Try It Out! Measuring Up
Transcript of Try It Out! Measuring Up
Try It Out! Sample Pack | Science | Grade 4 | Lesson 1
Measuring Up to the IL Standards
The Try It Out! sample pack features:
• 1 full student lesson with complete Teacher Edition lesson• 1 full Table of Contents for your grade level• Correlation to your state standards
Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.
Standards-based lessons featureintroductions that set students up for success with:
aVocabulary in Action
aRelevant real-world connections
aClearly identified learning goals
aConnections to prior learning
Guided Instruction and IndependentLearning strengthen learning with:
aDeep thinking prompts
aCollaborative learning
aSelf-evaluation
aDemonstration of problem-solving logic
aApplication of higher-order thinking
Flexible design meets the needs ofwhole- or small-group instruction.Use for:
aIntroducing standards
aReinforcement or standards review
aIntervention
aRemediation
aTest Preparation
Extend learning with online digital resources!Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment andpractice. Meet the needs of all students for standards mastery with resources that pinpoint student needs with customized practice.
MasteryEducation.com | 800-822-1080 | Fax: 201-712-0045
[ 1 ]Unit 1 | Structure, Function, and Information Processing | masteryeducation.comCopying is prohibited.
WORDS TO KNOW
light ray
visible light
refl ection
Lesson 1 HOW DO WE SEE OBJECTS?
THE BIG IDEA● We see an object when light refl ects off it and enters our eyes.
WHAT I NEED TO KNOWEarly scientists thought the human eye sent out light rays to objects, allowing us to see things. Later, they realized that a source such as the sun sends out light, and our eyes receive the light.
The human eye sees the many colors of visible light, a type of electromagnetic wave. Humans are not able to see other types of electromagnetic waves, such as radio waves or heat, but some animals can.
You can see the light from the sun, from a fl ashlight, or from any other light source. How do you see objects that do not make their own light? First, light travels in a straight line from a source. Second, the light hits an object. You can see objects because light waves bounce, or refl ect, off them. This is called refl ection. Next, the refl ected light travels in a straight line from the object to your eye. You can see the object because it refl ects light.
THINK ABOUT ITImagine you are looking for something in a closet. Can you fi nd it with the lights off ? Can you fi nd it with your eyes closed? Can you see it behind the clothes or in a box? What helps you see what you are looking for?
9781640900981_NGSS_Sci_G4_SE_int.indb 19781640900981_NGSS_Sci_G4_SE_int.indb 1 8/31/2017 1:45:26 PM8/31/2017 1:45:26 PM
[ 2 ] masteryeducation.com | Science | Level D Copying is prohibited.
Lesson 1 HOW DO WE SEE OBJECTS?
The eye has special cells that can sense diff erent colors of light. The eye sends this information to the brain, allowing you to see.
Light cannot reach your eyes if they are closed, or if something is blocking the light. If there is low light, you see things diff erently. If there is no light, you cannot see at all.
How do we see objects in a mirror? Because light travels in straight lines, the light strikes the mirror at an angle and refl ects off of it at the same angle. This is why what you see in a mirror depends upon where you stand.
The person can see the vase (bottom image) but not the table (top image).
TURN AND TALKTalk about mirrors and what you have noticed in your experience with them. Have you ever held a mirror and used it to look around a corner? If your hair is parted on the left, why does it look like it is parted on the right when you look at yourself in a mirror? Where do objects that refl ect in a mirror appear to be in relation to where they really are?
9781640900981_NGSS_Sci_G4_SE_int.indb 29781640900981_NGSS_Sci_G4_SE_int.indb 2 8/31/2017 1:46:31 PM8/31/2017 1:46:31 PM
[ 3 ]Unit 1 | Structure, Function, and Information Processing | masteryeducation.comCopying is prohibited.
HOW DO WE SEE OBJECTS? Lesson 1
WHAT I HAVE LEARNED1. How are we able to see objects?
Ⓐ When the objects absorb light rays
Ⓑ When light rays are refl ected into our eyes
Ⓒ When light rays come from our eyes
Ⓓ When we can feel light rays
This is a model of a brightly lit offi ce with two walls, a mirror, and fl owers. Use this model to answer questions 2 and 3.
