tier2:object,shadow,material,formTier3:opaque,translucent,transparent

RESOURCESANDMATERIALSQuantity Item Source8copies Book:“PlayingwithLightandShadows” Bin2 TextfeaturechartandKWLchartfromlesson2 ClassroomTeacher1 Marker ClassroomTeacher1 Worksheet3 Binder1 Activatorphotograph ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

Theclassroomteachershouldbringinanotherphotographasyoudidinlesson1.Discussthephotographandwhatadditionalinformationstudentslearnaboutyoufromthephoto.Tellstudents,“Sometimesanauthorwantstomakesureyouunderstandtheinformationthephotoisshowing-andsotheywillwriteawordorsentenceonornearthephotograph,thisiscalledacaption.Add‘caption’tothetextfeaturechart,thephotographandcaption.

DuringtheLesson1. Prediction:Giveeachstudentacopyofthebook“PlayingwithLightandShadows”.Readthetitleandshowthecover

photoandaskthestudents,whatdoyouthinkthisbookisabout?Doyouthinkthisisfictionornonfiction?Reviewthe

differencebetweenthetwo.Havestudentsrefertotextfeaturecharttopredictwhattextfeaturestheywillfindiftheyarereadingnonfiction.Usingthethinkaloudstrategyasinlesson1todemonstratehowyouwouldusethephotos,captions,andheadingstoinformyourprediction,andmodelatextfeaturewalk.

2. KWL:Aftermakingaprediction.Askstudentstorememberwhattheylearnedaboutlightwiththesciencefellows.Isthereanythingtheycanaddtothe‘L’inthechart?Whatdotheywanttoknow?DependingonstudentresponsesaddtotheappropriatepartoftheKWLchart.

3. Read:AfteryouhaveactivatedpriorknowledgeandsetapurposeforreadingusingtheKWLchart,readthebooktogetherwithstudents.Whenyougettopage7addtheimageexampleforcaptiontoyourtextfeaturechart.Givestudentsanopportunitytouseheadings,identifyboldfacewords,usetheglossary,andemphasizehowthecaptionsspecificallydescribethephoto.Givestudentsanopportunitytocomeupwithcaptionsforpagesthatdon’thaveone.

4. Write:Studentswillneedtheirbookandworksheet3.Explainthattheywillbewritingacaptionforthephotoonpage21.Whatisthephotographof?Studentsmaydrawthephotographintheboxprovidedontheworksheet.Havestudentswritetheircaptioninthespaceprovided.

LessonClosingTellstudentsthatthisnonfictionbookteachesusaboutlight.Turnandtalktoapartnerandshareonethingyoulearnedaboutlight.AddresponsestoKWLchart.

AssessmentWriteacaptionforthephotoonp.21ofthetext(Worksheet3).

BACKGROUND

OverviewoftheLessonStudentswillusealighttabletoexploretransparent,translucent,andopaquematerials.Theywillcategorizeitemsfromtransparenttoopaqueinorder.

FocusStandard1-PS4-3.Conductaninvestigationtodeterminetheeffectofplacingmaterialsthatallowlighttopassthroughthem,allowonlysomelightthroughthem,blockallthelight,orredirectlightwhenputinthepathofabeamoflight.[ClarificationStatement:Effectscanincludesomeoralllightpassingthrough,creationofashadow,andredirectinglight.Quantitativemeasuresarenotexpected.]

LearningTarget Icandemonstratethatlightcanpassthroughsomeobjectsandthatsomeobjectswillstoplightcompletely.Assessment(s)

• Studentswillcomplete“JustPassingThrough”worksheet.Askthemtothinkofotheritemsintheclassroomorathome.• Havethemdraworwritethenameoftheobjectstheycanthinkofforeachofthethreecategories.

Level1-2:Studentswillsortobjectstomatchtheillustratedlabelstransparent,translucent,opaque.Level3-4:StudentswillcompletetheTransparent/Translucent/Opaqueworksheetusinganitemnamewordbank.

KeyVocabulary

Tier1:lightTier2:source,materialTier3:translucent,transparent,opaque

1-2 Lighttable–TobesharedamongT2Lclassroomsatgradelevel Bin4bags Assortedpiecesoftissuepaper,constructionpaper,clearplastic Bin4bags Piecesoftransparent,translucent,&opaquematerials(wellknown

classroomandhouseholditems,toys,recycledmaterials,scraps)Bin

1/child Transparent/Translucent/OpaqueWorksheet Binder1 LargeblowupofTransparent/Translucent/OpaqueWorksheet Bin3colors Dryerasermarkers ClassroomTeacher1/child “JustPassingThrough”Worksheet Binder**Itemsinboldshouldbereturnedforusenextyear**

Revisitandreviewpreviouslesson.Askstudents:

a. Howdoeslighttravel?(inastraightline)b. Canitgoaroundcorners?(no)c. Whathappenswhenlightisblocked?(createsashadow)d. Doeseverythingblocklight?e. Canlightgothroughawall?Awindow?

