1st grade science: light & sound - ms. claudia shapiro · 2018. 4. 12. · 8. day 8: light - camera...

1st Grade Science: Light & Sound

Claudia Shapiro Spring 2018

Introduction

This is a 1st grade science unit that focuses on sound and light. Throughout the

unit, students will participate in a variety of hands-on, interactive activities that cross

multiple subjects including English language arts, math, visual and performing arts,

music, and mindfulness. Ultimately, students will understand the following concepts:

vibrating materials make sound and sound creates vibrations; objects can only be seen

when illuminated; and light behaves differently when various objects are placed in the

path of light. Activities include striking a sound bowl; placing a tuning fork in a bowl of

water; making cup phones and musical instruments such as kazoos, pan flutes, and

guitars; investigating how light behaves with transparent, translucent, opaque, and

reflective materials; crafting stained glass windows; measuring shadows; and sharing

stories with shadow puppets. The unit concludes with a field trip to the Exploratorium

in San Francisco.

Throughout the unit, various Multiple Intelligence and GLAD strategies are

incorporated, and Bloom’s Taxonomy is utilized to meet the needs of all students.

Activities touch on the verbal/linguistic, logical/mathematical, visual/spatial, musical/

rhythmic, bodily/kinesthetic, and interpersonal multiple intelligences. Inquiry charts and

chants/songs are two GLAD strategies used during the unit, and language from each of

Bloom’s Taxonomy categories is employed.

� of �1 4

Students are asked to create or construct (Bloom’s "Create") cup phones,

musical instruments, stained glass windows, and shadow puppets; investigate,

compare, and explain (Bloom’s "Analyze") how sound and light work; describe, draw, or

write (Bloom’s "Remember") what they notice and/or wonder; make predictions,

discuss, and explain (Bloom’s "Understand") their thinking; experiment with different

materials (Bloom’s "Apply") and choose (Bloom’s "Evaluate") which materials are best

suited for their desired effect.

� of �2 4

Multiple Intelligences

Verbal/Linguistic

Logical/Mathematical

Visual/SpatialMusical/Rhythmic

Bodily/Kinesthetic

Interpersonal

Sound Bowl x x

Tuning Fork x x x x

Cup Phones x x

Kazoos x x

Musical Glasses/Pan

Flutesx x

Guitars/Performance x x

Mystery Box/Cameras x

Camera Books x

Stained Glass Windows x x

Measuring Shadows x x

Shadow Puppets x x

During the sound portion of the unit, each lesson begins with the students

singing the "Sound" song and doing the accompanying movements, which

incorporates the GLAD strategy of Guided Oral Practice, and exemplifies the musical/

rhythmic and bodily/kinesthetic multiple intelligences. Students make observations and

predictions, and ask questions to form inquiry charts during the introductory activity of

striking the sound bowl and placing a vibrating tuning fork in water.

� of �3 4

Bloom’s Taxonomy

Create Remember Understand Apply Analyze Evaluate

Sound Bowl "describe/draw/write" "discuss" "investigate"

Tuning Fork "describe/draw/write" "discuss" "investigate"

Cup Phones "create/construct" "discuss" "experiment" "investigate"

Kazoos "create/construct" "experiment" "investigate" "choose"

Musical Glasses/Pan

Flutes

"create/construct" "discuss" "experiment" "investigate"

Guitars/Performance

"create/construct" "discuss"

"experiment/use" "investigate" "choose"

Mystery Box/Cameras "describe"

"compare/discuss/predict"

"compare/investigate"

Camera Books "describe/write" "explain" "explain"

Stained Glass Windows

"create/construct" "construct" "choose"

Measuring Shadows "draw/write"

Shadow Puppets

"create/construct" "present"

Field Trip "investigate"

Throughout the unit, students employ critical thinking skills when predicting,

experimenting, investigating, and explaining how sound and light work. The unit is

designed to rely on inquiry-driven exploration of sound and light. Students flex their

creativity and collaboration when working in groups to construct various items

including phones and musical instruments. Technology is integrated with video to

explain key concepts.

To support all learners, regardless of English language abilities or special needs,

a variety of scaffolding techniques are used, including sentence frames, modeling and

examples, partner and small group work, and varying expectations depending on

student ability. Additionally, information is delivered both through visual and auditory

means, and learning is procured in a fun, engaging, risk-free environment.

Student learning is assessed in a variety of different ways as well. Students have

the opportunity to demonstrate their understanding of the overarching concepts

through whole-class and small group discussions and completion of assignments and

writing prompts. The ability of each student to practically apply the skills and concepts

they have learned during the various, hands-on activities provides an opportunity for

informal assessment of their conceptual understanding.