2. Who can see the red fl ower without using the mirror?
Ⓐ Person 1
Ⓑ Person 2
Ⓒ Person 3
Ⓓ No one
3. Who can see the red fl ower in the mirror?
Ⓐ Person 1
Ⓑ Person 2
Ⓒ Person 3
Ⓓ No one
SKETCH ITSketch the diagram and then use arrows to show how the light rays refl ect from the fl ower toward each of the three people’s eyes. Remember that light travels in a straight line and cannot pass through walls!
3.
9781640900981_NGSS_Sci_G4_SE_int.indb 39781640900981_NGSS_Sci_G4_SE_int.indb 3 8/31/2017 1:46:34 PM8/31/2017 1:46:34 PM
[ 4 ] masteryeducation.com | Science | Level D Copying is prohibited.
Lesson 1 HOW DO WE SEE OBJECTS?
4. In this model, what is the source of light and what is the object the boy sees?
Ⓐ The source of light is the eyes, and the object is the robot.
Ⓑ The source of light is the fl ashlight, and the object is the eyes.
Ⓒ The source of light is the robot, and the object is the fl ashlight.
Ⓓ The source of light is the fl ashlight, and the object is the robot.
5. In this model, the dashed gray line shows the line of symmetry for the refl ection of the blue fl ower.
Which statement is true?
Ⓐ Angle y is acute, so the person can see the blue fl ower.
Ⓑ Angle x � angle y � 120° and is obtuse. The person cannot see the blue fl ower.
Ⓒ Angle x � angle y � 90° and is a right angle. The person can see the blue fl ower.
Ⓓ We cannot tell what angle y is, so we do not know if the person can see the blue fl ower.
HINT, HINTRemember that an acute angle is less than 90° and an obtuse angle is greater than 90°. Also remember that when you fold a picture along a line of symmetry, the two sides match. Does this help you fi gure out the number of degrees in angle y?
9781640900981_NGSS_Sci_G4_SE_int.indb 49781640900981_NGSS_Sci_G4_SE_int.indb 4 8/31/2017 1:46:35 PM8/31/2017 1:46:35 PM
[ 5 ]Unit 1 | Structure, Function, and Information Processing | masteryeducation.comCopying is prohibited.
HOW DO WE SEE OBJECTS? Lesson 1
6. A periscope uses two mirrors to allow sailors to see what is on the surface of the ocean even when a submarine is underwater. Which picture correctly shows how light travels to allow the sailor to see the ship?
Ⓐ
Ⓑ
Ⓒ
Ⓓ
6.
9781640900981_NGSS_Sci_G4_SE_int.indb 59781640900981_NGSS_Sci_G4_SE_int.indb 5 8/31/2017 1:46:38 PM8/31/2017 1:46:38 PM
MasteryEducation.com | 800-822-1080 | Fax: 201-712-0045
ANNOTATED
TEACHER EDITION
[ ii ]
Letter to Students vi
Letter to Parents and Families vii
What You’ll See in Measuring Up to the Next Generation Science Standards viii
Unit 1 Structure, Function, and Information Processing
NGSS LESSON4-PS4-2 1. How Do We See Objects? 1
4-LS1-1 2. How Are Plants Able to Grow, Survive, and Reproduce? 6
4-LS1-1 3. How Are Animals Able to Grow, Survive, and Reproduce? 12
4-LS1-2 4. Why Do Animals Behave the Way They Do? 17
3-5-ETS1-1, 4-LS1-2 Unit 1 Information Processing Lab Investigation 21
Unit 1 Building Stamina 25
Introduction
CONTENTS
NGSS_Gr4_SE_FM2_TOC.indd iiNGSS_Gr4_SE_FM2_TOC.indd ii 9/12/2017 4:48:20 PM9/12/2017 4:48:20 PM
[ iii ]
Unit 2 Transferring Energy and Information
Unit 3 Energy and Collisions
NGSS
NGSS
LESSON
LESSON
4-PS3-2 5. What Is Energy and How Does It Move from Place to Place? 33
4-PS3-2 6. How Do Sound, Light, and Heat Transfer Energy? 37
4-PS3-2 7. How Does an Electric Current Transfer Energy? 40
4-PS3-4 8. How Are Electric Currents Transformed into Usable Energy? 44
4-PS3-4 9. How Does Stored Energy Become Usable Energy? 48
4-PS4-3 10. How Does Information Get from Place to Place? 51
3-5ETS1-1, 4-PS3-2 Unit 2 Transferring Energy Lab Investigation 55
Unit 2 Building Stamina 58
4-PS3-1 11. How Does an Object’s Speed Compare to Its Energy? 64
4-PS3-3 12. What Happens to an Object’s Energy When It Hits Another Object? 68