Explainthatwearegoingtoinvestigatewhatkindsofthingslightcangothroughusingourlighttable.Showthemhowitworksbyputtinganobjectonthetable.

DuringtheLesson

1. UselargelaminatedblowupofTransparent/Translucent/Opaqueworksheetanddryerasermarkersforexplanationa. Explainthatlightcangocompletelythroughsomeitems,theseitemsarewhatwecalltransparent.Havethe

studentsworkwitheachothertocomeupwithalistofthreethingswhicharetransparent,thenasaclassmakealistofthingstheythinkaretransparentonthelargeworksheetontheboard.

b. Explainthatlightcannotgothroughsomeitems,thelightiscompletelyblock,wecallthemopaque.Thesearethekindsofthingsthatmakeashadow.Havethestudentsworkwitheachothertocomeupwithalistofthreethingswhichareopaque,thenasaclassmakealistofthingstheythinkareopaqueonthelargeworksheetontheboard.

c. Explainthatsomeitemsallowsomelighttogothroughbutnotallofit,wecallthesetranslucent.Havethestudentsworkwitheachothertocomeupwithalistofthreethingswhicharetranslucentthenasaclassmakealistofthings

theythinkaretranslucentonthelargeworksheetontheboard.

2. InvestigationSplitthestudentsintofourgroups,andprovidealighttabletoeachgroup.Explainthatstudentswillbeusingthelighttabletosortitemsthataretransparent,translucent,andopaque.Distributethebagswiththetissue,paperandplastic,letthemexperimentwiththeseitemsandsortthemintothethreecategories.Youcandemothisonanoverheadprojectorastheydoitattheirlighttables.Walkaroundandcheckinwiththegroups.

a. Youcanaskthestudents;canyouseelightthroughthatobject?b. Canyouseealittlelightorallthelight?Iftheycanonlyseealittlelight,discussthefactthatitistranslucent.c. Ifyouholdtheobjectuptoyourlightcanyouseeclearlythroughit?Ifyoucanseeallthewaythroughit

discussthefactthatitistransparent.d. IfnolightcancomethroughitaskwhatwouldhappenifIputthisobjectinfrontoftheprojector?(itwill

createashadow)

3. Categorizea. Givestudentsindividualworksheetsandthebagswithseveraldifferenttypesofmaterials(musthave

severalfromeachcategory).Havestudentstestthematerialsandnotetheirdiscoveriesontheirworksheetsinthecorrectsections.Provideawordbanktostudentswhoneedit.Forstudentswithlimitedlanguageskills,havethemsorttheobjectsratherthanwritingthenamesoftheobjects(seeWIDALanguageObjectives).

LessonClosing

Revisitthemasterworksheetontheboardtoseeifyouhaveobjectsinthecorrectcategories,arethereanyitemsthatneedtobemovedtoanewcategory?Discusstheonesthatweren’tcorrect.Howdoweknowtheyneedtobemoved?

Assessment(s)• Studentswillcomplete“JustPassingThrough”worksheet.Askthemtothinkofotheritemsintheclassroomorathome.• Havethemdraworwritethenameoftheobjectstheycanthinkofforeachofthethreecategories.

Lesson9:LightArtBACKGROUNDOverviewoftheLessonStudentswillusetheknowledgethey’vegainedaboutlightandmaterialsthatblocklighttomakesuncatcherswithtransparent,translucent,andopaquematerials. FocusStandard1-PS4-3.Conductaninvestigationtodeterminetheeffectofplacingmaterialsthatallowlighttopassthroughthem,allowonlysomelightthroughthem,blockallthelight,orredirectlightwhenputinthepathofabeamoflight.[ClarificationStatement:Effectscanincludesomeoralllightpassingthrough,creationofashadow,andredirectinglight.Quantitativemeasuresarenotexpected.]

LearningTarget Icandemonstratethatlightcanpassthroughsomeobjectsandthatsomeobjectswillstoplightcompletely.

AssessmentStudentswillcreateasuncatcherusingtheirknowledgeoflightandmaterialsthatletlightthroughthem.Discussionwitheachstudentduringtheplanningphasewillserveastheassessment.Studentsshouldbeabletoindicatetheplacesintheirdesignwhichwillbetransparent,translucent,andopaqueandexplainwhatthosetermsmean.