� of �4 4

GLAD Strategies

Sound Bowl Tuning Fork Cup Phones KazoosMusical

Glasses/Pan Flutes

Guitars/Performance

Focus/Motivation Inquiry chart Inquiry chart

Guided Oral Practice Chants/Song Chants/Song Chants/Song Chants/Song Chants/Song

1st Grade Science: Light & SoundAuthor: Claudia ShapiroDate created: 02/20/2018 2:20 AM EDT ; Date modified: 04/10/2018 5:04 PM EDT

VITAL INFORMATION

Subject(s) Science

Grade/Level Grade 1

Time Required 13 days (almost 2 weeks)

Objective(s)Students will investigate and be able to provide evidence thatvibrating materials make sound and sound creates vibrations.Students will understand that objects can only be seen whenilluminated.Students will investigate and be able to determine how lightbehaves when various objects are placed in the path of light.

Summary Students will explore sound and light waves through a variety ofhands-on, interactive activities that cross multiple subjects includingmindfulness, music and performing arts, visual arts, math, and EnglishLanguage Arts. Activities include striking a sound bowl and a tuningfork; making cup phones and musical instruments; investigating howlight behaves with transparent, translucent, opaque, and reflectivematerials; crafting stained glass windows; measuring shadows; andsharing stories with shadow puppets. A field trip to the Exploratoriumin San Francisco is also included.

IMPLEMENTATION

Learning Activities1. Day 1: Sound - Sound Bowl

Students pass a sound bowl around a circle, giving each childthe chance to strike the sound bowl however they like (ex:softly, firmly, in their lap, on the floor, in their hands, etc.)Students think about what they notice and wonder as they andtheir peers strike the sound bowl. Once everyone has had achance to strike the sound bowl, the class shares what theynoticed and wondered and a GLAD process chart is compiled toform overarching questions about sound.

2. Day 2: Sound - Tuning Fork

Students learn the words and movements to the "Sound" song.Then, while going around in a circle, a teacher strikes a tuningfork and places it in a bowl of water while it vibrates. Studentsthink about what they notice and wonder while the tuning forkis placed into the water. Students share their thinking and

https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#

overarching questions are added to the chart. After, a clip fromBill Nye's "Sound Travels in Waves" video is shown to give anoverview of sound.

3. Day 3: Sound - Cup Phones (1st Grade Science)

Students sing the "Sound" song. Then, in heterogeneous groupsof 4-5, students create cup phones out of styrofoam cups withstring and paperclips, and experiment with how they work tointeractively learn how sound travels.

4. Day 4: Sound - Kazoos

Students sing the "Sound" song. Then, students make kazoosout of toilet paper tubes, rubber bands, and various materials(i.e. waxed paper, aluminum foil, and plastic wrap). Studentsexperiment with how the different materials (waxed paper,aluminum foil, and plastic wrap) change the sound.

5. Day 5: Sound - Musical Glasses & Pan Flutes

Students sing the "Sound" song. Then, the teacher strikesglasses of varying amounts of water (colored with differentcolors) and asks the students what they notice. After, thestudents make pan flutes by cutting straws to decreasinglengths and taping them together.

6. Day 6: Sound - Guitars & Band Performances

Students sing the "Sound" song. Then, in groups of 4-5,students create guitars using tissue boxes and rubber bands ofvarying thicknesses. Using the three different instruments theyhave created (kazoos, pan flutes, and guitars), students workwith their group to create and perform a song for the class.

7. Day 7: Light - Mystery Box & Cut-Out Cameras

The teacher places an object in a dark box with only a small eyehole cut out ("Mystery Box") and asks the students to lookinside. The teacher asks the children what they think could helpthem see the object better (i.e. light) The teacher shines aflashlight into an opening in the top of the box and asks thechildren to look through the eye hole again. Then, studentsplace four different materials (plastic wrap, waxed paper,construction paper, and aluminum foil) over four cut-outcameras and explore what they can/can't see in the classroomwhen looking through the camera. Vocabulary (transparent,transluscent, opaque, reflective) is introduced.

8. Day 8: Light - Camera Flip Books (1st Grade Science)

Students tape the "transparent," "translucent," and "opaque"cameras over a sticker on the corresponding flaps of a flip book.Under each flap, they write an explanation about how muchlight passes through the camera and how well they can see thesticker underneath.