4-PS3-3 13. What Makes the Sounds We Hear When Objects Collide? 71
3-5-ETS1-3, 4-PS3-3 Unit 3 Collisions Lab Investigation 75
Unit 3 Building Stamina 79
NGSS_Gr4_SE_FM2_TOC.indd iiiNGSS_Gr4_SE_FM2_TOC.indd iii 9/12/2017 4:48:49 PM9/12/2017 4:48:49 PM
[ iv ]
Unit 4 Earth’s Landscape
Unit 5 Earth and Humans
NGSS
NGSS
LESSON
LESSON
4-PS4-1 14. How Do Waves Make Objects Move? 85
4-ESS1-1 15. Why Does Earth’s Landscape Change Over Time? 89
4-ESS1-1 16. What Can Fossils Tell Us About Earth’s Landscape? 93
4-ESS2-1 17. How Do Earth’s Materials Move Around? 96
4-ESS2-2 18. What Do We Know About the Location of Earth’s Features? 100
3-5-ETS1-2, 4-ESS2-1 Unit 4 Landscape Lab Investigation 104
Unit 4 Building Stamina 107
4-ESS3-1 19. What Eff ects Do Natural Resources Have on Earth? 113
4-ESS3-2 20. How Do Earth’s Natural Processes Impact Humans? 117
3-5-ETS1-2, 4-ESS3-1, 4-ESS3-2
Unit 5 Earthquake Lab Investigation 121
Unit 5 Building Stamina 125
CONTENTS
NGSS_Gr4_SE_FM2_TOC.indd ivNGSS_Gr4_SE_FM2_TOC.indd iv 9/12/2017 4:48:51 PM9/12/2017 4:48:51 PM
[ v ]
References Acknowledgments 131
Correlation to the Next Generation Science Standards 132
Glossary 135
Graphic Organizers 137
9781640900981_NGSS_Sci_G4_SE_int.indb v9781640900981_NGSS_Sci_G4_SE_int.indb v 8/31/2017 1:40:59 PM8/31/2017 1:40:59 PM
[ 132 ] masteryeducation.com | Science | Level D
CORRELATIONS
[ 132 ] d i || SS i || LL ll DD
Correlation to the Next Generation Science Standards
This worktext is customized to the Next Generation Science Standards.
NGSS Grade 4 Standards Lessons
Disciplinary Core Idea 4-PS3: Energy
4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.Assessment Boundaries: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative defi nition of energy.
11
4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.Assessment Boundaries: Assessment does not include quantitative measurements of energy.
5, 6, 7,Unit 2 Lab
Investigation
4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.Clarifi cation Statements: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.Assessment Boundaries: Assessment does not include quantitative measurements of energy.
12, 13, Unit 3 Lab Investigation
4-PS3-4 Apply scientifi c ideas to design, test, and refi ne a device that converts energy from one form to another.Clarifi cation Statements: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.Assessment Boundaries: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.
8, 9
Disciplinary Core Idea 4-PS4: Waves and their Applications in Technologies for Information Transfer
4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.Clarifi cation Statements: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.Assessment Boundaries: Assessment does not include interference eff ects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.
14
4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.Assessment Boundaries: Assessment does not include knowledge of specifi c colors refl ected and seen, the cellular mechanisms of vision, or how the retina works.
1
4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.Clarifi cation Statements: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.
10
NGSS_Gr4_SE_BM1_Correlation.indd 132NGSS_Gr4_SE_BM1_Correlation.indd 132 9/12/2017 4:53:28 PM9/12/2017 4:53:28 PM
[ 133 ]Correlation to the Next Generation Science Standards | masteryeducation.com [ 133 ]CC ll i hh NN GG i SS i SS dd dd || d i
NGSS Grade 4 Standards Lessons
Disciplinary Core Idea 4-LS1: From Molecules to Organisms: Structures and Processes
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.Clarifi cation Statements: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.Assessment Boundaries: Assessment is limited to macroscopic structures within plant and animal systems.
