Light and Sound - Center for Learning in Action
Transcript of Light and Sound - Center for Learning in Action
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LightandSound
PhysicalScience/Grade1
Inthisunit,studentswillexploretheconceptoflightandsound.Infirstgrade,studentsbegintoidentifypatternsandusethisknowledgetopredictfuturepatterns.Theywilllearnthatlightandsoundpassthroughvariousmaterialsindifferentwaysandthatlightandsoundcanbeusedtosendsignalsoveradistance.(AdaptedfromNGSS)
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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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License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)
Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591Thisunitisdownloadableathttp://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn,Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn).
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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
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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?
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[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.
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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.
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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.
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Lesson13:CommunicationDevice:Inthislesson,studentswillworkwithapartnertoconstructacommunicationdeviceusingsoundorlight.StudentswillbeprovidedwithspecificmaterialsandwilluseknowledgefromLessons11and12toconstructtheirowncommunicationdevice.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012
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TieredVocabularyListTier1 Tier2 Tier3SoundLightGuitarWhistleStraightLine
ShadowObjectMaterialForm
Walkie-talkieFlashlight
SenseVolumePitchSourceRedirectMessage
InformationDistance
CommunicateTravel
DemonstrateModelSignalDeviceCreateDesign
VibrationLightbeamOpaque
TranslucentTransparent
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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.
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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
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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.
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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
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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)
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Lesson2:IntroductiontoSoundandVibration
BACKGROUND
OverviewoftheLessonThislessonwillintroducetheconceptsofsoundandvibration.ThislessonwasadaptedfromthePBSlesson“SoundVibration”,itisdesignedtohelpstudentsunderstandthatvibrationsareresponsibleforthesoundswehear.Thislessonwillbeacollaborativeeffortbetweenthesciencefellowsandthestudents,thestudentswillbemimickingthedemonstrationsdonebythesciencefellows.Note:Partsofthislessonshouldbepreparedaheadoftime.Thesepartswillbeindicatedthroughoutthelessonplan.
FocusStandard1-PS4-1.Demonstratethatvibratingmaterialscanmakesoundandthatsoundcanmakematerialsvibrate.[ClarificationStatement:Examplesofvibratingmaterialsthatmakesoundcouldincludetuningforks,astretchedstringorrubberband,andadrumhead.Examplesofhowsoundcanmakematerialsvibratecouldincludeholdingapieceofpapernearaspeakermakingsoundandholdinganobjectnearavibratingtuningfork.]LearningTargets IcancommunicatethatvibrationsmakesoundIcanidentifyrelativepitchandvolumeofvarioussounds
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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
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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.
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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.
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Ifthisactivityistoodifficult,wehaveprovidedpre-madeplastickazoosinthebinsforstudentstouseinsteadoftheplasticstraws**
Thesciencefellowsshouldsetupsixexamplestoshowlowpitch,highpitch,lowvolume,andhighvolume.Playthesoundsfrominstrumentsoracomputerandhavestudentscompletethehighpitch/lowpitch,highvolume/lowvolumeworksheet.Besuretodooneexamplefromtheworksheettogethersothestudentswillknowhowtofillitout.
Finishupthelessonbyfillingoutthe“L”(Learned)sectionoftheKWLchart.
Assessment(s)KWLchart(group)PitchandVolumeworksheet(individual)
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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.
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WIDALanguageObjectives
(DependentontheneedsofyourELLstudents)
TargetedAcademicLanguage/KeyVocabularyTier1:guitar,whistleTier3:vibrate,vibration
RESOURCESANDMATERIALSQuantity Item Source8copies Book:“VibrationsMakeSound” Bin2 Largechartpaper(textfeaturechartandKWLfromLesson1) ClassroomTeacher1 Marker ClassroomTeacher1set Colorimagesofroadsigns Bin1 Worksheet2 Binder**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Showthestudentsimagesofroadsigns.Tellthemthatwhenwedrivetherearesignsthattelluswhatiscomingupahead.Discusstheroadsignsandconnectthistolearningaboutheadings.Tellstudentsthatjustliketheseroadsignscommunicatewhatiscomingnextontheroad,abookhasaspecial“textfeature”toletreadersknowwhattheywillbelearningaboutnextinabook.Tellstudentsthatthisiscalledtheheading.Writeheadingonthetextfeaturechart.
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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.