9. Day 9: Light - Stained-Glass Windows

Students place pieces of red and pink tissue paper over heart-shaped waxed paper to make stained glass windows and exploretranslucent light.

10. Day 10: Light - Measuring Shadows & Creating Shadow Puppets

Students measure their shadows outside at different times ofthe day and graph their data as a class. Then, in groups,students design shadow puppets for a skit they will perform.

https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#

11. Day 11: Light - Shadow Puppets Performance

In groups, students create and perform a skit using theirshadow puppets.

12. Day 12: Field Trip

Class field trip to the Exploratorium in San Francisco13. Day 13: Journal Reflection

Students write in their science journals about what they likedand learned throughout this science unit.

Resources and UnitHandouts Materials and resources:

~ Sound bowl, mallet~ Tuning fork, bowl of water~ Cup phones: styrofoam cups, string, paperclips~ Kazoos: toilet paper tubes, rubber bands, waxed paper, plasticwrap, aluminum foil~ Musical glasses: glasses of water, food coloring~ Pan flutes: straws, scissors, tape~ Guitars: empty tissue boxes, rubber bands~ Mystery Box: empty tissue box, small item to place inside~ Camera flip books: 4 cut-out cameras (per student), plasticwrap, waxed paper, construction paper, aluminum foil, flip booktemplates~ Stained glass windows: heart-shaped pieces of waxed paper,strips of pink & red tissue paper, glue & water mix~ Measuring shadows: chalk, measuring sticks, shadow books~ Shadow puppets: construction paper, foam, scissors~ Books: "How Does Sound Change", "All About Sound"~ Video: Bill Nye "Sound Travels in Waves"

Attachments:

1. Camera Flip Book Flap Example (Image)

2. Camera Flip Book Flaps (Image)

3. Camera Flip Book Front (Image)

4. Camera Flip Book Overview (Image)

5. Cut Out Cameras

6. Cut Out Cameras Observations (Image)

7. Kazoos

8. Shadow Books

9. Sound Song

ASSESSMENT & STANDARDS

Standards Standards addressed by entire unitDisplay: Collapse All Expand All

CA- Next Generation Science Standards (2014)

https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://file.taskstream.com/file/b7r58xUrc3h0H3g7hvMbtgf3Mohk1ldWw803vY0mok2Mm3o11Rqk2tvcNxb5t4OprknwcFoihnsW9yuc5Dnj99xLv8b11Aox79tbY1b508RtcnvhdZiskcgbZeeqoddUm5grycXkelm7Cc2g31Wd7yh/d36a23-dba6-4575-b693-2ab570619f13_IMG_5285.jpghttps://file.taskstream.com/file/btq2m0Ufi2h0H3g7hvMbtgf3Mohk1ldWw803vY1hcgabMo8c08R6od41Ndd8f3Omg8x8F35tnsWo0k9wcDpqlj0cLvylk9Aox79tbY1b508RucnvhdZiskcgbZeeqoddUm5grycXkelm7Cc2g31Wd7yh/f597208-a938-44e5-8224-e1dbde5d01e8_IMG_5286.jpghttps://file.taskstream.com/file/btq2m0Ug52h0H3g7hvMbtgf3Mohk1ldWw803vYj4ib3cMiluowcR5rsfabN0b5t4OtvpnwcFmy66sWhfs28Daijh0cL77831Aox79tbY1b508RscnvhdZiskcgbZeeqoddUm5grycXkelm7Cc2g31Wd7yh/e73f3b0b-3498-454f-bb0d-ba68520d7693_IMG_5284.jpghttps://file.taskstream.com/file/bgpy11Udi2h0H3g7hvMbtgf3Mohk1ldWw803vYbdin7M9bd08Ratqm7Nfhyw1cOm04cabFfiunsWl18cvcDleaeabLt5s8wcAox79tbY1b508RrcnvhdZiskcgbZeeqoddUm5grycXkelm7Cc2g31Wd7yh/d574308-f37d-4ee1-9b54-cc6a6409f0bb_IMG_5283.jpghttps://file.taskstream.com/file/bk3c21U7f3h0H3g7hvM2vmm0Mohk1ldWw803vYhiin7MebybvcR4jix1cNha285OgeadabFvodosWh75t4Duc1nycL1fm3xcAljklndYhsllndRwbjlddZq05yldZidurycU0skcgbXeeqoddCm5grycWkelm7Jc2g31Nd7yh/fe57e73a-d5e3-466e-9fc5-c545aaec610c_Cut_Out_Cameras.docxhttps://file.taskstream.com/file/b432eabUhi2h0H3g7hvMbtgf3Mohk1ldWw803vYmy53xcM1fsn0Rds601N9c8f3Opu4cabFxe3msW6cs01Dl5ktwLldny1cAox79tbY1b508R4l7s7bZlrkcgbZeeqoddUm5grycXkelm7Cc2g31Wd7yh/cb1c3352-2134-4490-9522-d1036d101a8e_IMG_5287.JPGhttps://file.taskstream.com/file/bpmst4U742h0H3g7hvM2vmm0Mohk1ldWw803vYu09n7M3qug2cR5c4y3N7c5t4Oj64cabFxjdpsWrs2k2DjmauvcLog0j9AcnfrvdYq50quRqgjdjbZ8adqmdZ8ivg2cU6h0q0Xvlko0Cmdio7Wu/c773fee-ce4b-4543-9418-37e341ca6cc8_Kazoos.pdfhttps://file.taskstream.com/file/b2htn0Uxl2h0H3g7hvM2vmm0Mohk1ldWw803vYu1cm7Mi6o6xcRwpa28N8j54xcOvppnwcF0olnsWnl7uvcDl3lf3Liswt4AjwqkndYxk30vcRffqg2bZ2fpgndZakx8bcU2rf60cXnf6lkdCanmh2cW1dp8gdJkc338bNjj277cUqc31edV9cl11Hkj8l7Fsmeh3/b27588c-858f-4cdd-b7a3-5ceaea242e35_1st_Grade_Light_%2526_Sound_(dragged).pdfhttps://file.taskstream.com/file/byjmm7U9s2h0H3g7hvM2vmm0Mohk1ldWw803vYigbs6M3lrxabRlddsyN6c8f3O80n9ucFonk7sWd4831Dw4mayLbctuvcA2w8wodYg248bcRpjfmuZqgjdjbZ8adqmdU8ivg2cX6h0q0Cvlko0Wmdio7Ju/af665c9-be11-4417-aa3e-159312719dda_Sound_Song.pdf