2, 3
4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.Clarifi cation Statements: Emphasis is on systems of information transfer.Assessment Boundaries: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.
4, Unit 1 Lab Investigation
Disciplinary Core Idea 4-ESS1: Earth’s Place in the Universe
4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.Clarifi cation Statements: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; tilted rock layers indicate past crustal movement; glacial scratches on rock formations indicating glacier movement; and, a canyon with diff erent rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.Assessment Boundaries: Assessment does not include specifi c knowledge of the mechanism of rock formation or memorization of specifi c rock formations and layers. Assessment is limited to relative time.
15, 16
Disciplinary Core Idea 4-ESS2: Earth’s Systems
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.Clarifi cation Statements: Examples of variables to test could include angle of slope in the downhill movement of water and/or loose Earth materials due to gravity, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water fl ow.Assessment Boundaries: Assessment is limited to a single form of weathering or erosion.
17, Unit 4 Lab Investigation
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features.Clarifi cation Statements: Maps can include topographic maps of Earth’s land and ocean fl oor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.
18
Disciplinary Core Idea 4-ESS3: Earth and Human Activity
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses aff ect the environment.Clarifi cation Statements: Examples of renewable energy resources could include wind, water behind dams, and sunlight; nonrenewable energy resources are fossil fuels and fi ssile materials. Examples of environmental eff ects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.
19, Unit 5 Lab Investigation
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.Clarifi cation Statements: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.Assessment Boundaries: Assessment is limited to earthquakes, fl oods, tsunamis, and volcanic eruptions.
20, Unit 5 Lab Investigation
NGSS_Gr4_SE_BM1_Correlation.indd 133NGSS_Gr4_SE_BM1_Correlation.indd 133 9/12/2017 4:53:35 PM9/12/2017 4:53:35 PM
[ 134 ] masteryeducation.com | Science | Level D
CORRELATIONS
[ 134 ] d i || SS i || LL ll DD
NGSS Grade 4 Standards Lessons
Disciplinary Core Idea 3-5-ETS1: Engineering Design
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Unit 1 Lab Investigation,Unit 2 Lab
Investigation
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Unit 4 Lab Investigation,Unit 5 Lab
Investigation
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Unit 3 Lab Investigation
NGSS_Gr4_SE_BM1_Correlation.indd 134NGSS_Gr4_SE_BM1_Correlation.indd 134 9/12/2017 4:53:39 PM9/12/2017 4:53:39 PM
[ 1 ]Unit 1 | Structure, Function, and Information Processing | masteryeducation.comCopying is prohibited.
[ 1 ]
Uni
t 1
| S
truc
ture
, Fun
ctio
n, a
nd In
form
atio
n Pr
oces
sing
| m
aste
ryed
ucat
ion.
com
Cop
ying
is p
rohi
bite
d.
WO
RD
S TO
KN
OW
light
ray
visi
ble
light
refl e
ctio
n
Less
on 1
H
OW
DO
WE
SEE
OBJ
ECT
S?
THE
BIG
IDEA
● W
e se
e an
obj
ect w
hen
light
refl
ect
s off
it a
nd e
nter
s ou
r ey
es.
WH
AT I
NEE
D T
O K
NO
WEa
rly
scie
ntis
ts th
ough
t the
hum
an e
ye s
ent o
ut li
ght
rays
to o
bjec
ts,
allo
win
g us
to s
ee th
ings
. Lat
er, t
hey
real
ized
that
a s
ourc
e su
ch a
s th
e su
n se
nds
out l
ight
, and
our
eye
s re
ceiv
e th
e lig
ht.
The
hum
an e
ye s
ees
the
man
y co
lors
of
visi
ble
light
, a t
ype
of
elec
trom
agne
tic w
ave.
Hum
ans
are
not a
ble
to s
ee o
ther
typ
es o
f el
ectr
omag
netic
wav
es, s
uch
as r
adio
wav
es o
r he
at, b
ut s
ome
anim
als
can.
You
can
see
the
light
from
the
sun,
from
a fl
ashl
ight
, or
from
any
oth
er
light
sou
rce.
How
do
you
see
obje
cts
that
do
not m
ake
thei
r ow
n lig
ht?