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StudentswillneedWorksheet2andthebook.Tellstudentstoopentopage16andcompletewritingprompt“Imagineyouareaddinganewpagetothebook,theheadingis‘HowCanYouMakeSound’.Writeasentencethattellsanotherwayyoucanmakesoundthatisnotlistedinthebook.Remindstudentsofwaystheymadesoundswiththeirsciencefellowstohelpwithideas.Thenhavethemdrawapicturetogowiththeirsentence.
LessonClosingTurnandtalkabouttheessentialquestion“Whatmakessound?”.RefertoKWLchartandaddwhatstudentshavelearnedaboutsound.
AssessmentWriteanddrawapictureofawaytomakesoundthatisdifferentfromthoseinthebook-Worksheet2-SeeStep4in“DuringtheLesson”above.
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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)
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WIDALanguageObjectives
(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary
Tier1:soundTier2:sourceTier3:vibration
RESOURCESANDMATERIALSQuantity Item Source
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
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1 Projector ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
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
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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
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PlaythisvideoforthestudentsonBlueManvideoonthumbdrive(alsoathttps://www.youtube.com/watch?v=ekRXkSe0G7M).Askthemaboutwhattheyobserveandhowthevideotiesintowhattheyjustlearnedaboutvibrationsmakingsoundandsoundmakingvibrationsthatmakethingsmove.
Assessment(s)Studentswillrecordtheirstationobservationsintheirsciencejournals:
• Whatdoyousee?• Whatdoyouhear?• Whatismakingthesound?(Thisshouldrefertothevibrationnottheobject)
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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)
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WIDALanguageObjectives(DependentontheneedsofyourELLstudents)
TargetedAcademicLanguage/KeyVocabulary
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
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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.
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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.
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LessonClosing
Givestudentstimetoplaywiththeirinstrumentsandtoplaywitheachother’sinstruments.Havethemmakenoiseandhavethemfeelforthevibrations.
Assessment(s)
• Studentswillusetheirknowledgeofsoundandvibrationtocreatetheirowninstrumentandmakesounds• Studentswilldescribe(orally)howtheirinstrumentmakesasound(i.e.whatisvibratingtomakethesound)
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Lesson6:LightInvestigation
BACKGROUND
OverviewoftheLessonStudentswillobserveandexperimentwithlightusingflashlights,lights,andaprojector.Studentswilllearnthatlightmovesinastraightlineunlessblockedandwhenlightisblockeditwillcreateashadowwhichisdirectlyrelatedtotheshapeoftheobjectblockingthelight. FocusStandard1-PS4-3.Conductaninvestigationtodeterminetheeffectofplacingmaterialsthatallowlighttopassthroughthem,allowonlysomelightthroughthem,blockallthelight,orredirectlightwhenputinthepathofabeamoflight.[ClarificationStatement:Effectscanincludesomeoralllightpassingthrough,creationofashadow,andredirectinglight.Quantitativemeasuresarenotexpected.]LearningTargetsIcanmakeamodeltoshowthatabeamoflightmovesinastraightline.Icanmakeamodeltoshowthatsomematerialcanredirectabeamoflight.Icandemonstratethatwhenabeamoflightisblockeditcreatesashadowthatisdirectlyrelatedtotheshapeoftheobjectcreatingtheshadow.
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Assessment(s)
● Studentswillcomplete“UsingAPeriscope”worksheet(assessesstudents’knowledgeonwhatashadowwilllooklike)● Studentswillcomplete“BlocktheLight”Worksheet(Worksheetscanbepastedintosciencejournalsorusedin
additiontothejournal).● OPTIONAL:Youmayalsoaskstudentstodrawaperson,asun,andtheshadowintheirsciencejournal
WIDALanguageObjectives(DependentontheneedsofyourELLstudents)
TargetedAcademicLanguage/KeyVocabulary
Tier1:light,straight,line,shadowTier2:object,source,redirectTier3:lightbeam
RESOURCESANDMATERIALSQuantity Item Source
1 Book:BearShadowbyFrankAsch Bin1 PlasticBin Bin1 Smallcartonofmilkfromcafeteria ClassroomTeacher12 Smallflashlights-checkbatteriespriortouse Bin
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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.
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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.
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2. Setup:Filltheplasticbin¾fullwithwaterthenaddonecartonofmilk.Giveafewstudentsflashlightstopointintotheplasticbintoseehowthebeamsmoveinastraightline.(thiswillworkbetterclosertothesideoftheplasticbin).Itisencouragedtoletallthestudentshaveachancetoshinethelightthroughtheliquid.