Grade: Grade 1

Standard: 1-PS4-1. Plan and conduct investigations to provide evidence thatvibrating materials can make sound and that sound can make materialsvibrate.

Standard: 1-PS4-2. Make observations to construct an evidence-basedaccount that objects can be seen only when illuminated.

Standard: 1-PS4-3. Plan and conduct an investigation to determine theeffect of placing objects made with different materials in the path of a beamof light.

Standard: 1-PS4-4. Use tools and materials to design and build a device thatuses light or sound to solve the problem of communicating over a distance.

Standards compiled from learning activities

* To edit these standards, go to the activity these standards areattached to

Display: Collapse All Expand All

CA- California Common Core State Standards (2012)

Subject: English Language Arts & Literacy in History/Social Studies, Science,and Technical Subjects

Grade: Grade 1 students:

Strand: Speaking and Listening

Domain:Comprehension and Collaboration

Standard:1. Participate in collaborative conversations with diverse partnersabout grade 1 topics and texts with peers and adults in small andlarger groups.a. Follow agreed-upon rules for discussions (e.g., listening toothers with care, speaking one at a time about the topics and textsunder discussion).

b. Build on others’ talk in conversations by responding to thecomments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics andtexts under discussionher.

Standard:2. Ask and answer questions about key details in a text read aloudor information presented orally or through other media.a. Give, restate, and follow simple two-step directions.

Standard:3. Ask and answer questions about what a speaker says in order togather additional information or clarify something that is notunderstood.

Domain:Presentation of Knowledge and Ideas

Standard:4. Describe people, places, things, and events with relevantdetails, expressing ideas and feelings clearly.a. Memorize and recite poems, rhymes, and songs with expression.

Standard:6. Produce complete sentences when appropriate to task andsituation. (See grade 1 Language standards 1 and 3 on page 26 for

specific expectations.)

Content Area: Literature K–5

Strand: Reading

Domain: Key Ideas and Details

Standard:2. Retell stories, including key details, and demonstrateunderstanding of their central message or lesson.

Strand: Writing

Domain:Production and Distribution of Writing

Standard:5. With guidance and support from adults, focus on a topic,respond to questions and suggestions from peers, and add detailsto strengthen writing as needed.

Strand: Language

Domain:Conventions of Standard English

Standard:1. Demonstrate command of the conventions of standard Englishgrammar and usage when writing or speaking.

Standard:2. Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing.

Subject: Mathematics

Grade: Grade 1

Domain: Measurement and Data 1.MD

Area: Measure lengths indirectly and by iterating length units.

