Participant Notebook...Participant Notebook How they figure it out:Working as sound engineers, students hunt for sound sources, investigate how sounds are made, and explain what vibrates

Participant Notebook Supporting Diverse Learner Needs Grade 1: Light and Sound

New York City Schools

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Supporting Diverse LearnersUnit-specific workshop agenda

Reflections and Framing the Day

Defining Diverse Learners

Understanding Opportunities for Supporting Diverse

Learners

Analyzing Formative Assessment Data and Embedded

Differentiation Strategies Planning to Teach

Closing

1

Three dimensions of NYSSLS reference

3-D learning engages students in using scientific and engineering practices and applying

crosscutting concepts as tools to develop understanding of and solve challenging

problems related to disciplinary core ideas.

Earth and Space Sciences:ESS1: Earth’s Place in the

UniverseESS2: Earth’s SystemsESS3: Earth and Human Activity

Life Sciences:LS1: From Molecules to

OrganismsLS2: EcosystemsLS3: HeredityLS4: Biological Evolution

Physical Sciences:PS1: Matter and its InteractionsPS2: Motion and StabilityPS3: Energy PS4: Waves and their

Applications

Engineering, Technology and the Applications of Science:ETS1: Engineering DesignETS2: Links among Engineering

Technology, Science and Society

1. Patterns

2. Cause and Effect

3. Scale, Proportion, and Quantity

4. Systems and System Models

5. Energy and Matter

6. Structure and Function

7. Stability and Change

1. Asking Questions and Defining Problems

2. Developing and Using Models

3. Planning and Carrying Out Investigations

4. Analyzing and Interpreting Data

5. Using Mathematics and Computational Thinking

6. Constructing Explanations and Designing Solutions

7. Engaging in Argument from Evidence

8. Obtaining, Evaluating, and Communicating Information

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

2


Unit Map

How can we use light and sound to design shadow scenery and sound effects for apuppet theater?

Students take on the dual role of light engineers and sound engineers for a puppet-show company as they investigatecause-and-effect relationships and learn about the nature of light and sound. They apply what they learn to designingshadow scenery and sound effects for a puppet show.

Chapter 1: How do we make brighter or darker areas on a surface?

Students figure out: Without light, we cannot see. Light comes from a source and travels to a surface. Light from thesource must be getting to the surface in order to make some parts of the surface look bright. If there is no light source,a surface looks dark.

How they figure it out: The class attempts, in vain, to make the classroom completely dark, identifying light sources ateach failed attempt. Students read a book about whether one can see in the dark, and then they hunt for light sourcesin their school and in the pictures of a book. Students investigate a series of questions with their own light source (aflashlight), investigating how light gets to a surface.

Chapter 2: How do we make a dark area in a bright puppet show scene?

Students figure out: A dark area is the result of putting an object between a light source and a surface. When an objectblocks a light source, the surface behind the object looks darker. This dark area is called a shadow.

How they figure it out: Students explore by making shadows on different surfaces. They then investigate how to makea dark area on the surface by using different materials to block light from reaching a surface.

Chapter 3: How do we make bright, medium bright, and dark areas in a puppet show scene?

Students figure out: Different materials let different amounts of light pass through. Bright areas are the result of all oralmost all the light passing through an object and reaching a surface. This happens if there is no object or if the object istransparent. Medium-bright areas result when only some of the light passes through and reaches the surface. Darkareas happen because no light passes through an object. Light is blocked, so the surface looks dark.

How they figure it out: Students refine their understanding of how light interacts with different materials and work aslight engineers to plan, make, and test shadow scenery. Based on what they learn, students revise their own shadowscene to meet a set of design goals. Students write explanations of their scenes for the puppet-show company.

Chapter 4: How do we design a sound source to go with a puppet show scene?

Students figure out: Sound has a source, just like light does. Sound is made when an object vibrates. The object thatvibrates is the source of the sound. Like light, sound also travels. Sound travels from the source to our ears. You canstart and stop sound by starting and stopping the vibration of an object.

Unit MapLight and Sound

Planning for the Unit

4

3

© 2018 The Regents of the University of California

Grade 1 Light and Sound Participant Notebook

How they figure it out: Working as sound engineers, students hunt for sound sources, investigate how sounds aremade, and explain what vibrates in a particular sound source. They plan, make, and test different ways of making soundeffects. They read a book about sound and share what they learn in a mini-book they create for the puppet-showcompany.