3. Nowleadthestudentsthroughasecondinvestigationtoshowthatlightmovesinastraightlineusing3indexcardswithaholepunchedinthemiddle,clay,andaflashlight.
Note:Thecandleshouldbereplacedwithaflashlight.
4. Itisencouragedtohavethesciencefellowsdemonstratethisactivitybeforesendingthegroupsofftoexperimenton
theirown.Dividethestudentsintogroupsof2-3andgiveeachgroup3indexcardswithholesinthem,aflashlight,andaballofclay.Thestudent’staskistogetthelighttoshinethroughallthreecards.Havestudentsseewhathappens
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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.
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LessonClosing● Uselightoraprojectortoshowstudentssimplehandpuppetsandhavethemplayaroundwiththemandseewhatthey
cancomeupwith!
Assessment(s)● Studentswillcomplete“UsingAPeriscope”worksheet(assessesstudents’knowledgeonwhatashadowwilllooklike)● Studentswillcomplete“BlocktheLight”Worksheet(Worksheetscanbepastedintosciencejournalsorusedin
additiontothejournal).● OPTIONAL:Youmayalsoaskstudentstodrawaperson,asun,andtheshadowintheirsciencejournal
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Lesson7:“PlayingwithLightandShadows”(LiteracyLesson)
TaughtbytheClassroomTeacherBACKGROUNDOverviewoftheLessonThelessonshouldbeintegratedintotheliteracyblockorscienceblock;itshouldbetaughtinsmallreadinggroups.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillbegintoidentifycharacteristicsofnonfictiontext.
FocusStandard1.RI.5Knowandusevarioustextfeatures(e.g.headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.
LearningTargetsIcanusetextfeaturestomakepredictions.Icanwriteacaptionthatfurtherexplainsaphoto.
AssessmentWriteacaptionforthephotoonp.21ofthetext(Worksheet3) TargetedAcademicLanguage/KeyVocabulary
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Tier2:object,shadow,material,formTier3:opaque,translucent,transparent
RESOURCESANDMATERIALSQuantity Item Source8copies Book:“PlayingwithLightandShadows” Bin2 TextfeaturechartandKWLchartfromlesson2 ClassroomTeacher1 Marker ClassroomTeacher1 Worksheet3 Binder1 Activatorphotograph ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Theclassroomteachershouldbringinanotherphotographasyoudidinlesson1.Discussthephotographandwhatadditionalinformationstudentslearnaboutyoufromthephoto.Tellstudents,“Sometimesanauthorwantstomakesureyouunderstandtheinformationthephotoisshowing-andsotheywillwriteawordorsentenceonornearthephotograph,thisiscalledacaption.Add‘caption’tothetextfeaturechart,thephotographandcaption.
DuringtheLesson1. Prediction:Giveeachstudentacopyofthebook“PlayingwithLightandShadows”.Readthetitleandshowthecover
photoandaskthestudents,whatdoyouthinkthisbookisabout?Doyouthinkthisisfictionornonfiction?Reviewthe
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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).
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Lesson8:LightInteractions
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.
WIDALanguageObjectives
Level1-2:Studentswillsortobjectstomatchtheillustratedlabelstransparent,translucent,opaque.Level3-4:StudentswillcompletetheTransparent/Translucent/Opaqueworksheetusinganitemnamewordbank.
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KeyVocabulary
Tier1:lightTier2:source,materialTier3:translucent,transparent,opaque
RESOURCESANDMATERIALSQuantity Item Source
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**
LESSONDETAILSLessonOpening/Activator
Revisitandreviewpreviouslesson.Askstudents:
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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
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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
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Revisitthemasterworksheetontheboardtoseeifyouhaveobjectsinthecorrectcategories,arethereanyitemsthatneedtobemovedtoanewcategory?Discusstheonesthatweren’tcorrect.Howdoweknowtheyneedtobemoved?
Assessment(s)• Studentswillcomplete“JustPassingThrough”worksheet.Askthemtothinkofotheritemsintheclassroomorathome.• Havethemdraworwritethenameoftheobjectstheycanthinkofforeachofthethreecategories.
