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Alternate Assessment Curriculum FrameworkIntroduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schools’

requests for instructional expectations connected to the Common Core Learning Standards

(CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and

district content area coaches gathered for four weeks during the summer of 2013, and

participated in a collaborative process to create an Alternate Assessment Curriculum

Framework. The process included a workshop at the beginning of each week to train the group

in the leveled learner concept (Levels B, C, and D), resources available (developmental math

skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and

Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic

Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product

expectations. Subsequently, small groups collaborated to develop the leveled learning plans

and activities, culminating performance tasks, and the introductory contexts for the different

modules.

The structure of the framework provides four modules in ELA, Math, Science, and Social

Studies created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been

developed as grade specific modules for K-8, while High School modules reflect specific

conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

D75 Alternate Assessment Curriculum 3-5 Science Module 4 Energy

Underlying the development of the activities included in this document is the profound

belief that students with significant intellectual disabilities need high standards that are

reasonable and achievable given sufficient and appropriate opportunities to learn. All students

who participate in Alternate Assessment classes are expected to be provided with access and

exposure to the content learning expectations of their general education peers at a reduced

depth, breath and complexity. The presented tasks, while not reflecting the degree of higher

order skills and comprehensiveness of expectations established for students participating in the

general assessment system, do reflect reasonable and achievable expectations for students

with significant intellectual disabilities. In addition, they maintain a necessarily broad

connection with the Common Core Standards through a concentrated focus on salient features

of specific Standards. These content area sample learning plans and activities are designed not

only to elicit performances of content area thinking skills/behaviors but also to provide

opportunities for students to engage with, read and/or use content understandings that are

imbedded within the tasks.

The sample learning plans and activities for each strand have been divided into three distinct

levels of student expectations based on cognitive abilities: Level D, Level C, and Level B.

Level D learning plans and activities are reflective of students who experience the most

significant cognitive disabilities within our district. These students are typically working at the

engagement level. Instruction is typically focused on developing the accessing skills that a

student needs to possess. It is understood that for additional information processing to take

place, engagement is a necessary first step. (Please refer to the Essential Thinking Skills and

Behaviors Explanatory Notes document for further information regarding the concept of

Engagement).

Level C learning plans and activities are reflective of students who demonstrate the

essential thinking skill of conceptualization. These students can form mental representations

of a concept and apply this knowledge. They exhibit intentional behavior in response to

situations. They rely heavily on objects, picture cues, a print rich environment, and an exposure

to content in multiple and modified formats to facilitate learning. These students typically work

within Level one and two in Webb’s Depth of Knowledge. (Please refer to the Essential

Thinking Skills and Behaviors Explanatory Notes document for further information regarding

the concept of conceptualization, and Webb’s Depth of Knowledge).


Level B learning plans and activities are reflective of students who demonstrate skill abilities

closest to meeting the CCLS and content standards expectations as they are written. These are

typically students who may participate in inclusion settings and students who may return to

community based instruction programs. These students would be expected to work in all levels

of Webb’s Depth of Knowledge.

The Revision of Modules

The Alternate Assessment Curriculum Framework was developed to serve as a guide for

schools. It is expected to be modified and adjusted in order to meet school-specific instructional

goals and objectives.

To assist schools with understanding what the revision process entails, the district gathered

a small group of teachers and administrators during the summer of 2014 to revise Math module

2 for third grade, sixth grade, and High School. These modules serve as guiding examples for

schools to refer to as they consider revisions to the additional modules in all content areas.

Along with these examples, a general revision protocol and a sample reflections document

from the summer revision group regarding the revision process can be found at the end of this

introduction.

Each revised Math module 2 (grades 3, 6, and HS) now consists of:

a context overview

culminating performance tasks for each level

sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

Sequenced lesson strands with leveled learning plans and sequenced activities

Resources list

materials lists

A sample lesson written related to one activity in one strand


It is hoped that the D75 Alternate Assessment Curriculum Framework provides teachers and

schools with a resource to better understand how students can be provided with opportunities

to develop targeted skills through content-based instructional experiences that are also applied

in the context of functional activity experiences.


Revision Protocol

The following is a step-by-step process that schools can reference when they

begin the process of revising a module for their own use. These are generic

expectations in the order they should occur to ensure an efficient and effective

revision of a module. This is by no means the only way in which a module can be

revised, but is intended to provide the essence of what the revision process

should include and be focused around.

1. Understand the standards for the learners in your class/school.

2. Ensure the connection between the standards, the learning strands and the

performance task.

3. Ensure that the learning strands and activities within the activities are

sequenced correctly for your students.

4. Ensure that the learning activities are appropriate for each level (B, C, and D).

5. Determine and agree upon the specific considerations that must be

accounted for when creating a rubric against the performance task for Level B,

C, and D.


A reflection Sample on “How to” Revise an Alternate

Assessment Curricular Framework Module of Study (AACF) based

on the guiding protocol. 1. How do you ‘unpack’ or understand the standards for the learners in your class?Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.2. How do you ensure connection between the standards, the learning strands and the performance task?One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed. 3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.5. What should you consider for creating a rubric against the performance task for Level B, C, and D?Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).

D75 Alternate Assessment Curriculum 3-5 Science Module 4 Energy 6

It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.


District 75 Alternate Assessment Curriculum FrameworkGrade 3-5 Science Module 4

Energy in Our Daily Lives

CONTEXTUNIT TOPIC: Energy in Our Daily Lives

The Fourth Module of Grades 3-5 Science is connected to key ideas of Physical Science, specifically energy and the various forms of it. Students are provided opportunities to have direct experience observing, manipulating, and studying the properties of different types of energy. Additionally, students will learn how to be safe around and conserve energy that they use in their daily lives. This module integrates literacy skills development as student read texts about the different types of energy, participate in writing and developing content for a class slideshow or “Science Notebook,” which will act a beginner level laboratory book. As part of a performance based assessment, students are asked to act as “energy consultants,” who will look at ways the school uses different types of energy and solve mini-problems for the teacher and/or principal. As part of activities relevant to this module and connected to the CDOS standards, students can assume roles of a scientist.

The sample activities outlined are designed not only to elicit performances of content area thinking skills and behavior but also provide opportunities for students to engage with, read and/or use informational texts about the concepts explored in the module. It is expected that all students are provided with multiple opportunities to participate in class or individual drawing and writing in Science Notebooks.

Throughout this unit, students use the scientific method to explore and experiment with energy. Students will form hypotheses (to make guesses and predictions) and test those hypotheses through experiments to further deepen their understanding of energy. Students also learn the importance of recording observations, hypotheses, and experiment results. It is expected that Science Notebooks are used to help students organize information, document experiences, data and thinking, and to record illustrations. Each notebook page should be devoted to a new activity. Entries in the science notebook can consist of drawings; simple writing, including individual words or short phrases; cut out sentence strips and picture symbols, and visual and tactile


artifacts. Sentence starters and frames, focus questions, basic diagrams and charts can be provided to the students to support the completion of the science notebooks.

Conceptual Understandings that drive the learning plans and activities in this module include the following:

Energy gives us the ability to do many things, such as move an object, play a game and think.

Energy helps us do work or makes difficult tasks easier. Energy causes movement. A leaf moving in the wind, a person playing a game,

or a school bus traveling to school are examples of energy being used. Energy exists in many forms. Light, sound, heat and electricity are forms of energy.

Energy is often “invisible” to the human eye, but you know that energy exists because you can see or feel what it does.

Moving water and air are sources of energy. We can conserve energy in many different ways.

Students will be using the scientific method to conduct their experiments. The components of the experiment are:

Question: The problem or question I am trying to solve Equipment: What materials are needed to conduct the experiment Methods: The steps used to conduct the experiment (in sequential order) Predictions: What I think will happen Results: What actually happened

A suggested format for students to record their experiments follows:

Name of Experiment:

Question I want to know:

Equipment I will use:

Methods I followed these steps:1.2.3.

Predictions What I think will happen:

Results What actually happened:

Did my prediction match my results?