Light and SoundPlanning for the Unit

Unit Map

5

4


Light and Sound Coherence Flowchart

Wha

t mak

es s

omet

hing

look

br

ight

or

dark

? (1

.2)

•Lig

ht m

akes

thin

gs lo

okbr

ight

. (1.

2)•Y

ou n

eed

som

e lig

ht to

see

.(1

.2)

•Br

owse

Eng

inee

ring

with

Ligh

t and

Sou

nd r

efer

ence

book

(1.1

)•

Expl

ore

how

to m

ake

the

clas

sroo

m c

ompl

etel

y da

rk(1

.2)

•O

bser

ve a

vid

eo o

f a v

ery

dark

cav

e (1

.2)

•Re

ad C

an Y

ou S

ee in

the

Dar

k? (1

.2)

Whe

re d

oes

the

light

com

e fr

om

that

mak

es s

urfa

ces

look

bri

ght o

r da

rk?

(1.3

-1.4

)

•All

light

com

es fr

om a

sou

rce.

(1.4

)

•Sea

rch

for

light

sou

rces

aro

und

the

scho

ol in

a L

ight

Sou

rce

Hun

t(1

.3)

•W

rite

abo

ut li

ght s

ourc

es (1

.4)

•Re

visi

t Can

You

See

in th

e D

ark?

(1.4

)•

Prac

tice

usin

g ca

use

and

effe

ct to

expl

ain

ever

yday

sce

nari

os (1

.4)

•U

se E

xpla

natio

n La

ngua

ge F

ram

eto

exp

lain

bri

ght a

reas

in C

an Y

ouSe

e in

the

Dar

k? (1

.4)

•Use

Exp

lana

tion

Lang

uage

Fra

me

to e

xpla

in b

righ

t and

dar

k ar

eas

(1.5

)•S

hare

d W

ritin

g to

exp

lain

the

Chap

ter

1 Q

uest

ion

(1.5

)

Cen

tral P

heno

men

onIn

vest

igat

ion

Que

stio

nsE

vide

nce

sour

ces

and

refle

ctio

nK

ey c

once

pts

With

out l

ight

, we

cann

ot s

ee. L

ight

com

es fr

om a

sou

rce

and

trav

els

to a

sur

face

. Lig

ht fr

om th

e so

urce

mus

t be

gett

ing

to th

e su

rfac

e in

ord

er to

mak

e so

me

part

s of

the

surf

ace

look

bri

ght.

If th

ere

is n

o lig

ht s

ourc

e, a

sur

face

lo

oks

dark

.

Ligh

t and

Sou

nd: P

uppe

t-Th

eate

r En

gine

ers

Chap

ter

1 Q

uest

ion

Inve

stig

atio

n Q

uest

ions

Key

conc

epts

Evid

ence

sou

rces

an

d re

flect

ion

oppo

rtun

itie

s

Expl

anat

ion

that

st

uden

ts c

an m

ake

to a

nsw

er th

e Ch

apte

r 1

Que

stio

n

Appl

icat

ion

of k

ey

conc

epts

to p

robl

em

Prob

lem

stu

dent

s w

ork

to s

olve

How

do

we

mak

e br

ight

er o

r da

rker

are

as?

How

can

we

use

light

and

sou

nd to

des

ign

shad

ow s

cene

ry a

nd s

ound

eff

ects

for

a pu

ppet

thea

ter?

Wha

t mak

es a

sur

face

look

bri

ght o

r da

rk?

(1.5

) (Re

vise

d fr

om 1

.2)

•Whe

n lig

ht fr

om a

sou

rce

gets

to a

surf

ace,

the

surf

ace

look

s br

ight

.(1

.5)

•Inv

estig

ate

how

to m

ake

surf

aces

look

bri

ght (

1.5)

•D

iagr

am li

ght m

akin

g a

surf

ace

brig

ht (1

.5)

5



Light and Sound Coherence Flowchart cont.