TargetedAcademicLanguage/KeyVocabularyTier1:light,shadowTier2:source,materialTier3:translucent,transparent,opaque

1 ModelSunCatcher Bin1Roll WaxPaper(returnleftovers)–Divideintosheetsaboutthesize

ofan8½x11pieceofpaperBin

1/child Blank8½x11sheetsofpaper ClassroomTeacher1jug LiquidStarch,ora50/50mixofElmer’sGlueandWater Bin1/child Paintbrush ArtTeacher/ClassroomTeacherSelection Multiplecolorsoftissuepaper(returnleftovers) Bin1spool Stringoryarn Bin1/child Scissors ClassroomTeacher1-2 Holepunchers ClassroomTeacher1-2 Scotchtape ClassroomTeacher1 LightTablefrompreviouslesson Bin**Itemsinboldshouldbereturnedtothebinforusenextyear**

Tellthestudentsthattheywillbeusingtheirknowledgeoflight,shadows,transparency,translucency,andopaquenesstocreateasuncatcher.Showstudentsamodelsuncatcher,holditinfrontofthelightandaskthemwhattheynotice.Doesallthelightcomethrough?Whichareasaretransparent,translucent,andopaque?Whathappenedinareaswherethereweremorethanonecoloroverlappingorthepaperwasthick?(paperbecomesopaque)Explainthattheywillbemakingtheirownsuncatchertotakehome.

DuringtheLessonNote:Fullactivitywithpicturescanbefoundat:http://artfulparent.com/2010/04/tissue-paper-stained-glass.html

1.ExploretheMaterials1. Havestudentsexperimentwiththetissuepaperonthelighttables.Canyouseelightthroughit?(yes,it’s

translucent)Whathappenswhenyouputmorethanonepieceonatthesametime?(changescolor,letslesslightthrough-stilltranslucent)Howmanypieceswillmakeopaque?

2.MaketheSuncatchera. Explainthatinmakingtheirsuncatchertheyshouldhavesomepartsthataretransparent,somethatare

translucent,andsomethatareopaque.Explainthestepsbelowandposttheminthefrontoftheroom.

b. Choosecolors-Havestudentschoosetheircolorsandripupthetissuepaperintosmallerpieces.(Theymaygobacktothelighttabletoseewhatthecolorswilllooklike.)

c. Plan-Havestudentsarrangethetissuepaperontheirblankwritepapertodemonstratehowtheycanarrangetheirpiecesoftissuepapertocreatethethreetypesoflightfilters(transparent,translucent,andopaque).Haveanadultcheckeachdesignwhenstudentshavecompleteditanddiscussthethreetypesoflightfilters–THISISYOURASSESSMENTOFTHELEARNINGOBJECTIVE.

d. Starchcolors-Giveeachstudentasmallcupofliquidstarch(ora50/50mixofElmer’sglueandwater)andapaintbrush.Demonstratehowyouputapieceoftissuepaperdownonthewaxpaperandbrushsomeliquidstarchoverit.Havethemtryit.Keepaddingmorecolorsmakingsuretoleavesomeareasopen.Remindthemthatiftheywantopaqueareas,thecolorswillhavetobeoverlapped.

e. Hang-Holepunch2holesnearthetopandputastringthrough.Liethesuncatcherflattodrythenhangthemwindowswhentheyarecompletelydry.

LessonClosing

Asthesuncatchersdry,usethistimetoreviewallthattheyhavelearnedaboutlight,revisitingtheKWLchart.

AssessmentStudentswillcreateasuncatcherusingtheirknowledgeoflightandmaterialsthatletlightthroughthem.Discussionwitheachstudentduringtheplanningphasewillserveastheassessment.Studentsshouldbeabletoindicatetheplacesintheirdesignwhichwillbetransparent,translucent,andopaqueandexplainwhatthosetermsmean.

Lesson10:“SendingMessageswithLightandSound”(LiteracyLesson)TaughtbytheClassroomTeacher

BACKGROUNDOverviewoftheLessonThelessonshouldbeintegratedintotheliteracyblockorinthescienceblock.Itshouldbetaughtinsmallreadinggroups.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillbegintoidentifycharacteristicsofnonfictiontext.

FocusStandard1.RI.5Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.

LearningTargetsIcanidentifyboldfacewords,headings,andcaptionsinaninformationaltext.Icanusetextfeaturestomakepredictions.AssessmentTeachersshoulddevelopquestionstoaskthestudentsafterthey’vereadtheSendingMessagesbooktogaugecomprehensionandunderstanding.