Standard:1. Order three objects by length; compare the lengths of twoobjects indirectly by using a third object.

Standard:2. Express the length of an object as a whole number of lengthunits, by laying multiple copies of a shorter object (the lengthunit) end to end; understand that the length measurement of anobject is the number of same-size length units that span it with nogaps or overlaps. Limit to contexts where the object beingmeasured is spanned by a whole number of length units with nogaps or overlaps.


Grade: Grade 1



Standard: 1-PS4-2. Make observations to construct an evidence-basedaccount that objects can be seen only when illuminated.


CA- Visual and Performing Arts Content Standards for California PublicSchools (2013)

Subject: Visual Arts

Grade: Grade One

Content Standard: 2.0 CREATIVE EXPRESSION Creating, Performing,and Participating in the Visual Arts Students apply artistic processes andskills, using a variety of media to communicate meaning and intent inoriginal works of art.

Area: Skills, Processes, Materials, and Tools

Standard: 2.1 Use texture in two-dimensional and three-dimensional works of art.

Standard: 2.3 Demonstrate beginning skill in the manipulation anduse of sculptural materials (clay, paper, and papier maché) tocreate form and texture in works of art.

Area: Communication and Expression Through Original Works of Art

Standard: 2.5 Create a representational sculpture based onpeople, animals, or buildings.

Subject: Theatre

Grade: Grade One

Content Standard: 2.0 CREATIVE EXPRESSION Creating, Performing,and Participating in Theatre Students apply processes and skills inacting, directing, designing, and scriptwriting to create formal andinformal theatre, film/videos, and electronic media productions and toperform in them.

Area: Development of Theatrical Skills

Standard: 2.1 Demonstrate skills in pantomine, tableau, andimprovisation.

Area: Creation/Invention in Theatre

Standard: 2.2 Dramatize or improvise familiar simple stories fromclassroom literature or life experiences, incorporating plot(beginning, middle, and end) and using a tableau or a pantomime.

USA- NAME- Music Education StandardsNational Association for Music Education

Grade: Grades K-4From "National Standards for Arts Education". Copyright ©1994 by Music Educators National Conference (MENC). Used by permission.The complete National Arts Standards and additional materials relating to theStandards are available from MENC -- The National Association for MusicEducation, 1806 Robert Fulton Drive, Reston, VA 20191.

Content Standard 1: Content Standard: Singing, alone and with others, avaried repertoire of music

Achievement Standard e: sing in groups, blending vocal timbres,matching dynamic levels, and responding to the cues of a conductor

Content Standard 8: Content Standard: Understanding relationshipsbetween music, the other arts, and disciplines outside the arts

Achievement Standard b: identify ways in which the principles andsubject matter of other disciplines taught in the school are interrelatedwith those of music8

Content Standard 2: Content Standard: Performing on instruments, aloneand with others, a varied repertoire of music

Achievement Standard f: perform independent instrumental parts 1while other students sing or play contrasting parts

Content Standard 3: Content Standard: Improvising melodies, variations,

and accompaniments

Achievement Standard d: improvise short songs and instrumental pieces,using a variety of sound sources, including traditional sounds,nontraditional sounds available in the classroom, body sounds, andsounds produced by electronic means 2

USA- National Health Education Standards

Standard: HEALTH EDUCATION STANDARD 7 – Students will demonstrate theability to practice health-enhancing behaviors and avoid or reduce health risks.

Grade: Pre-K-2

Performance Indicator: 7.2.1. demonstrate healthy practices andbehaviors to maintain or improve personal health.

Assessment/Rubrics Rubrics:

1. 1st Grade Science: Camera Flip Books

https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encId=kezbzjzhzezozbzn

Day 3: Sound - Cup Phones (1st GradeScience)Author: Claudia ShapiroDate created: 03/22/2018 5:58 PM EDT ; Date modified: 04/10/2018 5:12 PM EDT

VITAL INFORMATION

Total Number of Students 22 students (11 male, 11 female)

Area(s) Students Live In Mill Valley, CA (suburb of San Francisco)

Free/Reduced Lunch None

Ethnicity of Students 22 white

English LanguageLearners

None

Students with SpecialNeeds

1 student with Autism

1 student receiving speech services

6 students receiving reading & math intervention services (RAMP)

Subject(s) Science

Topic or Unit of Study Sound

Grade/Level Grade 1

Comments

KEY CONCEPTS & STANDARDS

Big Idea & EssentialQuestions

What is sound?

What causes sound?

How does sound travel?