Students can use picture symbols, sentence strips, words from their word bank, etc. The Scientific Method worksheets can be used with the entire class, small groups or individual students. The students can paste the worksheet in their science notebooks.

To support student learning, a word wall of vocabulary (words/picture symbols) related to science concepts can be posted and made accessible to the students. Additionally, it is not expected that students demonstrate mastery of the list of vocabulary words. Teachers can provide multiple opportunities for students to be exposed to words though in the lessons and science experiments.


ASSESSMENTFORMATIVE ASSESSMENT EVIDENCE:· Task analysis

· Performance tasks & Data collection

· Work products

· Science projects and displays

· Explicit Q & A assessments

· Experiments and science notebooks

PERFORMANCE BASED ASSESSMENT TASK

The Principal has let your class know that the school will be celebrating Earth Day. The Principal has decided that your class will be the school’s Energy Experts at this event. The Principal wants your class to speak to the guests about energy and how energy is important in your life. The Principal also wants the students to identify one type of energy we use at the school and to share a tip for saving energy. The Principal has also asked that you display your Science Notebook: All About Energy at this event.

Level DIn an error-free environment, match pictures that represent different forms of energy and identify a conservation tip related to one of forms of energy.

Level C

Students will share picture examples of two types of energy. They will state why it is important to save energy and to give a tip about how to save energy.

Level B

Prior to the event, students will conduct a walkthrough of their school building. They will record two types of energy they see being used in the school. Give two tips on a way your school can conserve energy.


StandardsELA COMMON CORE ANCHOR STANDARDS:RI.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to from the text.

RL.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

W. 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.

SL. 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

L.6: Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

SCIENCE KEY IDEAS

Energy

Electricity and Magnetism

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS:Standard 2.1: Integrated Learning

Integrated learning encourages students to use essential academic concepts, fact, and procedures in applications related to life skills and the world of work. Thus approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.

Standard 3a.2: Universal Foundation Skills

Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.


ESSENTIAL QUESTIONS

1. What is energy and how do we use it in our daily lives?

2. What are the different types of energy and what are their properties?

3. What do we use each of the different types of energy for?

4. How do we stay safe around energy and conserve energy? (Primarily electricity)

VOCABULARY

911

Attract (pull)

Battery

Circuit

Closed Circuit

Cool

Current

Danger

Electricity

Electrons

Energy

Force

Heat

Invisible

Light

Light Bulb

Magnet

Magnetism

Metal

Negative

North

North Pole

Open Circuit

Positive

Power Source

Repel (push)

Safety

Shock

Solar

Sound

South

South Pole

Stop

Switch

Warm

Wind

Wire


Lesson Strands Overview

1. What is energy and how do we use it in our daily lives?

2. We can observe sound and light energy in our lives

3. What is magnetic energy and how do we use it?

4. What is electric energy and how does it affect our lives?

5. Being Safe Around Electricity and Creating It (e.g. batteries and circuits, roles of switches in our environment)

6. Alternative Forms of Energy and Conserving Energy

LEARNING PLANS AND ACTIVITIESNOTE: Preferred Mode of Communication (PMC) should be considered

for all students in all activities across all levels.

Lesson Strand 1: There are different types of energy; energy helps us in our daily lives.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Attend to a presentation on the different forms of energy: heat, light, sound, and

electricity presented with picture symbols, diagrams, and/or multimedia (see

resources). Teacher presents how we use each of the different types of energy in

our daily lives.

Attend to visual representations of the different types of energy and over several

periods have students explore examples of heat, light, sound, electricity, and

magnetic energy through sensory activities.

o Heat: hand warmers, water bottle with hot water, heating blanket

o Light: use a flashlight to see into a box that is dark to see item or image

they enjoy

o Sound: play on a xylophone, play different types of sounds

o Magnetic: kitchen magnets, spelling out letters with magnet letters.


o Electrical: computer on/off, lights on/off, other items that use plugs.

Introduce a class Science Notebook: All About Energy. Have students engage

with selecting photos of different kinds of energy for the Class Notebook or

photos of themselves engaging with the different sensory activities related to

energy.

Attend to a teacher reading Energy Makes Things Happen (Let’s-Read-and-Find-

Out Science 2) to present an overview of energy. Student identifies different

forms of energy represented in the reading through vocabulary picture cards.

Provide opportunities to go outdoors and feel wind and solar energy. Students

can go between sun and shaded areas to experience the differences in

sensations of warm and cool. Students can use pinwheel, kite, and/or wind-sock

to observe wind energy.

Teacher models a pattern using drum, desk, clapping hands and student engages

in repeating the pattern. Engage with a drum or low resonating sound to feel

vibration of sound.

Interacts with switches to explore cause and effect relationships (music source

pressing play-stop/pause, iPad sensory apps, SMARTboard activities, hands-on

activities with supports as needed)

Teacher opens and closes a window to provide opportunity of feeling cool air

entering the room through the window while heat leaves the room.

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in a presentation on the different types of energy, what the different

energies are used for, and examples of the energies:

o Heat : sun, stove heating food, fire in a fireplace, boiling water, rubbing

hands together very fast

o Light : candle, flashlight, sun, fire, stars, lightbulb, headlights on a car, X-

rays, plant growth


o Sound: thunder, loud music, police car sirens, fire truck sirens, whistling

teakettles, clapping hands, stomping feet

o Electric : lamp, toaster, flashlight, TVs, computers

o Magnetic: compass, different kinds of magnets

Introduce the Science Notebook on Energy to the class. Have students label

different examples of heat, light, sound, electric, and magnetic energy in their

notebook.

Over several days, explore different types of energy through group lessons

and/or sensory stations. Students will record/draw/write down the examples in

their “Science Notebook”:

o Heat: hand warmers, water bottle with hot water, heating blanket

o Light: use a flashlight to see into a box that is dark to see item or image

they enjoy

o Sound : play on a xylophone, play different types of sounds

o Electric : computer on/off, lights on/off, other items that use plugs.

o Magnetic: kitchen magnets, spelling out letters with magnet letters.

Identify items around the room that use or produce energy by matching the

picture of the item to the real life item (picture of computer matched to the

actual computer in the room).

Participate in the creation of a graphic organizer on chart paper or SmartBoard

of the different types of energy.

Participate in a variety of activities that demonstrate how energy can make our

lives easier. (Example: manual vs electric pencil sharpener, electric fan vs.

blowing on a boat to cause it to move, which goes farther wind-up toy car or a

toy car, blowing up beach ball with breath vs. a pump, paper fan vs. hand-fan,

electric fan, air conditioner)


LEARNING PLANS AND ACTIVITIES LEVEL B:

Present concept of energy, the different types of energy, what they are used for

and an example of each of the different types of energy. Students work in

groups to think of ways energy is important in their lives. Create a chart with

several headings: Heat, Light, Sound, Electric, Magnetic. Takes notes from a

teacher presentation on the different types of energy, how they work, what they

are used for, and examples of them:

o Heat : sun, stove heating food, fire in a fireplace, boiling water, rubbing

hands together very fast

o Light : candle, flashlight, sun, fire, stars, lightbulb, headlights on a car, X-

rays, plant growth

o Sound: thunder, loud music, police car sirens, fire truck sirens, whistling

teakettles, clapping hands, stomping feet

o Electric : lamp, toaster, flashlight, TVs, computers

o Magnetic: compass, different kinds of magnets

Write down observations in “Science Notebook” after exploring examples of the

different types of energy. Students can explore the examples in small groups at

“energy stations” set up in the classroom. Examples can include:

o Heat : hand warmers, water bottle with hot water, heating blanket

o Light : use a flashlight to see into a box that is dark to see item or image

they enjoy

o Sound : different sounds produced by musical instruments

o Electronic : computer on/off, lights on/off, electronic toys, other items

that use batteries.

o Magnetic : kitchen magnets, spelling out letters with magnet letters.

Participate in a read aloud of Energy is Everywhere (Rookie Read-About

Science). Identify key vocabulary and discuss vocabulary with students.