TargetedAcademicLanguage/KeyVocabularyTier2:message,information,distance

RESOURCESANDMATERIALSQuantity Item Source8copies Book:“SendingMessageswithLightandSound” Bin2 Largechartpaper(textfeaturechartandKWLfromlesson2) ClassroomTeacher1 Marker ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

Askforavolunteer.Tellthestudentthatwhentheyhearonebellring(orhandclapifyoudon’thaveabell)theyshouldjump,iftheyhear2bellsringtheyshouldhopononefootcontinuously.Ringthebellwitheitheroneortworings.Playwiththisideaafewtimes.Tellstudentsthatyouwereusingthebellorasoundtosendasignal.We’vediscoveredmanythingsaboutlightandsound.Nowwewillbelearningabouthowweuselightandsoundtosendmessagesorsignals.

DuringtheLesson1. Prediction:Giveeachstudentacopyofthebook“SendingMessageswithLightandSound”.Readthetitleandshowthe

coverphoto.Askstudents,whatdoyouthinkthisbookisabout?Doyouthinkthisisfictionornonfiction?Reviewthe

differencebetweenthetwo.Usethethinkaloudstrategyforatextfeaturewalkasinpreviouslessonstodemonstratehowyouwouldusethephotos,captions,andheadingstoinformyourprediction.

2. Read:Readthebooktogetherwithstudents.Onpage4makesurestudentsusetheglossarytoreadthedefinitionoftheboldfacewords.Add‘messages’and‘information’tothetextfeaturechart.Onpage5askstudentswhattheauthormeansby“overadistance”.Onpage10ask,“Whatmessagedotrafficlightstelldrivers”.Onpage12pointoutthenewheadingandremindstudentsthat,allofthefollowingsentencesshouldtellusaboutusingsoundtotellmessagesinsteadoflight.Discusshowthemaintextofthatsectionrelatesbacktotheheading.Onpage15ask,“Howdoyoutalkoveradistance?”Onpage22,youmayaskstudents“Ifyouweretheauthorwhatcaptionwouldyouputonthispage?”

LessonClosingWhatelsedidwelearntodayaboutlightandsound?AddtotheKWLchartaswell.Tellstudentsthattheywillbelearningmoreaboutsendingmessageswithlightandsoundduringtheirsciencelessons.

AssessmentTeachersshoulddevelopquestionstoaskthestudentsafterthey’vereadtheSendingMessagesbooktogaugecomprehensionandunderstanding.

Lesson11:SendingMessages:Sound

BACKGROUND

OverviewoftheLessonInthislessonstudentswilllearnthatsoundcomesfromasourceandtravels.Studentswillengageinanactivitythathasthemtodistinguishthesourceofthesound.Thiswillleadintoadiscussionaboutsoundsthestudentshearinschoolandwhatsoundsaresendingthemessages(ex.schoolbell,teachersuseofsoundstogetstudentsattention,coachwhistlesetc).Studentswillparticipateinseveralactivitiesthatusesoundtosendsignals,forexamplepapercupandstring“telephones,”andapatternofdrumbeats”. FocusStandard(s)1-PS4-1.Demonstratethatvibratingmaterialscanmakesoundandthatsoundcanmakematerialsvibrate.[ClarificationStatement:Examplesofvibratingmaterialsthatmakesoundcouldincludetuningforks,astretchedstringorrubberband,andadrumhead.Examplesofhowsoundcanmakematerialsvibratecouldincludeholdingapieceofpapernearaspeakermakingsoundandholdinganobjectnearavibratingtuningfork.]1-PS4-4.Usetoolsandmaterialstodesignandbuildadevicethatuseslightorsoundtosendasignaloveradistance.*[ClarificationStatement:Examplesofdevicescouldincludealightsourcetosendsignals,papercupandstring“telephones,”andapatternofdrumbeats.Technologicaldetailsforhowcommunicationdevicesworkarenotexpected.]

LearningTargets Icancreateadevicethatusesvibrationtotransmitamessagetotheirpartner.Icanexplainthepathorvibrationusedintheircommunicationdevice.