Firs
t, lig
ht tr
avel
s in
a s
trai
ght l
ine
from
a s
ourc
e. S
econ
d, th
e lig
ht h
its
an o
bjec
t. Yo
u ca
n se
e ob
ject
s be
caus
e lig
ht w
aves
bou
nce,
or
refl e
ct,
off t
hem
. Thi
s is
cal
led
refl e
ctio
n. N
ext,
the
refl e
cted
ligh
t tra
vels
in a
st
raig
ht li
ne fr
om th
e ob
ject
to y
our
eye.
You
can
see
the
obje
ct b
ecau
se
it re
fl ect
s lig
ht.
TH
INK
ABO
UT
ITIm
agin
e yo
u ar
e lo
okin
g fo
r so
met
hing
in a
clo
set.
Can
you
fi nd
it
with
the
ligh
ts o
ff ? C
an y
ou fi
nd
it w
ith y
our
eyes
clo
sed?
Can
you
se
e it
behi
nd t
he c
loth
es o
r in
a
box?
Wha
t hel
ps y
ou s
ee w
hat y
ou
are
look
ing
for?
No
tes
9781640901018_NGSS_Gr4_TE.indb 19781640901018_NGSS_Gr4_TE.indb 1 7/13/2018 8:26:02 AM7/13/2018 8:26:02 AM
[ 2 ] masteryeducation.com | Science | Level D Copying is prohibited.
[ 3 ]
Uni
t 1
| S
truc
ture
, Fun
ctio
n, a
nd In
form
atio
n Pr
oces
sing
| m
aste
ryed
ucat
ion.
com
Cop
ying
is p
rohi
bite
d.
HO
W D
O W
E SE
E O
BJE
CT
S?
Less
on 1
WH
AT I
HAV
E LE
ARN
ED1.
How
are
we
able
to
see
obje
cts?
Ⓐ
Whe
n th
e ob
ject
s ab
sorb
ligh
t ray
s
Ⓑ
Whe
n lig
ht r
ays
are
refl e
cted
into
our
eye
s
Ⓒ
Whe
n lig
ht r
ays
com
e fr
om o
ur e
yes
Ⓓ
Whe
n w
e ca
n fe
el li
ght r
ays
[DO
K 1
]
Thi
s is
a m
odel
of a
bri
ghtly
lit
offi c
e w
ith t
wo
wal
ls, a
mir
ror,
and
fl ow
ers.
Use
thi
s m
odel
to
answ
er q
uest
ions
2 a
nd 3
.
2. W
ho c
an s
ee t
he r
ed fl
ower
with
out
usin
g th
e m
irro
r?
Ⓐ
Pers
on 1
Ⓑ
Pers
on 2
Ⓒ
Pers
on 3
Ⓓ
No
one
[DO
K 2
]
3. W
ho c
an s
ee t
he r
ed fl
ower
in t
he m
irro
r?
Ⓐ
Pers
on 1
Ⓑ
Pers
on 2
Ⓒ
Pers
on 3
Ⓓ
No
one
[DO
K 3
]
Ⓑ
SK
ETC
H IT
Sket
ch t
he d
iagr
am a
nd t
hen
use
arro
ws
to s
how
how
the
ligh
t ray
s re
fl ect
from
the
fl ow
er t
owar
d ea
ch o
f the
thr
ee p
eopl
e’s
eyes
. R
emem
ber
that
ligh
t tra
vels
in
a st
raig
ht li
ne a
nd c
anno
t pas
s th
roug
h w
alls
!
Ⓐ
3.
Ⓑ
[ 2 ]
mas
tery
educ
atio
n.co
m |
Sci
ence
| L
evel
DC
opyi
ng is
pro
hibi
ted.
Less
on 1
H
OW
DO
WE
SEE
OB
JEC
TS? T
he e
ye h
as s
peci
al c
ells
that
can
sen
se d
iff er
ent c
olor
s of
ligh
t. T
he e
ye
send
s th
is in
form
atio
n to
the
brai
n, a
llow
ing
you
to s
ee.
Ligh
t can
not r
each
you
r ey
es if
they
are
clo
sed,
or
if so
met
hing
is
bloc
king
the
light
. If
ther
e is
low
ligh
t, yo
u se
e th
ings
diff
eren
tly. I
f th
ere
is n
o lig
ht, y
ou c
anno
t see
at a
ll.