Learning Outcome(s) Students will investigate and be able to provide evidence thatvibrating materials make sound and sound creates vibrations.

Summary Students will sing the "Sound" song. Then, in groups of 4-5, studentswill create cup phones out of styrofoam cups using string and

paperclips. With their group, they will experiment with the cup phoneand work collaboratively and interactively to discover how soundtravels.

Standards Display: Collapse All Expand All










Grade: Grade 1



USA- NAME- Music Education StandardsNational Association for Music Education

Grade: Grades K-4From "National Standards for Arts Education". Copyright ©1994 by Music Educators National Conference (MENC). Used by permission.The complete National Arts Standards and additional materials relating to theStandards are available from MENC -- The National Association for MusicEducation, 1806 Robert Fulton Drive, Reston, VA 20191.

Content Standard 1: Content Standard: Singing, alone and with others, avaried repertoire of music

Achievement Standard e: sing in groups, blending vocal timbres,matching dynamic levels, and responding to the cues of a conductor

Comments

ASSESSMENTS

Assessment/Rubrics Student understanding will be informally assessed through whole-group discussion and while the teacher circles the room to check inwith each group.

Comments

MATERIALS AND RESOURCES

Instructional Materials(Handouts, etc.) 2 styrofoam cups (per group)

2 paper clips (per group)1 piece of string/twine (per group)

Attachments:

1. "Sound" Song

Comments

IMPLEMENTATION

Sequence of Activities PREP:

1. Using the sharpened side of a pencil, poke a hole in the bottomof each styrofoam cup.

2. Cut a piece of string/twine for each group.

SONG:

1. As a whole class, sing the "Sound" song with the movements.

CUP PHONES:

1. Split students into groups of 4-5.2. Provide each group with two styrofoam cups, a piece of

string/twine, and two paper clips.3. Choose a student in each group to start the project.4. Model: String the twine up through the bottom of one of the

cups.a. The first student strings the twine up through the bottom

of one cup and then passes the cup and twine to a groupmate.

5. Model: Tie the twine strung through the cup to a paperclipinside the cup.

a. The next student in the group ties the twine strungthrough the cup to a paperclip inside of the cup and thenpasses to the next person in their group.

6. Model: String the other side of the twine up through thebottom of the other cup.

a. The next person in the group strings the other side of thetwine up through the bottom of the other cup and thenpasses the materials to the next student.

7. Model: Tie the twine strung through the cup to the otherpaperclip inside the cup.

a. The next group member ties the twine strung through the

https://file.taskstream.com/file/bo7luwUbt2h0H3g7hvMbtgf3Mohk1ldWw803vY4ybf2cM9cs20cRbk5xabNsb285OekknwcFk7x6sWakouvcDpqxavcLtewj2A2w8wodYg248bcRpjfmuZqgjdjbZ8adqmdU8ivg2cX6h0q0C9lqn7WankgabJq/fcae22ed-1d9a-4673-b0fc-c6da9c0ac4b3_Sound_Song.pdf

cup to the other paperclip inside of the cup.8. Taking turns with their group mates, students explore how the

cup phones work.9. Ask students to think about what they notice as they are

experimenting.10. Circle the room to evaluate student progress and discoveries.

WRAP UP:

1. As a whole group, discuss what students noticed while theyplayed with their cup phones.

a. What did they hear and feel when they were talking andlistening?

b. What did they see while the others in their group talked?

Grouping StrategiesWhole groupGroups of 4-5 students

DifferentiatedInstruction

The "Sound" song incorporates the Guided Oral Practice GLADstrategy of chants and songs. Key concepts and vocabulary areembedded into the lyrics to help students gain familiarity andcomfort with domain-specific academic vocabulary in a low-pressureenvironment. Logical movements/motions are included with thewords to help students remember the meaning of domain-specificvocabulary (i.e. vibrations, pitch, volume, etc.)

Each step of the Cup Phone activity is modeled for the class toscaffold each student as they craft their phone. Students are welcometo ask their fellow group members for help if they aren't able to get astep on their own.

Comments

REFLECTIONS

Prior to Lesson

Post-Lesson

Comments

Day 8: Light - Camera Flip Books (1st GradeScience)Author: Claudia ShapiroDate created: 03/24/2018 3:10 PM EDT ; Date modified: 03/24/2018 3:55 PM EDT

VITAL INFORMATION

Total Number of Students 22 students (11 male, 11 female)

Area(s) Students Live In Mill Valley, CA (suburb of San Francisco)

Free/Reduced Lunch None

Ethnicity of Students 22 white

English LanguageLearners

None

Students with SpecialNeeds

1 student with Autism

1 student receiving speech services

6 students receiving reading & math intervention services (RAMP)

Subject(s) Science

Topic or Unit of Study Light

Grade/Level Grade 1

Comments

KEY CONCEPTS & STANDARDS

Big Idea & EssentialQuestions

How does light work?