Assessment(s)• Teachershouldhavestudentswriteabouttheirfindingsintheirjournals.Drawapictureofyourdeviceandwordsto

describehowitworks.• StudentsshouldeachbegivenacopyoftheWalkie-Talkieworksheetandinstructedtocutupthepicturesandplace

theminthecorrectorder.(Ifstudentshavetroublecutting,thisstepcanbedoneaheadoftime.) TargetedAcademicLanguage/KeyVocabulary

Tier1:walkie-talkie,Tier2:communicate,vibration,message,travel,source

1 Ballofyarn Bin2 Waxcoatedpapercupsperstudentpair Bin1 Scissors ClassroomTeacher1 Crayonsormarkerstodecorate“walkietalkies” ClassroomTeacher1/child WalkieTalkieworksheet Binder**Itemsinboldshouldbereturnedforusenextyear**

Theteachershouldbeginthelessonbyreviewingvibrationsandthatsoundsarecreatedbyvibration.Theteachershouldleadagroupdiscussionabouthowsoundscanbeusedtocommunicateamessage.Theteachershouldgiveexampleslikewhentheschoolbellrings,thatsendsstudentsamessagewhichmeansthatschoolisover/orthatit’stimeforschooltobegin.Atthispointtheteachershouldaskthestudentstoturnandtalkwiththeirpartnertocomeupwiththeirownexamplesofspecificsoundswhichsendamessage(likeaphonevibrationforatext,churchbellsringingwhichtellswhathourofthedayitis,anaudienceclappingafteraperformance,etc.)Tellthestudentsthattheywillbeusingtheirpriorknowledgeofsoundandvibrationstoconstructa“walkie-talkie,”usingacupandsomestring.(SP2:DevelopingandUsingModels).Thisactivityisadaptedfrom:http://www.ehow.com/way_6067683_homemade-walkie-talkies.html

DuringtheLessonPreparation:Pokeonesmallholeatthebottomofeachcupbeforethelessonbegins,makesuretheholesaretiny-useatackorscissorstomakethehole.Iftheholeistoobig,thedevicewillnotwork.Create1. Demonstratehowtoconstructthewalkie-talkie.Pullthestringthroughonecupandtieaknotattheendsoit

preventsthestringfrombeingpulledoutofthehole.Threadtheothersideofthestringthroughthesecondcupandtieaknotattheend.Youshouldhavetwocupsjoinedbyonepieceofstring.

2. Dividethestudentsintopairs.Distributethematerialsandhaveeachpaircompletetheirdevice.Studentsmayneedassistancetyingtheknotinthestring.Forfun,allowstudentstodecoratetheirwalkietalkies.

Use1. Putyourhomemadewalkie-talkiestothetest,oneparticipantwalkstooneendoftheroomwithonecup,whilethe

otherparticipantholdstheothercupuptotheirear.Thenonestudentcantalkwhiletheotherlistens,havethemswitchwhoistalkingandwhoislistening.Thestringmustbepulledtightlytoensurethatthevibrationpicksupthesoundofstudentsvoices.Theteachershouldproposevariationstothislikelettingstudentsgooutinthehall,andseeingiftheycanstillheareachotherindifferentareas,aroundtheacorner,underadesk,etc.

ExtensionAllowthestudentstoconstructmorewalkietalkieswithdifferinglengthsofstring,ordifferenttypesofcupsorstring.

LessonClosing

Discusstheobservationsmadeduringthislesson,makesurestudentsunderstandthatthesoundcamefromoneperson'smouth,traveledacrossthestringthroughvibration,andwasthenpickedupbythecupontheoppositesideofthestring.Teachersshouldreinforcehowsoundisusedtocommunicateamessage.Teachersshouldalsoremindstudentsthatnotonlycanourvoicessendamessage,butsoundslikechurchbellsandclappingtransmitmessagestoo.

Assessment(s)

• Teachershouldhavestudentswriteabouttheirfindingsintheirjournals.Drawapictureofyourdeviceandwordstodescribehowitworks.

• StudentsshouldeachbegivenacopyoftheWalkie-Talkieworksheetandinstructedtocutupthepicturesandplacetheminthecorrectorder.(Ifstudentshavetroublecutting,thisstepcanbedoneaheadoftime.)

Lesson12:SendingMessages:Light

BACKGROUND

OverviewoftheLessonStudentswillbuildupontheirknowledgethatlighttravelsinabeamandgiveexamplesofhowweuselighttosendsignals(lighthouse,streetlights).Studentswilluseaspecificlightsourcetosendsignals.FocusStandard1-PS4-4.Usetoolsandmaterialstodesignandbuildadevicethatuseslightorsoundtosendasignaloveradistance.*[ClarificationStatement:Examplesofdevicescouldincludealightsourcetosendsignals,papercupandstring“telephones,”andapatternofdrumbeats.Technologicaldetailsforhowcommunicationdevicesworkarenotexpected.]