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Lesson9:LightArtBACKGROUNDOverviewoftheLessonStudentswillusetheknowledgethey’vegainedaboutlightandmaterialsthatblocklighttomakesuncatcherswithtransparent,translucent,andopaquematerials. FocusStandard1-PS4-3.Conductaninvestigationtodeterminetheeffectofplacingmaterialsthatallowlighttopassthroughthem,allowonlysomelightthroughthem,blockallthelight,orredirectlightwhenputinthepathofabeamoflight.[ClarificationStatement:Effectscanincludesomeoralllightpassingthrough,creationofashadow,andredirectinglight.Quantitativemeasuresarenotexpected.]
LearningTarget Icandemonstratethatlightcanpassthroughsomeobjectsandthatsomeobjectswillstoplightcompletely.
AssessmentStudentswillcreateasuncatcherusingtheirknowledgeoflightandmaterialsthatletlightthroughthem.Discussionwitheachstudentduringtheplanningphasewillserveastheassessment.Studentsshouldbeabletoindicatetheplacesintheirdesignwhichwillbetransparent,translucent,andopaqueandexplainwhatthosetermsmean.
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TargetedAcademicLanguage/KeyVocabularyTier1:light,shadowTier2:source,materialTier3:translucent,transparent,opaque
RESOURCESANDMATERIALSQuantity Item Source
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**
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LESSONDETAILSLessonOpening/Activator
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.)
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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.
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Lesson10:“SendingMessageswithLightandSound”(LiteracyLesson)TaughtbytheClassroomTeacher
BACKGROUNDOverviewoftheLessonThelessonshouldbeintegratedintotheliteracyblockorinthescienceblock.Itshouldbetaughtinsmallreadinggroups.Inorderforstudentstodistinguishbetweenfictionandnonfictiontheywillbegintoidentifycharacteristicsofnonfictiontext.
FocusStandard1.RI.5Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.
LearningTargetsIcanidentifyboldfacewords,headings,andcaptionsinaninformationaltext.Icanusetextfeaturestomakepredictions.AssessmentTeachersshoulddevelopquestionstoaskthestudentsafterthey’vereadtheSendingMessagesbooktogaugecomprehensionandunderstanding.
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TargetedAcademicLanguage/KeyVocabularyTier2:message,information,distance
RESOURCESANDMATERIALSQuantity Item Source8copies Book:“SendingMessageswithLightandSound” Bin2 Largechartpaper(textfeaturechartandKWLfromlesson2) ClassroomTeacher1 Marker ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Askforavolunteer.Tellthestudentthatwhentheyhearonebellring(orhandclapifyoudon’thaveabell)theyshouldjump,iftheyhear2bellsringtheyshouldhopononefootcontinuously.Ringthebellwitheitheroneortworings.Playwiththisideaafewtimes.Tellstudentsthatyouwereusingthebellorasoundtosendasignal.We’vediscoveredmanythingsaboutlightandsound.Nowwewillbelearningabouthowweuselightandsoundtosendmessagesorsignals.
DuringtheLesson1. Prediction:Giveeachstudentacopyofthebook“SendingMessageswithLightandSound”.Readthetitleandshowthe
coverphoto.Askstudents,whatdoyouthinkthisbookisabout?Doyouthinkthisisfictionornonfiction?Reviewthe
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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.
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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.]
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LearningTargets Icancreateadevicethatusesvibrationtotransmitamessagetotheirpartner.Icanexplainthepathorvibrationusedintheircommunicationdevice.
Assessment(s)• Teachershouldhavestudentswriteabouttheirfindingsintheirjournals.Drawapictureofyourdeviceandwordsto
describehowitworks.• StudentsshouldeachbegivenacopyoftheWalkie-Talkieworksheetandinstructedtocutupthepicturesandplace
theminthecorrectorder.(Ifstudentshavetroublecutting,thisstepcanbedoneaheadoftime.) TargetedAcademicLanguage/KeyVocabulary
Tier1:walkie-talkie,Tier2:communicate,vibration,message,travel,source
RESOURCESANDMATERIALSQuantity Item Source
1 Ballofyarn Bin2 Waxcoatedpapercupsperstudentpair Bin1 Scissors ClassroomTeacher1 Crayonsormarkerstodecorate“walkietalkies” ClassroomTeacher1/child WalkieTalkieworksheet Binder**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening/Activator
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.
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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.)