How does light behave when it hits various materials?

Learning Outcome(s) Students will be able to determine what happens when objects madeof various materials are placed in the path of light.

Summary Students use plastic wrap, waxed paper, construction paper, andaluminum foil to create cut-out cameras and explore how lightbehaves when it hits various materials. Then, students make flipbooks to demonstrate and explain how the light interacts with each

material.

Standards Display: Collapse All Expand All









Standard:2. Ask and answer questions about key details in a text read aloudor information presented orally or through other media.a. Give, restate, and follow simple two-step directions.

Standard:3. Ask and answer questions about what a speaker says in order togather additional information or clarify something that is notunderstood.


Grade: Grade 1


Comments

ASSESSMENTS

Assessment/Rubrics Rubrics:

1. 1st Grade Science: Camera Flip Books

Comments

MATERIALS AND RESOURCES

Instructional Materials

https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encId=atcqcycwctc4cqcn

(Handouts, etc.) 4 cut out cameras from previous lesson (per student)1 piece of 10x17 construction paper (per student)3 stickers (per student)Tape

Attachments:

1. Image: Flip Book Flap Example

2. Image: Flip Book Flaps

3. Image: Flip Book Front

4. Image: Flip Book Overview

Comments

IMPLEMENTATION

Sequence of Activities PREP:

1. Fold the 10x17 construction paper in half long-ways and cutthe top half into three flaps.

2. Label the flaps as Transparent, Translucent, and Opaque.

FLIP BOOKS:

1. To review the domain-specific vocabulary (transparent,translucent, opaque, reflective), ask students to share whatthey remember from the previous day's lesson about what theycould or could not see through each camera. Connect studentobservations with the vocab definitions and practice repeatingthem as a class.

2. Pass out a flip book to each student.3. Model: Tape the left side of the "Transparent" camera (plastic

wrap) to the "Transparent" flap of the flip book. Lift open thecamera and place a sticker on the book under where the lenssits.

a. Students tape the left side of the "Transparent" (plasticwrap), "Translucent" (waxed paper), and "Opaque"(construction paper) cameras to the corresponding flaps,and place stickers on the flaps where the lenses would sit.

b. Students may take home their "Reflective" camera toexplain to their families what they learned.

4. Under each flap, students complete the following sentenceframes: "(All/some/no) light passes through the camera.I (can/can't) see the sticker...(clearly/but it's blurry/etc.)"

Grouping Strategies Independent work

DifferentiatedInstruction

Domain-specific vocabulary is reviewed through whole classdiscussion. The activity is then modeled and a completed example isprovided. Sentence frames scaffold all students in understanding andarticulating how light interacts with various materials.

https://file.taskstream.com/file/bgpy11U6f3h0H3g7hvMbtgf3Mohk1ldWw803vYr0dx1cM6pk57R4vi70Nt7rfabO8lpnwcFybmosWsqxbvcD5x5rwcL5a6t4Aox79tbY1b508RtcnvhdZiskcgbZeeqoddUm5grycXxfo85C096fabWvtqi/d85e09b7-4f2f-49dc-b366-723a829bc645_IMG_5285.jpghttps://file.taskstream.com/file/bgpy11Ugi2h0H3g7hvMbtgf3Mohk1ldWw803vYtvk8wcMwjms4R1bhpwcNrih9xOti5cabFg7tnsWdmqk0cDd44a3cLni228Aox79tbY1b508RucnvhdZiskcgbZeeqoddUm5grycXxfo85C096fabWvtqi/caab0405-22be-41b6-9b24-4c8da12fb878_IMG_5286.jpghttps://file.taskstream.com/file/b3nvf3Uft2h0H3g7hvMbtgf3Mohk1ldWw803vYpht95Mg4lt3cRj64a3cNpi2i0cOlis9ucFi74osWirmpwcD82gdvcLdarh3Aox79tbY1b508RscnvhdZiskcgbZeeqoddUm5grycXxfo85C096fabWvtqi/c166cabf-22fa-4d5b-a9a7-8f2bd07a5184_IMG_5284.jpghttps://file.taskstream.com/file/b3nvf3Uoc3h0H3g7hvMbtgf3Mohk1ldWw803vYmve20cMx3jf2cR1nrs4Nt7rfabObun9ucFhtk6sWd353xcD6qyw1cLe0cuwAox79tbY1b508RrcnvhdZiskcgbZeeqoddUm5grycXxfo85C096fabWvtqi/dd41be-e05f-49b5-a1fb-fc1c904e3e30_IMG_5283.jpg