LearningTarget Icancommunicateamessageusingjustalightsource.

Assessment(s)• Studentswillmoveinthecorrectdirectionwhensignaledwiththeflashlight• Studentsciencejournalentriesthroughoutthelesson

(DependentontheneedsofyourELLstudents)

TargetedAcademicLanguage/KeyVocabularyTier1:flashlightTier2:Communicate,demonstrate,message

12 Smallflashlights Bin1/child Sciencejournal ClassroomTeacher1pack Tissuepaper(needstohavered,yellow,andgreenpiecesinthepack) Bin

**Itemsinboldshouldbereturnedforusenextyear**

Beginthelessonbyreviewinghowvibrationandsoundcanbeusedtocommunicateamessage.Besuretoemphasizethateverythingtheyhavebeenlearningaboutlight,sound,andhowtheytravelareallreallystartingtoconnect.

DuringtheLessonThislessonisadaptedfrom“FirstGradeNextGenerationScienceStandards”

1. Dividestudentsintogroupsofthreeandgiveeachgroupaflashlight.

2. Thesciencefelloworclassroomteacherwillusedifferentcolortissuepaper(red,yellow,green)tomodeltrafficstoplightsandwillexplaintheirimportanceintherealworldtohelpcontrollingtrafficandpreventaccidents.

3. Nowexplainthateachgroupwilldeviseaplanorsequenceoflightflashestotelltheothergroupmemberstocome

closertothebeamoflight,ormovefurtherawayfromit.Examplesofthiscouldbeoneflashismovecloser,twoflashesistomovefurtheraway.Anotheroptionwouldbetousedifferentcoloredtissuepapertochangethecolorofthelightbeam(greentomovecloserandredtomovefurtheraway,etc.)Note:Atthispointtheteachershouldmodelaflashingsequencewithastudenttomovecloserandfurtheraway.

4. Allowthestudentstocomeupwiththeirownsequences,andrecordthemintheirsciencejournals.Besurethestudentspracticetheirsignalswiththeirgroup.

5. Havethegroupsdemonstratetheirlightsignalsinfrontoftheclass,youcanhavethestudentswatchingguesswhateachsignalisandwhatitmeans.

6. Feelfreetoexpandthelesson,andchallengethestudentstoaddathirdsignalwhichcoulddirectthestudenttoremaininthesamespot,sitdown,etc.

Extension:Ifthereisextratime,studentscouldplaythegame“telephone”usingonlytheirflashlights.Insteadofamoveforward”and“movebackward”signal,justhavethestudentsrepeatthesequencetothepersonnexttothem.Theteachercancomeupwiththeinitialpatternand,movingdownthelineonebyone,studentscansendthesignaltothepersonnexttothem.Theteachercanseeifeveryonecanmimicthesamesequence.(SP#8:Obtaining,Evaluating,andCommunicatingInformation).

LessonClosing

Reviewthatlightscansendmessages/signalsinmanywaysusingcolor,frequency(amountoftimesitblinks),etc.Askthestudentstowritethreeexamplesoflightsourceswhichsendmessagesintheirsciencejournals.Remindstudentsthatlightscansendamessageoveralongorshortdistanceandthatlighttravelsinastraightline(using“signalingaroundthecorner”asanexample).

Assessment(s)

• Studentswillmoveinthecorrectdirectionwhensignaledwiththeflashlight• Studentsciencejournalentriesthroughoutthelesson

Lesson13:CommunicationDevice

BACKGROUND

OverviewoftheLessonInthislesson,studentswillworkwithapartnertoconstructacommunicationdeviceusingsoundorlight.StudentswillbeprovidedwithspecificmaterialsandwilluseknowledgefromLessons11and12toconstructtheirowncommunicationdevice.

FocusStandard(s)1-PS4-1.Demonstratethatvibratingmaterialscanmakesoundandthatsoundcanmakematerialsvibrate.[ClarificationStatement:Examplesofvibratingmaterialsthatmakesoundcouldincludetuningforks,astretchedstringorrubberband,andadrumhead.Examplesofhowsoundcanmakematerialsvibratecouldincludeholdingapieceofpapernearaspeakermakingsoundandholdinganobjectnearavibratingtuningfork.]1-PS4-3.Conductaninvestigationtodeterminetheeffectofplacingmaterialsthatallowlighttopassthroughthem,allowonlysomelightthroughthem,blockallthelight,orredirectlightwhenputinthepathofabeamoflight.[ClarificationStatement:Effectscanincludesomeoralllightpassingthrough,creationofashadow,andredirectinglight.Quantitativemeasuresarenotexpected.]