Act out for students, examples of energy. Ask students to identify the type of

energy and to place a visual representation of the different examples in table

format on chart paper. (Examples might include rubbing hands together,

clapping hands, turning on a switch, using a magnet to pick up a clip).

Participate in a “classroom” or “building” scavenger hunt to identify different

forms of energy throughout the room or building.

Experiments with a variety of activities that demonstrate energy doing work to

make our lives easier. (Example: manual vs electric pencil sharpener, electric fan

vs. blowing on a boat to cause it too move, which goes farther wind-up toy car or

a toy car, blowing up beach ball with breath vs. a pump). Records on a graphic

organizer which is faster and easier to use. (Extension: time how long it takes to

do things manually vs. how long it takes to do the same task with forms of

energy helping with the work.) Have students chart their observations in the

Science Notebook.

Categorize appliances based on what they do: make light, make sound, or make

heat.


Lesson Strand 2: Observing sound and light energy in our lives

LEARNING PLANS AND ACTIVITIES LEVEL D:SOUND:

Attend to presentation on sound that introduces students to things that make

sound. Presentation should include descriptions and examples of soft/loud

sounds

Attend to a Read Aloud of Sounds All Around (Let’s-Read-and-Find-Out Science

1). (See resources)

Attend to a read aloud of Sound: Loud, Soft, High, and Low . After the read

aloud have students engage in imitating sounds at different pitches and levels.

Engage with holding shells to the ear and listening to the sound.

Attend to the vibrations and sounds of various instruments, pitchfork, drums,

bass, kazoos, etc.

Look at teacher tube video of sand being moved by sound waves. (see resources

below)

Engage with tissue box guitar. Pluck a rubber band stretched over the opening

of the Kleenex box.

Have students be photographed with a device that makes sound and have

students engage with inserting their photo into the class Science Notebook: All

About Energy.

LIGHT

Attend to read-aloud of Light: Shadows, Mirrors, and Rainbows (Amazing

Science) (see resources)

Engage with using a flashlight to see what is inside different dark boxes--have

items the student likes so that they are invested in the items.

Engage in creating different shadow puppets with different cut outs of animals.


Engage with light sticks before they are activated. Demonstrate to students how

to bend the light sticks to activate them. Engage with light sticks after they are

activated. Turn off the lights in the classroom so that students can see the effect

of the light sticks. Take a group photo of students with their light stick for the

Science Notebook: All About Energy.

LEARNING PLANS AND ACTIVITIES LEVEL C:SOUND:

Participate in presentation of things that make sound and how the sounds can be

described. Presentation should include descriptions of sounds using the words

vocabulary words: low, high, soft, loud, pitch, tone.

Attend to a teacher reading Sound: Loud, Soft, High, and Low and participate in

imitating different sounds made by the teacher that have different pitches and

volume. Study sounds they hear in their class or school and use a two column

chart to record soft sounds and loud sounds.

Identify sounds they like to hear and sounds they don’t like to hear. Participate

in placing picture symbols of the sounds they do or do not like in the correct

column on a graphic organizer.

Participate in viewing a BrainPop Jr. video on Sound. Have students participate

in class discussion on what they viewed.

Participate in determining the loudest place in the school by visiting different

rooms of the school and determining how loud they are. This can be done using

the SoundLevel App (see resources) or another instrument that records sound

levels. Student will rank which places in the school were the loudest.

Engage with a tissue box guitar. Pluck a rubber band stretched over the opening

of a Kleenex box. Students can use magnifying glasses to observe the vibrations

of the rubber band while another student is plucking the band.

Participate in making a kazoo using a toilet paper roll, wax paper and a rubber

band. Cut a piece of wax paper big enough to cover the end of the toilet paper


roll and secure with a rubber band. Students hum a song without using the

kazoo. Students then hum the song in the same voice into the open end of the

kazoo. Chart student observations as part of the Science Notebook: All About

Energy.

Art Extension: Participates making “school-made” instruments and making

sounds/music with them. (See resources for different sources)

Using audio from Discovery Education, Garage Band, YouTube, Internet, etc.

have students listen to a sound and given three pictures, student participates in

identifying the correct image of what made the sound.

Have students select a sound they like and draw/write a statement why they like

the sound they chose. Have students insert their responses into the class

notebook.

LIGHT

Participates in a read aloud of Light: Shadows, Mirrors, and Rainbows (Amazing

Science). Have students share two things they learned from the read aloud.

Participates in an experiment seeing which types of material light will go through

and what it will not go through. Present student groups with different squares of

the following - printer paper, construction paper, aluminum foil, tinted

cellophane, bubble wrap, clear cellophane, cheese cloth, wood. Students guess

which items light will go through. Students test materials using a flashlight and

glue the materials in the appropriate columns of a T-chart. Discuss with the class

why they think the light went through certain materials and not others.

Show students pieces of blue and green construction paper. Have them choose

a stencil to tape onto the paper. Tell the students that you are going to leave the

paper in the sun for a week. Ask students to predict what will happen if the

paper is left in the sun.


Tape pieces of dark paper over several leaves of a plant. Leave the plant in the

sun for a week. Have students predict what will happen to the leaves. Take the

paper off the leaves and record differences between the leaves that were not

covered and the leaves that were covered. Include an ongoing account of the

experiment in the Science Notebook.

Participates in identifying which animals are being presented as shadow puppets

on the wall. (See resources for different examples of shadow puppets)

Create shadow portraits using light. Have student explain why the shadow

appears.

Engage with light sticks before they are activated. Demonstrate to students how

to bend the light sticks to activate them. Engage with light sticks after they are

activated. Students record observations about the light sticks before and after

they were activated.

LEARNING PLANS AND ACTIVITIES LEVEL B: Listen to a presentation on sounds, its properties, and descriptions of different types

of sound. Presentation should include descriptions of sounds using the words

vocabulary words: low, high, soft, loud, pitch, tone.

Have students place their fingers on their throat and hum softly. Then ask the

students to hum loudly. Have them share what they observed when they were

humming.

Read Sound: Soft, High and Low. Have studetns create vocabulary cards for the

science word wall for the following words: sound, low, high, soft, loud, pitch, and

tone.

o Vocabulary Cards should include the vocab word, picture relating to the

word, definition, and real-world examples.


Participate in viewing a BrainPop Jr. video on Sound and respond to teacher

questions about the video. Students are asked to define sound, pitch, and volume.

Post the definitions on the Word Wall related to energy.

Have students participate with teacher in making a bottle xylophone. Use eight

similar glass bottles or jars. Pour water (can be colored) into each glass bottle or jar.

The first bottle should be almost empty and the last one almost full. Place the

bottles in a row. Have students gently tap the bottles to observe changes in pitch.

Develop, construct, and experiment with different types of insulation to absorb

sound.

o Place a noise making device, such as a radio, inside a cardboard box alone.

Have students record what they hear. Tell student groups that they are

going be given materials to see whether they can make the box soundproof.

o Provide students with different materials: newspaper, sponges, foam

rubber, fabric, styrofoam, cotton balls, pieces of old carpet etc.

o Ask student teams to present their soundproof box. Test the various boxes

to see which box was the most soundproof

o Have student determine what they would do differently next time around.

Determine the loudest place in the school by visiting different rooms of the school

and determining how loud they are. This can be done using the sound SoundLevel

App (see resources) or another instrument that records sound levels. Student will

rank which places in the school were the loudest and determine if the spaces are

better suited for learning, studying, or playing. (Extension: Student could go to the

same location at different times, such as the lunch room will be really loud when

students are at lunch, but it will be not as loud when no students are there.)

Have each student place fingers on their throat and hum softly. Then ask the

students to hum loudly. Chart student observations about what they observed.

Participate in making a kazoo using a toilet paper roll, wax paper and a rubber band.

Cut a piece of wax paper big enough to cover the end of the toilet paper roll and

secure with a rubber band. Students hum a song without using the kazoo. Students

then hum the song in the same voice into the open end of the kazoo. Chart student

observations.