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Lesson12:SendingMessages:Light
BACKGROUND
OverviewoftheLessonStudentswillbuildupontheirknowledgethatlighttravelsinabeamandgiveexamplesofhowweuselighttosendsignals(lighthouse,streetlights).Studentswilluseaspecificlightsourcetosendsignals.FocusStandard1-PS4-4.Usetoolsandmaterialstodesignandbuildadevicethatuseslightorsoundtosendasignaloveradistance.*[ClarificationStatement:Examplesofdevicescouldincludealightsourcetosendsignals,papercupandstring“telephones,”andapatternofdrumbeats.Technologicaldetailsforhowcommunicationdevicesworkarenotexpected.]
LearningTarget Icancommunicateamessageusingjustalightsource.
Assessment(s)• Studentswillmoveinthecorrectdirectionwhensignaledwiththeflashlight• Studentsciencejournalentriesthroughoutthelesson
WIDALanguageObjectives
(DependentontheneedsofyourELLstudents)
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TargetedAcademicLanguage/KeyVocabularyTier1:flashlightTier2:Communicate,demonstrate,message
RESOURCESANDMATERIALSQuantity Item Source
12 Smallflashlights Bin1/child Sciencejournal ClassroomTeacher1pack Tissuepaper(needstohavered,yellow,andgreenpiecesinthepack) Bin
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Beginthelessonbyreviewinghowvibrationandsoundcanbeusedtocommunicateamessage.Besuretoemphasizethateverythingtheyhavebeenlearningaboutlight,sound,andhowtheytravelareallreallystartingtoconnect.
DuringtheLessonThislessonisadaptedfrom“FirstGradeNextGenerationScienceStandards”
1. Dividestudentsintogroupsofthreeandgiveeachgroupaflashlight.
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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).
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LessonClosing
Reviewthatlightscansendmessages/signalsinmanywaysusingcolor,frequency(amountoftimesitblinks),etc.Askthestudentstowritethreeexamplesoflightsourceswhichsendmessagesintheirsciencejournals.Remindstudentsthatlightscansendamessageoveralongorshortdistanceandthatlighttravelsinastraightline(using“signalingaroundthecorner”asanexample).
Assessment(s)
• Studentswillmoveinthecorrectdirectionwhensignaledwiththeflashlight• Studentsciencejournalentriesthroughoutthelesson
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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.]
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1-PS4-4.Usetoolsandmaterialstodesignandbuildadevicethatuseslightorsoundtosendasignaloveradistance.*[ClarificationStatement:Examplesofdevicescouldincludealightsourcetosendsignals,papercupandstring“telephones,”andapatternofdrumbeats.Technologicaldetailsforhowcommunicationdevicesworkarenotexpected.]LearningTargetsIcandesignandconstructadevicethatwillcreatelightorsound.Icanproduceamessageusinglightorsound.
Assessment(s)• CEPAworkproductsscoredagainstCEPArubric• Lesson13worksheet
WIDALanguageObjectives
(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary
Tier2:model,message,signal,device,create,design
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RESOURCESANDMATERIALSQuantity Item Source
1 LargeBoxofPopsicleSticks BinLargebag Assortedmaterials Bin12 Safetymirrors Bin1 PaperandPencil ClassroomTeacher5 Rollsoftape(anykind,themorethebetter) Bin50 Sheetsofcoloredconstructionpaper Bin10 Flashlights BinAssorted Classroommaterialssuitableforproject ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Beginwithaclassdiscussionremindingthestudentswhattheydidinthelasttwolessons(buildingawalkietalkieandcreatinglightsignalswithaflashlight).Now,theygettobemorecreativeandwillgettobuildtheirowndevice/tool/modelwhichsendsamessageoveradistanceusinglightand/orsound.ExplainthetaskanddiscusstheSOSsignal,demonstratingitwithclappingandtheon/offofaflashlight.Thenshowthestudentsthematerialstheywillbeusingtobuildtheirowndevice,sothattheyknowwhattheyhavetobuildwith.Explainthattheycannotturntheflashlightonanofftomaketheirsignal.Theymustleaveitonasalight
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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● Somethingscanblocklightbeamseithercompletely(creatingashadow)orpartially(lettingonlyalittlelightthrough)
● Somethingscanbendalightbeam● Wecanuselightandsoundtocommunicateacrossdistances
Assessment(s)
• CEPAworkproductsscoredagainstCEPArubric• Lesson13worksheet
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Lesson8:LightInteractions
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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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