Comments

REFLECTIONS

Prior to Lesson

Post-Lesson

Comments

1st Grade Science: Camera Flip Books

✔ ➕✔ ➕

✔✔

➖➖

Score/Level

Cut-out CameraCreation

Student correctlycreated all four cut-outcameras using plasticwrap (transparent),waxed paper(transluscent),construction paper(opaque), and tin foil(reflective).

Student correctlycreated some of thecut-out cameras usingthe provided materials.

Student was unable tocorrectly create any ofthe cut-out cameras.

Flip Book Creation Student placed allcameras correctly on theflip book in theappropriate place:plastic wrap on"transparent", waxedpaper on "transluscent",and construction paperon "opaque".

Student placed somecameras correctly onthe flip book in theappropriate place.

Student was unable toplace any camerascorrectly on the flipbook in theappropriate place.

ConceptualUnderstanding

Student successfullycompleted the sentenceframes: "___ light passesthrough. "I ___ see thesnowflake..." using theword bank words "all","some", "no", "can","can't", "clearly","blurry", "fuzzy"

Student successfullycompleted somesentences frames.

Student was unable tosuccessfully completeany sentence frames.

�Export to Word

https://w.taskstream.com/RubricWizard/RubricPrintViewWithSession/PrintView?encLegacyRubricId=ptcqcycwctc4cqcn&mode=Default&isFakePrint=False&isAnon=False&downloadType=Word

to the tune of “London Bridge”

Sound is made of vibrations,

vibrations, vibrations Sound is made of vibrations,

hmmm, hmmm, hmmm, hmmm. (place hand on throat to feel vibration)

Pitch is either high or low, high or low, high or low,

Pitch is either high or low, high or low.

(Up on tippy-toes, then down to the floor)

Volume means it’s loud or soft, loud or soft, loud or soft,

Volume means it’s loud or soft, loud or soft.

(LOUD is said loudly, soft is said softly)

Sound is made of vibrations, vibration, vibrations

Sound is made of vibrations, hmmm, hmmm, hmmm, hmmm.

(place hand on throat to feel vibration)

Activity Sheet

9

What’s the Buzz?What’s the Buzz? Get what you need.

• toilet paper tubes • waxed paper • aluminum foil • plastic wrap • rubber bands • scissors • sharpened pencil • plastic comb (optional—for Dig Deeper activity on back of sheet)

Make a kazoo. Use a pencil to make a small hole about two • inches from one end of the cardboard tube.

Cut a square of waxed paper that’s an inch or • two wider than the end of the tube.

Wrap the waxed paper tightly over the end of • the tube where you made the hole. Hold it in place with a rubber band, making sure you don’t cover the hole you made. Trim off any excess waxed paper with scissors.

Play it! Place the open end of the kazoo lightly over your mouth and say, “AAHHH!” What happens? Now sing or hum a tune into it. Try making different kinds of sounds to see what causes the loudest buzzing.

1

2

3

Experiment. Touch the waxed paper with your fi nger while • you play the kazoo. What do you notice?

Cover the hole with your fi nger while you play • the kazoo. What happens? Does the hole make it easier or harder to play it? Why?

Make more kazoos, changing one thing (called • a variable). Instead of waxed paper, try tin foil or plastic wrap. Predict which material you think will make the best sound. Test it out. Were your predictions right?

4

Make an instrument that anyone can play—a kazoo—and get the buzz on sound vibrations!

TM/©

2009 WG

BH Educational Foundation.

Chew on This! All sound is made up of vibrations (rapid back-and-forth movement), which produce sound waves that travel through the air to our ears. When you play a kazoo, air carries the sound waves from your mouth down the tube, making the waxed paper vibrate. You can feel those vibrations if you touch the waxed paper.

tin foil

waxed paper

My Light and

Shadow

Mini– Book

Written and Illustrated by: _______________________

I go outside and stand with the sun behind me. My shadow is in

__________ of me.

I play until 12:00 noon. My shadow is very __________.

When I go inside the sun is in front of me, so my shadow is ____________

me.

1st grade science: light & sound - ms. claudia shapiro · 2018. 4. 12. · 8. day 8: light - camera...

Documents