Participate in making paper cup telephones. Provide cups and string (approximately

12 to 30 feet of string) to student groups. Have students thread string through holes

in the bottom of each cup and tie a large knot at each end. Demonstrate to students

how to hold the string taut and how to use the paper cup telephone.

LIGHT

Read My Light by Molly Bang. In this book, the sun explains the ways in which light

is transformed into energy that powers the bulbs that illuminate the night.

Read All About Light (Rookie Read-About-Science) and recall 2-3 facts from the

story.

Make predictions in their “Science Notebook” about which material will allow light

to pass through it, reflect it, and what will not let it pass through. Student will be

given various materials, such as: block of wood, sheet, water, news paper, chicken

wire, tin foil, mirror, colored gels, etc. Student will record observations in their

science notebook and make conclusions on other non-tested items based on their

observations.

Students participate in an experiment to see which colors absorb the most light.

o Place thermometers into the various colored envelopes: white, black, blue,

red, yellow, and green.

o Place the thermometers outside in the sun for 20-25 minutes.

o Remove the thermometers to see which temperature each was.

o Have students record the results.

Show students pieces of blue and green construction paper. Have them choose a

stencil to tape onto the paper. Tell the students that you are going to leave the

paper in the sun for a week. Ask students to predict what will happen if the paper is

left in the sun. Have students write up this science experiment.

Tape pieces of dark paper over several leaves of a plant. Leave the plant in the

sun for a week. Have students predict what will happen to the leaves. Take the


paper off the leaves and record differences between the leaves that were not

covered and the leaves that were covered. Have students record the results of

the experiment using the Scientific Method worksheet.

Students create art using sun sensitive paper (see resources for more information)

Engage with light sticks before they are activated. Demonstrate to students how to

bend the light sticks to activate them. Engage with light sticks after they are

activated. Students record observations about the light sticks before and after they

were activated. Have students predict what will happen to a light stick if it is placed

in hot water, ice water or at room temperature.


Lesson Strand 3: What is magnetism and how do we use it?

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to a presentation on magnetic energy with the teacher demonstrating

how magnets attract certain items and repel others.

Attend to a read aloud of “Magnets: Pulling Together, Pushing Apart (Amazing

Science).”

Engage with magnets and various everyday items—paperclip, toothpick, stuffed

animal, metal spoon, etc.

Engage with magnets and testing everyday items. Test items and put picture of

the item on a chart whether it is magnetic (yes) or not magnetic (no).

Explore and feel magnets attracting and repelling one another. Include examples

of the magnet attracting and repelling items through paper, water, and/or wood.

Engage with the spelling of vocabulary words using magnetic letters on a

whiteboard or other magnetic surface.

Engage with spelling name with magnetic letters.

Engage with a “Wooly Willy” board to see how magnets can move objects in

between plastic.

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in a teacher presentation of magnetic energy.

Participate in a reading of “What Makes a Magnet (Let’s-Read-and-Find-Out

Science 2). Follow the read-aloud with a “magnetic fishing” activity, similar to

the one presented in the books. Participates in creating a classroom chart that

categorizes items are magnetic or non-magnetic.

Makes plastic toy car move with magnetic energy.

o Tape or glue small magnet to the back of a plastic toy car.

o Use a magnet to move the car based on the concept that similar poles

repel each other.


o Note: teacher should label or make adaptations to the magnet not on the

car, so that the student can easily move the car.

Uses two magnets: attracting and repelling one another based on the north and

south poles’ charges. Include examples of the magnet attracting and repelling

items through paper, water, and/or wood.

Participate in spelling of vocabulary words using magnetic letters on a

whiteboard or other magnetic surface.

Participate in teacher reading adapted books on magnetism (see resources for

books on Magnetism)

Participate in teacher presentation of iron fillings being dropped around a

magnet. Students participate in picking up iron filings on a piece of paper with a

magnet.

Using different types of magnets, predict which magnet will pick up the most

paper clips or other safe small metal object. As a class, record the strengths of

different magnets in the science notebooks.

Use a magnet fishing pole to “catch” magnetic letters or shapes.

Explore moving plastic boats in a tub with magnets taped or glued to back and

uses a second magnet to repel the boat around.

Participate in making a “Wooly Willy” board based on a photo of staff member.

(A bald cap could be worn to make them look bald in the photograph.)

Have available for students clean clear plastic liter soda bottles, sand and

washers and paper clips. (Iron filings can be added to the bottle. The teacher

fills the bottles with iron filings prior to the student filling the rest of the bottle.)

Students use funnels to fill bottles half-full with sand. Students use funnels to

add washers, paper clips and staples so that the bottle is ¾ full. Direct students

to use magnets to separate out iron materials from the sand.


LEARNING PLANS AND ACTIVITIES LEVEL B: Participate in predicting whether a magnet will attract items that are in a bag of

materials. Have students write the items in their science notebook. Have

students predict whether the magnet will attract the items and then use the

magnet to check their prediction. Have them record their observations in the


Assign students the job of being “magnet detectives.” Have pairs of students

select a magnet and move about the classroom touching things to determine

which are attracted by magnets and which are not. Put a YES post-it on items

that are magnetic and a NO post-it on the other items. Have students

participate in a class discussion comparing the YES items and NO items.

Complete a graphic organizer or checklist of whether certain items in the

classroom or school building are magnetic.

Conduct experiment “Attracting and Repelling” using two magnets: attracting

(pulling) and repealing (pushing) one another based on the north and south

poles’ charges. Include examples of the magnet attracting and repelling items

through paper, water, and/or wood.

View a presentation on how a magnet works and answers teacher’s questions

based on it. Labels the parts of a magnet on a worksheet or visual display.

Determines which sides of an “unlabeled magnet” are north and south using a

labeled magnet to test attraction and repulsion.

Listen to teacher reading adapted books on magnetism and complete an activity

based on the reading. (see resources for books on Magnetism). Have students

record their observations in their Science Notebooks.

Sprinkle iron filaments around a magnet to see where the magnetic fields are.

Explore different kinds of magnets: bar, ring, rod and horseshoe. Using the

Scientific Method worksheet, students predict which of the magnets has the

greatest strength. In small groups, students test the strength of each magnet by

seeing how many paper clips stick to the end of magnets. Extend the


experiment using magnets to pick up different types of items to test the

magnet’s strength.

Uses a compass to determine where north, south, east, and west are in the room

based on only finding North. Student labels the directions on

walls/windows/other classroom places based on where they are. Leads a class

scavenger hunt that uses a compass to direct students around the class, school,

or outdoors.

Views a video on how magnets/magnetism is used by people in everyday life and

completes a graphic organizer based on the video.


Lesson Strand 4: What is electricity and how does it affect our lives?

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to teacher reading an adapted book on electricity (see resources section).

Rub balloon with wool cloth and uses it to pick up fine grain salt from a plate

(see video link below).

Create static electricity. Put torn up or cut small pieces of tissue paper into a

small flat box. Lightly cover the box with plastic wrap. Rub their hands on the

plastic and observe what happens to the small pieces of tissue paper.

Engage with class making a chart of what classroom or household items that

need electricity and which ones don’t.

Engage with taking pictures and/or cutting out pictures of items that use

electricity in order to create a collage.

Engage with Zaptoy app and/or Plasma Ball (physical or app) (See resources)

Engage with switches to activate a toy, radio, etc.

Have students identify a battery operated toy to engage with. Take a photo of

students using the battery operated toys and insert the photos into the Class


LEARNING PLANS AND ACTIVITIES LEVEL C: Listens to teacher reading an adapted book on electricity (see resources section)

Rub balloon with wool cloth and uses it to pick up fine grain salt from a plate

(see video link below). Students record their observations about what

happened.

Create static electricity. Put torn up or cut small pieces of tissue paper into a

small flat box. Lightly cover the box with plastic wrap. Direct students to rub

their hands on the plastic and observe what happens to the small pieces of tissue

paper. Chart student observations about what happened to the tissue paper.


Participates with “Rolling a Can with Static Electricity” experiment. (Note: Make

it race “Static Can Race”)

Have students participate in a scavenger hunt to find ways in which electricity is

being used around the school.