How
do
we
see
obje
cts
in a
mir
ror?
Bec
ause
ligh
t tra
vels
in s
trai
ght
lines
, the
ligh
t str
ikes
the
mir
ror
at a
n an
gle
and
refl e
cts
off o
f it
at th
e sa
me
angl
e. T
his
is w
hy w
hat y
ou s
ee in
a m
irro
r de
pend
s up
on w
here
yo
u st
and.
The
per
son
can
see
the
vase
(bot
tom
imag
e) b
ut n
ot th
e ta
ble
(top
imag
e).
TU
RN
AN
D T
ALK
Talk
abo
ut m
irro
rs a
nd w
hat y
ou
have
not
iced
in y
our
expe
rien
ce
with
the
m. H
ave
you
ever
hel
d a
mir
ror
and
used
it t
o lo
ok a
roun
d a
corn
er? I
f you
r ha
ir is
par
ted
on
the
left
, why
doe
s it
look
like
it is
pa
rted
on
the
righ
t whe
n yo
u lo
ok
at y
ours
elf i
n a
mir
ror?
Whe
re
do o
bjec
ts t
hat r
efl e
ct in
a m
irro
r ap
pear
to
be in
rel
atio
n to
whe
re
they
rea
lly a
re?
9781640901018_NGSS_Gr4_TE.indb 29781640901018_NGSS_Gr4_TE.indb 2 7/13/2018 8:26:14 AM7/13/2018 8:26:14 AM
[ 3 ]Unit 1 | Structure, Function, and Information Processing | masteryeducation.comCopying is prohibited.
[ 5 ]
Uni
t 1
| S
truc
ture
, Fun
ctio
n, a
nd In
form
atio
n Pr
oces
sing
| m
aste
ryed
ucat
ion.
com
Cop
ying
is p
rohi
bite
d.
HO
W D
O W
E SE
E O
BJE
CT
S?
Less
on 1
6. A
per
isco
pe u
ses
two
mir
rors
to
allo
w s
ailo
rs t
o se
e w
hat
is o
n th
e su
rfac
e of
the
oce
an e
ven
whe
n a
subm
arin
e is
und
erw
ater
. W
hich
pic
ture
cor
rect
ly s
how
s ho
w li
ght
trav
els
to a
llow
the
sai
lor
to s
ee t
he s
hip?
Ⓐ
Ⓑ
Ⓒ
Ⓓ
[DO
K 3
]
6.
Ⓒ
[ 4 ]
mas
tery
educ
atio
n.co
m |
Sci
ence
| L
evel
DC
opyi
ng is
pro
hibi
ted.
Less
on 1
H
OW
DO
WE
SEE
OB
JEC
TS? 4.
In
this
mod
el, w
hat
is t
he s
ourc
e of
ligh
t an
d w
hat
is t
he o
bjec
t th
e bo
y se
es?
Ⓐ
The
sou
rce
of li
ght i
s th
e ey
es, a
nd th
e ob
ject
is th
e ro
bot.
Ⓑ
The
sou
rce
of li
ght i
s th
e fl a
shlig
ht, a
nd th
e ob
ject
is th
e ey
es.
Ⓒ
The
sou
rce
of li
ght i
s th
e ro
bot,
and
the
obje
ct is
the
fl ash
light
.
Ⓓ
The
sou
rce
of li
ght i
s th
e fl a
shlig
ht, a
nd th
e ob
ject
is th
e ro
bot.
[DO
K 2
]
5. I
n th
is m
odel
, the
das
hed
gray
line
sho
ws
the
line
of s
ymm
etry
for
the
refl e
ctio
n of
the
blu
e fl o
wer
.
W
hich
sta
tem
ent
is t
rue?
Ⓐ
Ang
le y
is a
cute
, so
the
pers
on c
an s
ee th
e bl
ue fl
ower
.
Ⓑ
Ang
le x
� a
ngle
y �
120
° an
d is
obt
use.
The
per
son
cann
ot
see
the
blue
fl ow
er.
Ⓒ
Ang
le x
� a
ngle
y �
90°
and
is a
rig
ht a
ngle
. The
per
son
can
see
the
blue
fl ow
er.
