Uni t Sum m ar y: T abl e of C ont ent s : W e e k 6: C au

Unit Summary: During this unit, students will explore the relationship between sound andvibrations. They will learn about light and observe that objects need illumination in order tobe seen. They will experiment with placing different types of materials in the path of abeam of light. Finally, they will build a device that can send a message using sound orlight.

Table of Contents:Week 6: Cause and EffectWeek 7: What Is Sound?Week 8: Features of SoundWeek 9: What Is Light?Week 10: Types of LightWeek 11: Light on MaterialsWeek 12: Sound and LightWeek 13: Engineering: Sound And Light

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Week 6 Storyline: The anchoring phenomenon for this week is the cause and effectrelationship that explains how a lantern can float. During this week, students will learnabout cause and effect. They will learn the meaning of each word as well as howscientists use cause and effect to understand phenomenon. This will give them thebackground knowledge to explain how cause and effect relates to a lantern.

Science Standards:Nature of Science

Science and Engineering Practices: N/A

Disciplinary Core Ideas: N/A

Crosscutting Concepts:Cause and Effect

Integrated Standard Connections:ELA:RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.

Weekly Phenomenon: Why does the lantern float?

Vocabulary:cause: an event that makes something happeneffect: what happens as the result of a cause

Let’s Write: What if you found milk spilled on a kitchen floor? Write about what might havecaused the spill.

Cause and Effect | Week 6

http://www.corestandards.org/ELA-Literacy/RL/1/7/

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Weekly Assessment Question:1. Match: Match the effect to its cause.

a. → The dog is heavier.

b. → It is hot.

c. → It is windy.

d. → It is rainy.

e. → It has wings.

Assessment Guide:


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Well-Being Questions:● How do your words affect other people?● Do you have any behaviors you want to change?● What are some things you can do that cause others to feel happy?● How can you treat others respectfully?● What can you do if someone does something unkind?

Student Edition Week 6


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Article Background Information: N/A

Article 1: Cause and Effect (taught with “Understanding Cause and Effect”)Lexile® measure: 210L-400LWord Count: 20A cause is an event that happens first. An effect is what happens next. A cause makes aneffect happen.

Phenomenon Lesson Plan (30 minutes):1. Engage: Tell the students that something strange happened this morning. You

came into the classroom and there were a bunch of papers on the floor. Tell thestudents you aren’t sure how the papers got there. Ask the students for suggestionson how the papers got there. (Answers will vary.) Write their answers down.

2. Read the article “Cause and Effect” to the students as they follow along bypointing to each word in their student edition as it is read. Ask the students whatcause means? (an event that happens first; it makes something happen) Tell thestudents they were discussing a possible cause for having papers on the floor. Askthe students which cause seems the most likely. Use tally marks underneath eachanswer to record their thinking. Ask the students what you saw this morning that wasan effect. (papers on the floor) Tell students that this week they will be learningmore about this crosscutting concept Cause and Effect.

3. Explore: Cut out the cards from the graphic organizer Cause and Effect Game andlaminate to make a deck. Divide the students into groups of four and provide eachgroup with a deck. Model for the students how to play a game of Concentrationwith the cards. Cards match if the Cause and Effect on the cards are connected.

4. Explain: Discuss the cards from the game as a whole group. Sort the cards underthe headings “Cause” or “Effect.”

5. Elaborate: Read the article “Understanding Cause and Effect” to the students asthey follow along by pointing to each word. Ask the students how understandingcause and effect can help them. (It can help to explain why things happen.)

a. Watch Video: Show the students the phenomenon video “Hand ReleasingLantern to the Sky” from related media. Read the phenomenon to thestudents as they follow along. Discuss the cause/effect relationship thatexplains why the lantern can float. (cause: air heats up, effect: hot air rises,phenomenon: the lantern floats) Ask the students to pretend they are ascientist who is trying to understand why things float or an engineer thatwants to build something that floats. Discuss how understanding cause andeffect can help scientists and engineers understand and solve problems.(Answers will vary.)

b. Show the students the picture of a child using sunscreen from related media.Discuss the cause/effect relationship that explains why people usesunscreen. (Cause: The sun has heat rays. Effect: People get sunburned.) Askthe students to pretend they are a scientist or an engineer who wants toprotect people from the sun. Discuss how understanding cause and effectcan help scientists and engineers. (Answers will vary.)

6. Evaluate: Give each student the graphic organizer Cause and Effect Helps MeUnderstand. Tell the students to write a cause and effect that explains why theyneed to brush their teeth. (Answers will vary but could include causes such aseating and effects such as clean teeth, or no cavities.)


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Vocabulary:cause: an event that makes something happeneffect: what happens as the result of a cause

Article Assessment Question:1. What makes an effect happen?

a. cansb. caresc. carsd. cause

Materials/Kit Needed:Graphic organizer Cause and Effect GameGraphic organizer Cause and Effect Helps Me Understand

Online Related Media (Explore More):Video “Hand Releasing Lantern to the Sky”Image: Child with Sunscreen


Article 2: Understanding Cause and Effect (taught with “Cause and Effect”)Lexile measure: 410L-600LWord Count: 27Cause and effect can help you understand why things happen. Scientists use cause andeffect to understand the world. Engineers think about cause and effect in their designs.

Lesson Plan: N/A

Vocabulary: N/A


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Article Assessment Question:1. What can cause and effect help you understand?

a. why things happenb. later things happenc. after things happend. before things happen

Materials/Kit Needed: N/A

Online Related Media (Explore More): N/A


Article 3: What Caused the Light? (taught with “What Caused the Shadow?”)Lexile measure: 210L-400LWord Count: 22The lights are off, and you flip the light switch. Now the lights are on. What caused thelights to come on?