Survey classroom and/or 1 or 2 other classes to find out the number of

computers, lights, plugs, items that use electricity, etc. are in the classroom in

order to determine which classroom uses more electricity.

LEARNING PLANS AND ACTIVITIES LEVEL B: Attends teacher presentation on the components of electricity.

Listens to/reads an adapted book on electricity (see resources section) and

answers questions based on the reading.

Conducts “Rolling a Can with Static Electricity” experiment. (Note: Make it race

“Static Can Race”)

Creates a chart/Venn diagram of classroom or household items that use

electricity and places them into two categories - “plus” and “batteries”.

See how a bulb grows by replacing a battery

http: www.sciencekids.co.nz/gamesactivities/electricitycircuits.html

Completes Electrical Survey of classroom and 1 or 2 other classes to find out the

total amount of watts each classroom uses in order to determine which

classroom uses more electricity (count number of light bulbs in each classroom

and the amount of watts each bulb uses in order to calculate total amount of

watts each classroom uses).

Have students work in pairs to find items that use electricity and batteries in the

school, photograph them, and make a team collage of those items.


Lesson Strand 5: Being Safe Around Electricity and Creating It

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to demonstration of safety signs (Stop, no, danger) and what to do.

Look at and explore different electrical appliances: make a smoothie with a blender,

make toast with a toaster (students can press buttons with hand over hand)

Engages with pictures of appliances used in different rooms of the house by placing

them in the appropriate location on a chart of drawing of a house.

Operate a switch to activate a toy.

Operate a switch to participate in “paint and swirl” activity.

(

http://atto.buffalo.edu/registered/ATBasics/Populations/Switch/classroomideas.ph

p)

Engages with lemon experiment (see resources) to create a circuit that lights a light

bulb. Record what happened in the Class Science Notebook: All About Energy.

Make a circuit map on the floor and have students engage with following it.

Student engages with following directions and picture symbols to turn lights on or

off.

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in teacher presentations on safety procedures around electrical cords

and electrical appliances. Sort pictures into SAFE and NOT SAFE categories.

Respond to “stop”, “no” “danger”, and “electricity” signs.

Participates in role play (with supports) of how to be safe around electrical cords

and appliances around the school and home and what we have to do to be careful

about them. Match pictures to safe and unsafe practices around electricity.

Put batteries into toys, flashlights, etc. Test whether the batteries were put in

correctly.


Participate in various class cooking activities by using different electrical appliances:

blender, toaster, etc.

Operate a switch to participate in “paint and swirl” activity

(

http://atto.buffalo.edu/registered/ATBasics/Populations/Switch/classroomideas.ph

p)

Participates in lemon experiment (see resources) to create a circuit that lights a light

bulb. Have students participate in completing a Scientific Method worksheet for the

Class Science Notebook.

Participates in creating a circuit using 9v batteries, a lightbulb, and alligator wires

(can also use Snap Circuits - see resources).

LEARNING PLANS AND ACTIVITIES LEVEL B: Make a brochure of safety procedures.

Play a bingo game about safety rules.

Role play safety procedures: recognizing danger, calling for help, leaving a

dangerous area. Talk about how to get help (down wires).

Identify and/or label safety signs in the environment (which safety sign goes with

each situation).

In small groups, students participate in a scavenger hunt using jeopardy type

questions (e.g. “this device uses two AA batteries and lights the way” answer:

“flashlight” - student must find the flashlight in the room).

Make a KWL chart about switches and circuits.

Participates in lemon experiment (see resources) to create a circuit that lights a light

bulb. Have students participate in completing a Scientific Method worksheet for

their individual Science Notebooks: All About Energy.

Draw a picture of the circuit, battery, and light bulb and label the parts of the

drawing.

Sequence the steps the flow of electricity from the battery to the light bulb.


Explain the difference between and open and a closed circuit. Students draw

example of an open circuit and a closed circuit.

Follow directions to build a circuit using a battery, circuit wire, and light bulb.

Demonstrate the effect of completing and breaking the circuit on the light bulb.

Lesson Strand 6: Alternative Forms of Energy and Conserving Energy

LEARNING PLANS AND ACTIVITIES LEVEL D: Engages with “wind energy.” Have students attend to clouds moving or things

blowing in the wind. Engage with flying kites outside. Use a hair dryer on the

cool setting to blow pieces of paper.

Engage with pictures/posters showing how we use energy from moving water.

Engage with turning on and off a light switch when leaving the classroom.

Engage with battery operated toys and tools, such as flashlights, and turning

them off when they are complete.

Attend to images of alternate sources of power (e.g., wind turbine, solar panels,

etc.).

Attend to the colors of bins used for trash (blue – metal, glass and plastic; green

– paper and cardboard.) Students engage in sorting items that go in the trash

cans.

LEARNING PLANS AND ACTIVITIES LEVEL C: Read the poem “Who Has Seen the Wind?” in Windy Day – Stories and Poems by

Lilian Moore. Have students chart the ways that they can see wind energy at

work. Have students blowing light objects using a hairdryer on cool.

Participate in small group examination of pictures/posters that show how we use

energy from moving water. Have students pictures of examples of wind energy

and examples of water energy.


Have students look at pictures and have them match pictures of wind energy at

work. Common pictures might include sailing boats, flying kites, floating

balloons, sailboarding, etc.)

Show examples of nonrenewable and renewable energy sources. Discuss how

nonrenewable sources will run out and how renewable energy is better for the

environment. Discuss with students how they can help the environment by

conserving energy. Explain what it means to “go green.” Have students come up

with a green mascot for the school.

As a class, each day take an action that conserves energy. Record the action on a

chart.

Introduce the concepts of Reduce, Reuse and Recycle. Have students match

pictures to pictures of people involved in reducing, reusing and recycling.

Teachers will review the Reduce, Reuse, and Recycle poster with students.

Students will sort items into their respective bins.

Over a few days (or less- as long as it takes for the batteries in one flashlight to

not work), conduct an experiment with what happens to two different battery

operated flashlights. Label one flashlight “on” and the other “five minutes”.

Turn on the flashlights and after five minutes turn off one of the flashlights; leave

the other one on. Repeat several times during the day.

Participate in cooking with a Solar oven made from a pizza box:

HTTP://SPOONFUL.COM/CRAFTS/SOLAR-SMORES - (Must be sunny outside).

Create a class poster on ways to save energy. Students practice talking about

the class poster.

Teacher reviews that energy comes in many different forms. Students complete

the Energy for Life experiment:

http://www.need.org/Files/curriculum/sciencefair/EnergyforLife.pdf

Participate in exploring the website: Energy Kids

http://www.eia.gov/kids/energy.cfm?page=3


http://www.eia.gov/kids/energy.cfm?page


Complete various energy activities with the Energy Ant:

http://www.eia.gov/kids/resources/teachers/pdfs/Activitybook_web.pdf

As a class, decide on a group project that conserves energy. Keep a record of what

students do as their project.

LEARNING PLANS AND ACTIVITIES LEVEL B: Read the poem “Who Has Seen the Wind?” in Windy Day – Stories and Poems by

Lilian Moore. Have students chart the ways that they can see wind energy at

work. Have students blowing light objects using a hairdryer on cool.

Assign students the job of being “Draft detectives.” Students can examine

spaces around doors and windows to see where the air leaks.

Have students experiment with making kites. Plan a day and time to fly kites.

After flying the kites, students record observations about the effect of the wind

on the kites.

Have students make a list of the ways that they use water at school, e.g. drinking

fountain, toilets, sinks, dishwashers, washing machines. Do a school survey and

tally the results.

Have students work in small groups to examine pictures relevant to water

energy. Work with groups to build a waterwheel (See Usborne Science and

Experiments – Energy and Power, Richard Spurgeon and Mike Flood.)

Have a class discussion on why wind and water are important and how we can

use them for energy. Discuss why it is important to take care of our

environment.