Ⓓ
We
cann
ot te
ll w
hat a
ngle
y is
, so
we
do n
ot k
now
if th
e pe
rson
can
see
the
blue
fl ow
er.
[D
OK
2]
Ⓓ Ⓑ
HIN
T, H
INT
Rem
embe
r th
at a
n ac
ute
angl
e is
less
tha
n 90
° an
d an
obt
use
angl
e is
gre
ater
tha
n 90
°. A
lso
rem
embe
r th
at w
hen
you
fold
a
pict
ure
alon
g a
line
of s
ymm
etry
, th
e tw
o si
des
mat
ch. D
oes
this
he
lp y
ou fi
gure
out
the
num
ber
of
degr
ees
in a
ngle
y?
9781640901018_NGSS_Gr4_TE.indb 39781640901018_NGSS_Gr4_TE.indb 3 7/13/2018 8:26:15 AM7/13/2018 8:26:15 AM
[ 4 ] masteryeducation.com | Science | Level D Copying is prohibited.
Lesson 1 HOW DO WE SEE OBJECTS?
TEACHER NOTESSTANDARDS 4-PS4-2
Performance Expectation
Develop a model to describe that light refl ecting from objects and entering the eye allows us to see objects.
Disciplinary Core Idea
PS4.B: Electromagnetic Radiation - An object can be seen when light refl ected from its surface enters the eyes.
Science and Engineering Practices
Developing and Using Models - Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
● Develop a model to describe phenomena.
Cross Cutting Concepts Cause and Eff ect
Cause and eff ect relationships are routinely identifi ed.
Prerequisite Knowledge & Standards
PS4.B: Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light. (1-PS4-2)
Some materials allow light to pass through them, others allow only some light through, and still others block all light and create dark shadows on any surface beyond them where the light cannot reach. Mirrors can redirect light beams. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (1-PS4-3)
PS4.C: Information Technologies and Instrumentation People also use a variety of devices to communicate (send and receive information) over long distances. (1-PS4-4)
Math Connection
MP.4 Model with mathematics. (4-PS4-2)
4.G.A.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional fi gures. (4-PS4-2).
9781640901018_NGSS_Gr4_TE.indb 49781640901018_NGSS_Gr4_TE.indb 4 7/13/2018 8:26:16 AM7/13/2018 8:26:16 AM
[ 5 ]Unit 1 | Structure, Function, and Information Processing | masteryeducation.comCopying is prohibited.
HOW DO WE SEE OBJECTS? Lesson 1
TEACHER NOTESELA Connection
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-PS4-2).
Misconceptions
● Light only refl ects from shiny surfaces. (2)
● Objects cannot absorb and refl ect light, they must do one or the other. (3)
● The eye and the brain are not connected. (2)
TIPS FOR THE STRUGGLING LEARNER• For learners who struggle with understanding the path of light, create hands-on experiences.
Student groups will need mirrors, fl ashlights, masking or painter’s tape, paper, and pencils. First, set up stations with perpendicular lines marked out from the wall with tape. One student in each group holds the mirror against the wall above the tape while the other two test conditions under which they can see each other in the mirror. Second, dim the lights and have students use mirrors and fl ashlights, tracing the center of each light beam to and from the mirror and the mirror itself. They can they draw a line perpendicular to the mirror and compare the two angles.
TIPS FOR THE ENGLISH LANGUAGE LEARNER• For English language learners, hands-on experiences will help students connect concepts with
vocabulary. (See the activities for struggling learners.) Also, have students create index cards with vocabulary on one side and information on the other that helps them remember the terms (e.g., translations from their fi rst language, related words, defi nitions, sentences, and diagrams). Then have students hold up their cards to answer questions during lecture and discussion. Terms might include ray, source, visible light, refl ect, refl ection, angle, and symmetry.
ACTIVITIES FOR THE ADVANCED LEARNER• Learners who need a challenge can explore curved mirrors (both concave and convex), draw
diagrams of how light refl ects off such surfaces, and explore their uses (e.g., concave mirrors are used in solar ovens, satellites, and telescopes; convex mirrors are used for telescopes and in security mirrors, such as at tight corners to avoid collisions).
9781640901018_NGSS_Gr4_TE.indb 59781640901018_NGSS_Gr4_TE.indb 5 7/13/2018 8:26:18 AM7/13/2018 8:26:18 AM