1-PS4-4.Usetoolsandmaterialstodesignandbuildadevicethatuseslightorsoundtosendasignaloveradistance.*[ClarificationStatement:Examplesofdevicescouldincludealightsourcetosendsignals,papercupandstring“telephones,”andapatternofdrumbeats.Technologicaldetailsforhowcommunicationdevicesworkarenotexpected.]LearningTargetsIcandesignandconstructadevicethatwillcreatelightorsound.Icanproduceamessageusinglightorsound.

Assessment(s)• CEPAworkproductsscoredagainstCEPArubric• Lesson13worksheet

Tier2:model,message,signal,device,create,design

1 LargeBoxofPopsicleSticks BinLargebag Assortedmaterials Bin12 Safetymirrors Bin1 PaperandPencil ClassroomTeacher5 Rollsoftape(anykind,themorethebetter) Bin50 Sheetsofcoloredconstructionpaper Bin10 Flashlights BinAssorted Classroommaterialssuitableforproject ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

Beginwithaclassdiscussionremindingthestudentswhattheydidinthelasttwolessons(buildingawalkietalkieandcreatinglightsignalswithaflashlight).Now,theygettobemorecreativeandwillgettobuildtheirowndevice/tool/modelwhichsendsamessageoveradistanceusinglightand/orsound.ExplainthetaskanddiscusstheSOSsignal,demonstratingitwithclappingandtheon/offofaflashlight.Thenshowthestudentsthematerialstheywillbeusingtobuildtheirowndevice,sothattheyknowwhattheyhavetobuildwith.Explainthattheycannotturntheflashlightonanofftomaketheirsignal.Theymustleaveitonasalight

source,butcouldfigureoutanotherwaytomaketheSOSpatternusingthelight.DiscusstheCEPArubricsothatstudentswillknowthecriteriafortheirassignment.

DuringtheLesson

1. Oncethestudentshavebeenshownthematerialstheycanusetobuildtheirowndevice,theymustfirstmakeadesignonpaper.

2. Itissuggestedeachstudentcomeupwithmorethanoneideaonpaper,drawadesignonpaper,andexplainhowtheirdevicewillworkbeforeactuallycreatingit.

3. Oncethestudentshaveclearedtheirdesignwiththesciencefelloworteachertheycanstarttobuildtheirdevice.4. Uponcompletion,eachstudentshoulddraworwritedownhowtheirdevice/modelsendsitsmessageintheirscience

journals.

LessonClosingStudentscaneitherputtheirdesignsondisplayandvisitotherstudents’stations,orpresentthemindividuallytotherestoftheclass(teacherchoice).ReviewtheKWLchartonefinaltimetoseeifthereisanythingtoadd.The“Learning”columnshouldincludeatleastthefollowing:

● Soundsarecausedbyvibrations–somethingmustbevibratingtomakeasound● Aloudsoundcanmakeotherthingsvibrate● Lightbeamstravelinstraightlines

● Somethingscanblocklightbeamseithercompletely(creatingashadow)orpartially(lettingonlyalittlelightthrough)

● Somethingscanbendalightbeam● Wecanuselightandsoundtocommunicateacrossdistances

Assessment(s)

• CEPAworkproductsscoredagainstCEPArubric• Lesson13worksheet

ListofUnitResources**Itemsinboldshouldbereturnedforusenextyear**

Lesson1:SensingLightandSound

Quantity Item Source8copies Book:“SensingLightandSound”byJenniferBoothroyd Bin2 Largechartpaper ClassroomTeacher1 Marker ClassroomTeacher1 Familyphotograph ClassroomTeacher1 Worksheet1 Binder1 TallyChart BinderLesson2:IntrotoLightandSoundQuantity Item SourceAsavailable MusicalInstruments MusicTeacher/Classroom

Teacher/ScienceFellow25 Plasticstraws BinClassset Scissors ClassroomTeacher1perchild PitchandVolumeWorksheet Binder20 PlasticKazoos Bin

Lesson3:VibrationsMakeSoundQuantity Item Source8copies Book:“VibrationsMakeSound” Bin2 Largechartpaper(textfeaturechartandKWLfromlesson1) ClassroomTeacher1 Marker ClassroomTeacher1set Colorimagesofroadsigns Bin1 Worksheet2 BinderLesson4:VisualizingVibrationsQuantity Item Source2-3 Drums MusicTeacher/Classroom