Student watches BrainPop Jr. Video: “Energy Sources.” (see resources) and fills

out a graphic organizer about renewable and nonrenewable sources.

Participate in exploring the website: Energy Kids

http://www.eia.gov/kids/energy.cfm?page=3 . Have students write two

sentences about what they learned from the website.




Have a class discussion on nonrenewable and renewable energy sources. Discuss

how nonrenewable sources will run out and how renewable energy is better for

the environment. Discuss with students how they can help the environment by

conserving energy.

Over a few days (or less- as long as it takes for the batteries in one flashlight to

not work), conduct an experiment with what happens to two different battery

operated flashlights. Label one flashlight “on” and the other “five minutes”.

Turn on the flashlights and after five minutes turn off one of the flashlights; leave

the other one on. Repeat several times during the day. Chart the different times

and what the results are for each time period. Discuss why it is important to

turn things off when they are not being used. (Extend this by using a third

flashlight that you manually wind.)

Post a class chart with 3 columns: Reduce (to make smaller), Reuse (to use

again), and Recycle (to use over and over). Add to the class chart on an ongoing

basis.

Keep an energy diary (as part of their science notebook) of an action they took

each day to save energy.

Teacher reviews that energy comes in many different forms

http://www.eia.gov/kids/energy.cfm?page=2 Students complete the Energy for

Life experiment:


Teachers review that recycling means using old materials to make new things

instead of brand new materials. Students complete the recycled or new paper

experiment:

http://www.need.org/files/curriculum/sciencefair/recycledornewpaper.pdf

Complete various energy activities with the Energy Ant:


Create a list of how to conserve energy. Have students sign pledge to take one

action each day that saves energy.



http://www.need.org/Files/curriculum/sciencefair/RecycledorNewPaper.pdf



Students create posters on ways to save energy. Sponsor an energy

conservation fair in the classroom for school personnel and/or parents, other

classes.

Materials Bars

Batteries

Camera

Coil

Computer

Electric Laser Orb

Energy Ball

Glue sticks

Horseshoe

KWL chart

Letters

Light Bulbs

Light Sticks

Magazines

Magnets

Newspapers

Rings

Rubber

Safety Signs

Scissors

Switches (different types)

Toys (Battery operated)


Various Metals (paper clips, iron ore)

Wood

Resources

Websites http://www.brainpop.com/technology/scienceandindustry/compass/

http://www.kids.esdb.bg/newenergy.html

http://www.neok12.com/video/Energy-Sources/

zX43675043557d0a606d5d51.htm

http://www.eia.gov/kids/energy.cfm?page=about_forms_of_energy-basics

http://www.ecokids.ca/pub/eco_info/topics/renewable_energy/

http://borchardtlibrary.edublogs.org/2011/09/25/5th-grade-alternative-energy-

inquiry-activity/comment-page-1/

http://www.fplsafetyworld.com/?ver=kkblue&utilid=fplforkids&id=16183

http://www.benefits-of-recycling.com/historyofalternativeenergy/

http://www.benefits-of-recycling.com/importanceofalternativeenergy/


http://www.eia.doe.gov/kids/energyfacts/

http://www.benefits-of-recycling.com/alternativeformsofenergy/

www.engineeringinteract.org

www.tarheelreader.com

Electricity Circuits:

http:www.sciencekids.co.nz/gamesactivities/electricitycircuits.html

Electricity/Magnetism Lesson Plans/Ideas:

http://www.proteacher.com/110016.shtml

Video Resource for Teachers: http://www.tes.co.uk/teaching-resource/Teachers-TV-

Primary-Science-Electricity-6044058/


Switch Ideas:

http://atto.buffalo.edu/registered/ATBasics/Populations/Switch/

classroomideas.php

More Switch Practice: http://www.northerngrid.org/resource/sen-switcher

Adapted Books: http://www.baltimorecityschools.org/site/Default.aspx?

PageID=1446

Average watt usage of different appliances:

http://energy.gov/energysaver/articles/estimating-appliance-and-home-electronic-

energy-use

Snap Circuits: http://www.snapcircuits.net

Pitchfork moving objects: http://www.livestrong.com/article/1005326-science-

experiments-tuning-fork-kids/

http://www.energyquest.ca.gov/story/chapter01.html

http://www.alliantenergykids.com/EnergyandTheEnvironment/

RenewableEnergy/

http://www.nrel.gov/education/pdfs/educational_resources/elementary/

energy_basics.pdf

Experiments and Activities on Sound Energy Musical Instruments that can be built in schools. More ideas can be found online.

o Glass Xylophone and Soda Bottle Trumpet can be found here:

http://maestroclassics.com/home-projects.aspx

o Drinking Straw Flute can be found here:

http://deceptivelyeducational.blogspot.com/2012/04/making-magic-

drinking-straw-flute.html

o Harp can be found here:

http://learningideasgradesk-8.blogspot.com/2011/02/make-string-

instrument.html

o Guitar can be found here:

http://learningideasgradesk-8.blogspot.com/2011/02/make-guitar.html


o Wind Musical Insturment:

http://learningideasgradesk-8.blogspot.com/2011/02/making-wind-

instrument.html

o Craft Stick Piano can be found here:

http://deceptivelyeducational.blogspot.com/2013/02/diy-craft-stick-

piano.html

Experiments and Activities on Electrical Energy

Light a lightbulb with lemons: http://www.ehow.com/how_5145738_make-lemon-

powered-light-bulb.html

Videos on Energy (General)

http://www.brainpopjr.com/science/energy/energysources/preview.weml

http://www.brainpopjr.com/science/energy/heat/preview.weml

http://www.brainpop.com/science/energy/formsofenergy/preview.weml

http://www.brainpop.com/science/energy/heat/preview.weml

http://www.brainpop.com/science/energy/energysources/preview.weml

Videos on Sound Energy

http://www.brainpopjr.com/science/energy/sound/preview.weml

http://www.brainpop.com/science/energy/sound/preview.weml

Videos on Light Energy

http://www.brainpopjr.com/science/energy/light/preview.weml

http://www.brainpop.com/science/energy/light/preview.weml

Videos on Magnetic Energy

http://www.brainpopjr.com/science/forces/magnets/preview.weml

http://www.brainpop.com/science/motionsforcesandtime/magnetism/

http://www.brainpop.com/technology/scienceandindustry/compass/


http://www.brainpop.com/science/energy/electromagneticinduction/

preview.weml

Videos on Electrical Energy

http://www.brainpop.com/science/energy/electricity/preview.weml

http://www.brainpop.com/science/energy/electriccircuits/preview.weml

http://www.brainpop.com/science/energy/currentelectricity/preview.weml

Videos on Renewable Energy

http://www.brainpop.com/science/energy/solarenergy/preview.weml

http://www.brainpop.com/science/energy/windenergy/preview.weml

http://www.brainpop.com/science/energy/energysources/preview.weml

Magnets and Force field:

http://app.discoveryeducation.com/player/view/assetGuid/129E07AB-2145-42D2-

B688-87E8C2C99BA6

Video: http://app.discoveryeducation.com/player/view/assetGuid/ADA1A603-2C58-

43A5-AFEB-83FEE6DF9123

Video: http://app.discoveryeducation.com/player/view/assetGuid/8D342142-291F-

4026-8309-9DC9A51748EF

Video on Electrical Safety:

http://app.discoveryeducation.com/player/view/assetGuid/59D2F5D9-97B1-465A-

BB00-B1563E23CA02

Great song about magnets

http://www.teachertube.com/viewVideo.php?video_id=28000

National Geographic video on magnets/compass

http://video.nationalgeographic.com/video/kids/cartoons-tv-movies-kids/i-didnt-

know-that-kids/idkt-magnets-kids/

Static Electricity picking up salt

o http://teaching.wonderhowto.com/how-to/demonstrate-static-electricity-

with-balloon-223911/

http://www.youtube.com/watch?v=keMpUaoA3Tg


Books on Energy

Energy Makes Things Happen Reading Level (Kind.) by Kimberly Brubaker

Bradleyhttp://www.amazon.com/Energy-Things-Lets-Read---Find-Out-Science/dp/

0064452131/ref=sr_1_2?s=books&ie=UTF8&qid=1391282129&sr=1-

2&keywords=energy

The Shocking Truth About Energy : http://www.amazon.com/Shocking-Truth-About-

Energy/dp/0823422208/ref=sr_1_7?s=books&ie=UTF8&qid=1391282640&sr=1-

7&keywords=energy+for+kids

The Powerful World of Energy with Max Axiom, Super Scientist , Agnieszka Bishop

All About Heat (Rookie Read About Science), Lisa Trumbauer

Energy (True Books) , Matt Mullins

Heat (Energy in Action ), Ian F. Mahaney

Books on Sound Energy

The Listening Walk , Paul Showers

Sound: Loud, Soft, High, and Low (amazing Science), Natalie M. Rosinksy

Sounds All Around (Let’s-Read-and-Find-Out Science 1), Wendy Pfeffer

All About Sound (Rookie Read About Science), Lisa Trumbauer

Sound Waves (Energy in Action), Ian F. Mahaney

Listen: What Do You Hear , J. J Robertson

Adventures in Sound with Max Axiom, Super Scientist ,Emily Sohn

What is Sound? (Sound All Around Us) , Charlotte Guillain

The Science of Sound: Tabletop Scientist , Steve Parker.

Books on Light Energy

Light: Shadows, Mirrors, and Rainbows by Natalie M. Rosinsky

Light (Energy in Action) by Ian F. Mahaney

Shadow by Suzy Lee

Books on Magnetic Energy


What Makes a Magnet? (Let’s-Read-and-Find Out Science 2) by Franklyn M. Branley

What Magnets Can Do (Rookie Read About Science ) by Allan Fowler

The Attractive Story of Magnetism with MAx Axiom , Super Scientist

You Can Use a Compass (Rookie Read About Science)” by Andrea Gianopoulos

Magnets: Pulling together, Pushing Apart (Amazing Science) by Natalie M. Rosinsky

Magnets (All Aboard Science Reader) by Anne Schreiber

Books on Electric Energy

Switch On, Switch Off (Let’s-Read-and-Find-Out Science 2) by Melvin Berger

http://www.amazon.com/Switch-Off-Lets-Read-Find-Out-Science/dp/006445097X/

ref=pd_sim_b_2

Electricity (Energy in Action) by Ian F. Mahaney

What is Electricity? (Rookie Read About Science)”

The Shocking World of Electricity with Max Axiom, Super Scientist by Liam

O’Donnell

Charged Up : The Story of Electricity (Science Works) by Jacqui Bailey

Electricity (True Books)”

The Magic School Bus and the Electric Field Trip : by Joanna Cole

http://www.amazon.com/Magic-School-Electric-Field-Trip/dp/0590446835/

ref=pd_sim_b_12

Books on Renewable Energy and Conservation

The Boy Who Harnessed the Wind (Young Reader’s Edition) by William

Kamkwamba

http://www.amazon.com/Boy-Who-Harnessed-Wind-Readers/dp/0803735111/

ref=sr_1_18?s=books&ie=UTF8&qid=1391282936&sr=1-

18&keywords=electricity

Gilberto and the Wind by Marie Hall

Solar Energy (Energy in Action)

Water Power (Energy in Action)


Community Based Instruction

Community Walks (provide students with clipboards and checklists to record

examples of energy and ways to save energy.

Queens Hall of Science

Essential Thinking Skills and Behaviors: Definitions and Explanatory Notes

EngagementEngagement is a behavior involving the focusing of the mental process upon someone or something. It is commonly demonstrated by a voluntary and sustained or repeated attention to stimuli. Engagement may be expressed through a wide variety of sensory, motor and/or speech, communication and language forms. Student’s physical, emotional, cognitive, social and cultural development impact significantly on the nature of the attention they are able, or choose, to demonstrate. Therefore, individual modes of student engagement need to be identified, taught, developed, refined, and/or expanded upon. These modes may include, but not limited to: exploration through touching, listening, looking, smelling, and/or tasting; and increase/decrease or initiation/cessation of body movement; and vocalizations/verbalizations. Without engagement, additional information processing cannot take place.

Explanatory Notes: When providing students with opportunities for engagement it is critical that

the same opportunities be presented daily over time. Variation in the means of story presentation, along with increased familiarity with expectations, should serve to sustain student motivation and interest. In addition, the presentation of materials should be supplemented with ongoing, direct instruction to facilitate targeted skills and behaviors specific to the content area.

Emphasis should be placed on relating meaningful activities/materials to student’s prior knowledge and experience.

Extensive efforts should be placed on involving, to the greatest extent possible, a student’s family in providing opportunities for student engagement. Such efforts might include: planning instructional materials; inviting family members to read stories in class; planning family related fairs; encourage family members to learn about and visit public and other


community resources; and responding to educational needs as expressed by a student’s family.

Each student should possess a public library card, and be a member of other community organizations when appropriate and feasible.

Environmental Differentiation

Environmental Differentiation is the recognition of differences in the attributes of things/places with which, and individuals with whom, one comes in contact and includes recognition of self as a distinct entity. It is usually demonstrated by distinct patterns of exploration or reaction to different stimuli and may be evidenced through various modes of student response. Environmental Differentiation may, but does not necessarily, include knowledge of the names/functions of the materials/places/individuals involved.

Explanatory Notes: The purpose for having students learn to differentiate is to help them

develop a basis from which they will be able to use materials functionally, make informed choices and develop concepts related to materials. However, instruction related to Environmental Differentiation should not preclude instruction toward other essential skills or behaviors (e.g. Functional Use of Objects; Self Regulation).

When various content area materials are being functionally used by a student, the student is already demonstrating environmental differentiation.

For a student with a limited response repertoire (i.e. a student with additional significant physical/sensory impairments), differentiation may be evidenced through the engagement with different stimuli. For example, a student might demonstrate differentiation simply by focusing on or maintaining hand contact with one stimulus for a significantly longer period of time than another stimulus.

For a student who is not environmentally differentiating, an implication for instruction is that the student may need to be provided with increased


opportunities for sensory exploration of/interaction with the materials and for using the materials functionally. In providing these increased opportunities, it is essential to insure that a student’s safety and dignity are maintained, especially with regard to social context and age appropriateness.

Conceptualization

Conceptualization is the formation of mental representations or ideas for categorizing information or mental connections to prior experiences. As children develop, new concepts about objects, people, places and the relationship between them are continually being learned. Conceptualization may be demonstrated through a range of initiated utterances/actions or responses to questions, comments, or directions. Individual communication modes may vary, and need to be identified, taught, developed, refined and/or expanded upon.

Explanatory Notes: In identifying a concept that a student is expected to learn, it is important to

make known to instructors and students the intended definition of that concept.

It is important that incidental displays of knowledge of identified concepts/meanings are noted/documented as they occur throughout the day.

In order for a student to demonstrate the knowledge of a concept/meaning, it is necessary for the student to exhibit a behavior that is intentional. For instance, a student who might typically sit without movement would not be considered to demonstrate knowledge of “wait” by remaining in a motionless position. Rather, the student would need to initiate a movement at the proper turn-taking time in order to have displayed knowledge of what “waiting” means.


Learning environments should be picture cue/object cue/print rich, so as to facilitate the learning of the concepts.

In expecting demonstration of knowledge of specific concepts, it is important that the other concepts/meanings used contextually by the instructor are known by the student or made clear (e.g. through demonstration) to the student. This is especially important with regards to concepts/meanings that define an expected mode of performance (e.g. touch, press, look).

Beyond the concepts/meanings that are found in this curriculum frameworks, which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYS/NYC Scope and Sequence for grade level instructional content, there are other NYS standards based concepts that may be important to explicitly address in relation to each content area. For example, in Career Development and Occupational Studies, these may include: work; start/begin; end/finish; put away/put back; more/enough; and no. In Health, these may include; privacy, danger, emergency, clean, stranger, helper, friend, “feeling uncomfortable”, sick/hurt, exercise, medicine, and choice. These other concepts can identified by referring to New York State’s Learning Standards for Family and Consumer Sciences, Health, Phys. Ed., Career Development and Occupational Studies, The Arts, as well as, the NYSAA Alternate Grade Level Indicators for Science and Social Studies, and the grade level Extensions for English Language Arts and Math.

