Light and Sound - Center for Learning in Action

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This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 1 of 90 Light and Sound Physical Science/Grade 1 In this unit, students will explore the concept of light and sound. In first grade, students begin to identify patterns and use this knowledge to predict future patterns. They will learn that light and sound pass through various materials in different ways and that light and sound can be used to send signals over a distance. (Adapted from NGSS)

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

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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

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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

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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

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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

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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

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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

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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