Teacher1 Smallbagofrice Bin1 TuningFork Bin1 Bowlforwater Bin20 Popsiclesticks Bin10 Rubberbands Bin3sets Metalforkandspoon Bin4 Rulers ClassroomTeacher1/child “VisualizingVibrations”worksheet Binder1/child Sciencejournal ClassroomTeacher1 Projector ClassroomTeacher

Lesson5:CreatingVibrationsQuantity Item SourceSamples Homemademusicalinstruments ScienceFellows/Bin2-3 Staplers ClassroomTeacherEnoughfortheclass

Crayons ClassroomTeacher

10 Anycylindricalcontainerwithatop Bin2perchild Pencils ClassroomTeacher1pack Constructionpaper Bin10 Smallboxeswithorwithoutlids Bin1bag Rubberbandsofassortedsizes Bin1bag Driedbeans Bin1roll PlasticWrap BinAfew Rulers ClassroomTeacher5rolls Maskingtape Bin1 Projector ClassroomTeacherAssorted Classroommaterialssuitableforproject ClassroomTeacherLesson6:LightInvestigationQuantity Item Source1 Book:BearShadowbyFrankAsch Bin

1 PlasticBin Bin1 Smallcartonofmilkfromcafeteria ClassroomTeacher12 Smallflashlights-checkbatteriespriortouse Bin12sets 3Indexcardswithholespunchedinmiddle Bin1 Lumpofclay(enoughtomakestandsfortheindexcards) Bin12 Safetymirrors Bin12 Indexcards Bin1/child ScienceJournals ClassroomTeacher1 Projector ClassroomTeacher1 Bagofobjectstotryshadowswith-someshouldbepatterned-woodenor

plastictoys&blocksBin

1 “UsingAPeriscope”worksheetperstudent Binder1 “BlocktheLight”worksheetperstudent BinderLesson7:PlayingwithLightandShadows

Quantity Item Source8copies Book:“PlayingwithLightandShadows” Bin2 TextfeaturechartandKWLchartfromlesson2 ClassroomTeacher1 Marker ClassroomTeacher1 Worksheet3 Binder1 Activatorphotograph ClassroomTeacher

Quantity Item Source1-2 Lighttable–TobesharedamongT2Lclassroomsatgradelevel Bin4bags Assortedpiecesoftissuepaper,constructionpaper,clearplastic Bin4bags Piecesoftransparent,translucent,&opaquematerials(wellknownclassroomand

householditems,toys,recycledmaterials,scraps)Bin

1/child Transparent/Translucent/OpaqueWorksheet Binder1 LargeblowupofTransparent/Translucent/OpaqueWorksheet Bin3colors Dryerasermarkers ClassroomTeacher1/child “JustPassingThrough”worksheet BinderLesson9:LightArt

Quantity Item Source1 ModelSunCatcher Bin1Roll WaxPaper(returnleftovers)–Divideintosheetsaboutthesizeofan8½x

11pieceofpaperBin

1/child Blank8½x11sheetsofpaper ClassroomTeacher1jug LiquidStarch,ora50/50mixofElmer’sGlueandWater Bin1/child Paintbrush ArtTeacher/Classroom

Teacher

Selection Multiplecolorsoftissuepaper(returnleftovers) Bin1spool Stringoryarn Bin1/child Scissors ClassroomTeacher1-2 Holepunchers ClassroomTeacher1-2 Scotchtape ClassroomTeacher1 LightTablefrompreviouslesson BinLesson10:SendingMessageswithLightandSound

Quantity Item Source8copies Book:“SendingMessageswithLightandSound” Bin2 Largechartpaper(textfeaturechartandKWLfromlesson2) ClassroomTeacher1 Marker ClassroomTeacherLesson11:SendingMessages-SoundQuantity Item Source1 Ballofyarn Bin2 Waxcoatedpapercupsperstudentpair Bin1 Scissors ClassroomTeacher1 Crayonsormarkerstodecorate“walkietalkies” ClassroomTeacher1/child WalkieTalkieWorksheet Binder

Lesson12:SendingMessages-LightQuantity Item Source

12 Smallflashlights Bin1/child Sciencejournal ClassroomTeacher1pack Tissuepaper(needstohavered,yellow,andgreenpiecesinthepack) BinLesson13:CommunicationDevice

Quantity Item Source1 LargeBoxofPopsicleSticks BinLargebag Assortedmaterials Bin12 Safetymirrors Bin1 PaperandPencil ClassroomTeacher5 Rollsoftape(anykind,themorethebetter) Bin50 Sheetsofcoloredconstructionpaper Bin10 Flashlights BinAssorted Classroommaterialssuitableforproject ClassroomTeacher

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