In addition to basic key concepts related to a content area, it is critical that students learn concepts needed for them to use their individual system of communication during assessment and instructional situations (e.g. point, touch, look, press, pick-up, give, tell, me/say).


Functional Use of Objects

Functional Use of Objects is the appropriate utilization of materials in alignment with the purpose(s) for which they exist in a given culture. It may be applied to the use of an object that has undergone modifications. Students unable to utilize materials functionally due to a physical impairment may achieve this standard by communicating the purpose of the materials.

Explanatory Notes: Emphasis should be placed on involving family members in encouraging a

student to use content related materials during functional daily activities. For example, in the area of English Language Arts/Native Language Arts, some activities might include: giving a greeting card to a relative or friend; bringing a shopping list, with accompanying tangible symbols, to the supermarket; marking important dates on a calendar; labeling household items; and engaging with books and magazines.


Problem SolvingProblem solving is the directing of one’s actions towards achieving a goal that presents uncertainty or difficulty. It presupposes an awareness of the existence of a problem. It generally involves taking into account factors related to a problem, and trying or considering more than one way to solve a problem. Resolution of a problem may be unattainable even though problem solving behaviors have been applied.

Explanatory Notes: When considering problem solving, an emphasis should be placed on a

student’s involvement in the process of solving a problem rather than on a student’s resolution of a problem.

A student’s performance of Problem Solving may take the form of a variety of actions/response modes.

An implication for instruction is a recognition of the need to provide students with adequate time and opportunities “to try” or consider more than one way of solving a problem before intervening in the process.

Problem Solving may be accomplished through the completion of tasks formulated with the intent of providing opportunities for students to demonstrate specific problem solving behaviors. It may be accomplished, however, within a broader framework of general content area assignments, which naturally include a variety of problem solving situations.


A distinction involves the student’s completion of the task that the student has previously demonstrated an ability to do readily, while problem solving involves an element of uncertainly or difficulty for the student.

When a student secures needed help, instructors should not simply complete an action for the student. Rather, the student should be guided through the problem solving process, with help provided only to the extent actually needed by the student. In this way, a student hopefully will begin to approach future problem solving situations by trying another way before securing help.

Self-Regulation

Self-regulation is an ongoing monitoring of ones’ own sensory/physical/social/cognitive conditions, and an adjusting of these conditions to maintain a desired and comfortable internal state. Self-regulation involves knowing and applying a repertoire of behaviors to diverse settings, making informed choices, and acting upon or indicating a desire or need for change.

Explanatory Notes: (Self-Regulation, General) The following conditions may necessitate self-regulation

o Sensory, including sensitivities to light, sound texture taste, smell and surrounding physical space.

o Physical, including pain, pleasure, hunger, thirst, discomfort, fatigue, hyperactivity, illness, and a need to use the bathroom.

o Emotional, including distress, loneliness, need for solitude, anger, aggressiveness, withdrawal, sadness, frustration, disappointment, elation, fear, anxiety, and stress.

o Social, including segregation, lack of privacy, and numbers/appearance/behaviors of individuals in the environment

o Cognitive, including level of subject content (either too high or too low), nature of subject matter presentation, and lack of appropriate means for accessing/expressing information.


Students may exhibit behaviors that are self-regulatory in nature but fail to meet the standard for self-regulation (as they are not desired behaviors). These include:

o Behaviors which are unsafe (e.g. abuse to self or others; object destruction)

o Behaviors which interfere with one’s own learning or the learning of others (e.g. replacing attention to task with stereotypic response; continuous noise production)

o Behaviors which interfere with positive social interactions (e.g. grabbing belongings of others; public disrobing).

Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (e.g. finger-tapping; shaking of a glass with ice cubes; nail biting) through which they express their internal state. These behaviors, for the most part, are accepted by other individuals and do not seem to interfere in the development and maintenance of social relationships. Although the behavior of a student may differ in nature from these more common expressions, there is an expectation that such student behaviors, if exhibited in a safe and healthy manner, should be understood and accepted by others as an inherent part of “who” the student is. In fact, it may be precisely through such a particular behavior that a student is self-regulating.

In order to maintain internal control for self-regulating, students may need to be provided with positive behavioral support systems, including attention to communication and/or sensory needs and abilities.

Explanatory Notes: (Self-Regulation, Informed Choice-Making)

An informed choice refers to a student’s selection (within a single activity) of one of two (or possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent


indication of a choice different from the objects, activities, or environments offered.

An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.

Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.

Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.

**It is recognized that repeatedly presenting choices in a different order/position may result in frustration on the part of students. Therefore, this type of procedure for insuring informed choice is designed primarily for the purpose of occasional assessment rather than for the purpose of ongoing instruction.


Social Interaction

Social Interaction is reciprocal in nature and involves the use of communication for a variety of purposes. These may include having one’s desires or needs realized, or becoming involved in personal relationships. Such relationships may vary and may include being a one-time partner on a project, a member of a frequently meeting group, a helper, or a friend. Social interaction presupposes self-recognition, that is, the perception of self as a separate being, distinct form people/objects in the surrounding world.

Explanatory Notes: In general, communication refers to a process through which individuals

receive from, transmit to, or exchange with others information, feelings or thoughts.

In order to help a student to learn how to socially interact, it is imperative that a student be assessed in a comprehensive and ongoing manner to determine which modes of communication are most appropriate for that student. Individual communication modes may vary and need to be identified, taught, refined, and /or expanded upon. Some students may even need to have meaning assigned to some of their naturally occurring behaviors (e.g. movements; facial expressions; vocalizations) so that they might begin intentionally to use these behaviors to communicate. Such a process should result in a student having ongoing access to and use of an effective system of communication.

In interactions with a student, it is critical to be aware of and respond immediately and consistently to any form of communication exhibited by the student, especially one of a subtle nature. In so doing, one is helping the student understand and come to expect that a communication causes others to act or respond. If such student communications are not attended to, the student most likely will discontinue communication since his/her communicative intent is not being realized.

It is beneficial to use a variety of communicative means (e.g. pictures, speech, gestures) when the student is engaged in receptive communication, even if some of these means appear to be of a nature that is beyond a student’s present cognitive level. However, a student should be taught and then have access to a means of communicating expressively that is consistent with that student’s present cognitive level.

It is critical that a student’s requests/directives and rejections/protests be addressed. Even if it is determined that the student’s attempt to control the


environment cannot be accommodated, the attempt should at least be acknowledged.

To maximize a student’s social interactions, emphasis needs to be placed on providing a student with an opportunity to communicate in the context of authentic situations and environments.

A student’s alternative/augmentative communication system (e.g. a device, board, and/or set of tangible symbols) needs to be accessible to the student throughout the day - at home, at school, and in community settings.

Significant emphasis should be placed on encouraging a student’s communication partners to accept and respond to alternate/augmentative forms of communication.

In order to interpret a student’s utterance or other communication as a request, it is subsequently necessary for the student to accept/interact with the referred to object/action/person. Otherwise, it may be that the student is merely recognizing the existence of an object/action/person.

To the greatest extent possible, and certainly to the degree mandated by a student’s IEP and by applicable educational regulations, a student should be learning to socially interact with students receiving general education services.

Certainly there is value in social interactions that occur between students and adults. Adults are able to provide appropriate models of communication and to respond readily to student initiations of communications. However, a significant emphasis also needs to be placed on providing opportunities for students to interact with peers (those receiving general and special education services).

When teaching a student to use a communication system expressively, it is critical that an instructor consistently model the use of the system in communications with the student.

The District 75 Office of Technology Solutions provides resources to students, staff, administrators, and parents in the areas of instructional, informational, and assistive technologies.


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