Lesson Plan (30 minutes):1. Engage: Turn the classroom light on (or off) while the students are watching.

Pretend to be amazed by the result. Ask the students if they can explain thecause/effect relationship of what happened. (Answers will vary.) Place your handin front of a lamp or a flashlight. Pretend to be amazed by the resulting shadow. Askthe students to explain the cause/effect relationship of what they see. (Answers willvary.)

2. Read the article “What Caused the Light?” to the students as they point to thewords in the student edition. Ask the students to identify the cause. (flipping thelight switch) Ask the students to identify the effect. (The light turns on.)

3. Read the article “What Caused the Shadow?” to the students as they point to thewords. Ask the students to identify the cause. (a hand blocking light) Ask thestudents to identify the effect. (a shadow)

4. Explore: Give each student the graphic organizer Hand Shadows. Set up an areawhere the students can experiment with shadows in small groups. Encourage thestudents to attempt to play with light and shadow as they attempt to make thehand shadows shown on the graphic organizer.

5. Explain: Lead a group discussion on the hand shadows. Ask: How does cause andeffect help the students explain how their hands can make designs that look likeanimals? (Answers will vary.)

Vocabulary: N/A

Article Assessment Question:1. What caused the lights to come on?

a. The dog barked.b. The door opened.c. The car was parked.d. The switch was flipped.


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Materials/Kit Needed:Lamp or flashlightGraphic organizer Hand Shadows



Article 4: What Caused the Shadow? (taught with “What Caused the Light?”)Lexile measure: 210L-400LWord Count: 21You put your hand in front of a flashlight and block the light. It made a shadow. Whatcaused the shadow?

Lesson Plan: N/A

Vocabulary: N/A

Article Assessment Question:1. What caused the shadow?

a. The oven turned on.b. The candle blew out.c. The moon was bright.d. The light was blocked.





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Article 5: What Caused the Sound?Lexile measure: 210L-400LWord Count: 19The chair was knocked over. It made a loud sound when it hit the floor. What caused thesound?

Lesson Plan (15 minutes):1. Engage: Read the article to the students as they follow along. Ask the students to

name the cause. (The chair was knocked over.) Ask the students to name theeffect. (There was a loud sound.) Ask the students what other causes could result inthe effect of a loud sound. (Answers will vary.)

2. Explore: Show the students a maraca created by placing beans and rice inside of aplastic Easter egg, taping the end of two spoons around the egg, and using thespoons as a handle. Shake the maraca to make a sound. Discuss the cause/effectrelationship that causes the sound. (The beans or rice move inside the egg, themovement makes a sound.) Give the students time to make their own maracas.

3. Explain: Sing a song as a class that your students know using the students' maracas.Ask the students to share any other cause/effect relationships they noticed duringthe song. (Answers will vary.)

Vocabulary: N/A

Article Assessment Question:1. What caused the sound?

a. The baby took a nap.b. The chair hit the floor.c. The toaster was finished.d. The dog chased the cat.

Materials/Kit Needed:Plastic spoons, plastic Easter eggs, beans, rice, tape



Article 6: What Caused the Day? (taught with “Match the Picture” and “Draw a Cause andEffect”)Lexile measure: 210L-400LWord Count: 17The sun came up. It is light outside now that it is daytime. What caused the day?

Lesson Plan (30 minutes):1. Engage: Read the article to the students as they follow along. Ask the students to

name the cause. (The sun came up.) Ask the students to name the effect.(daytime)

2. Explore: Draw a picture of a sun on a large sheet of chart paper or in another place


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where all of the students can see it. Ask the students to brainstorm other things thatare caused by the sun. Write down their answers using modeled or interactivewriting.

3. Explain: Give each student the graphic organizer The Effect of the Sun. Tell thestudents to draw a picture of an effect of the sun.

4. Return to the weekly phenomenon. How does knowing a cause and effect helpthem to explain things they observe in nature? (Answers will vary.)

5. Elaborate: Read the articles “Match the Picture” and “Draw a Cause and Effect” tothe students. Instruct them to match the cause and effect pictures and to draw amatching cause and effect.

6. Evaluate: Discuss the students’ pictures as a class. Tell the students they havelearned about the scientific crosscutting concept of Cause and Effect.

Vocabulary: N/A

Article Assessment Question:1. What caused the day?

a. The sun came up.b. The school bell rang.c. Breakfast was ready.d. The clouds floated away.

Materials/Kit Needed:Large sheet of chart paperGraphic organizer The Effect of the Sun



Article 7: Match the Picture (taught with “What Caused the Day?” and “Draw a Cause andEffect”)Lexile measure: 410L-600LWord Count: 13


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Look at the picture. Match the picture to what the cause could be.Lesson Plan: N/A

Vocabulary: N/A

Article Assessment Question: N/A




Article 8: Draw a Cause and Effect (taught with “What Caused the Day?” and “Match thePicture”)Lexile measure: 410L-600LWord Count: 19Think of a cause and its effect. Draw the cause in one box and the effect in the other.Lesson Plan: N/A

Vocabulary: N/A

Article Assessment Question: N/A




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Name ___________________________________________________________ Date _____________

Studies Weekly Science - First Grade

Cause and Effect

Week 6 Assessment

Match the effect to its cause.

The dog is heavier.

It is hot.

It is windy.

It is rainy.

It has wings.


Documents

Uni t Sum m ar y: T abl e of C ont ent s : W e e k 6: C au