How

do

we

stop

ligh

t fro

m g

ettin

g to

one

par

t of a

sur

face

? (2

.1-2

.3)

•Whe

n lig

ht is

blo

cked

by

an o

bjec

t, th

e su

rfac

e be

hind

the

obje

ct lo

oks

dark

, and

we

call

this

a s

hado

w. (

2.2)

•Whe

n lig

ht is

blo

cked

by

a m

ater

ial,

the

surf

ace

behi

nd th

e m

ater

ial l

ooks

dar

k, a

nd w

e ca

ll th

is a

sha

dow

.(2

.3) (

Revi

sed

from

2.2

)

•Exp

lore

how

to m

ake

shad

ows

of d

iffer

ent s

hape

s an

d si

zes

arou

nd th

e cl

assr

oom

(2.1

)•U

se E

xpla

natio

n La

ngua

ge F

ram

e to

exp

lain

how

sha

dow

s w

ere

form

ed (2

.1)

•Dra

w a

nd w

rite

eng

inee

r’s n

otes

abo

ut m

akin

g sh

adow

s (2

.1)

•Rea

d W

hat M

ade

This

Sha

dow

? (2

.2)

•Eng

age

in k

ines

thet

ic B

lock

ing

Mod

el to

sho

w h

ow s

hado

ws

are

mad

e by

blo

ckin

g lig

ht (2

.2)

•Sor

t sha

dow

car

ds (l

ight

sou

rce,

blo

ckin

g ob

ject

, sha

dow

) (2.

2)•D

raw

and

wri

te to

exp

lain

how

sha

dow

s fo

rmed

in W

hat M

ade

This

Sha

dow

? (2

.2)

•Inv

estig

ate

how

diff

eren

t mat

eria

ls b

lock

ligh

t usi

ng In

vest

igat

ion

Kits

(2.3

)

•Des

ign,

test

, and

eva

luat

e a

cuto

ut to

form

a d

ark

area

in th

e pu

ppet

sce

ne (2

.4)

•Dia

gram

how

the

desi

gned

cut

out b

lock

s lig

ht in

the

pupp

et s

cene

(2.5

)•U

se E

xpla

natio

n La

ngua

ge F

ram

e an

d W

ritin

g Pl

anne

r to

exp

lain

the

Chap

ter

2 Q

uest

ion

(2.5

)

Cen

tral P

heno

men

onIn

vest

igat

ion

Que

stio

nsE

vide

nce

sour

ces

and

refle

ctio

nK

ey c

once

pts

A da

rk a

rea

is th

e re

sult

of p

uttin

g an

obj

ect b

etw

een

a lig

ht s

ourc

e an

d a

surf

ace.

Whe

n an

obj

ect b

lock

s a

light

so

urce

, the

sur

face

beh

ind

the

obje

ct lo

oks

dark

er. T

his

dark

are

a is

cal

led

a sh

adow

.

Chap

ter

2 Q

uest

ion

Inve

stig

atio

n Q

uest

ion

Key

conc

epts

Evid

ence

sou

rces

an

d re

flect

ion

oppo

rtun

itie

s

Expl

anat

ion

that

st

uden

ts c

an m

ake

to a

nsw

er th

e Ch

apte

r 2

Que

stio

n

Appl

icat

ion

of k

ey

conc

epts

to p

robl

em

Prob

lem

stu

dent

s w

ork

to s

olve

How

do

we

mak

e a

dark

are

a in

a b

righ

t pup

pet s

how

sce

ne?

Ligh

t and

Sou

nd: P

uppe

t-Th

eate

r En

gine

ers

How

can

we

use

light

and

sou

nd to

des

ign

shad

ow s

cene

ry a

nd s

ound

eff

ects

for

a pu

ppet

thea

ter?

6



How

do

mat

eria

ls m

ake

area

s on

a s

urfa

ce th

at a

re n

ot d

ark?

(3.1

)

•Inv

estig

ate

and

com

pare

mat

eria

ls th

at d

o no

t blo

ck li

ght u

sing

Inve

stig

atio

n Ki

ts (3

.1)

•Rea

d Le

t’s T

est!

(3.2

)•O

rgan

ize

and

anal

yze

resu

lts o

f the

inve

stig

atio

n in

Let

’s Te

st! (

3.2)

•Eng

age

in k

ines

thet

ic P

assi

ng T

hrou

gh M

odel

to s

how

how

bri

ght a

nd m

ediu

m b

righ

t are

as a

re m

ade

(3.2

)•U

se E

xpla

natio

n La

ngua

ge F

ram

e to

exp

lain

bri

ght,

med

ium

bri

ght,

and

dark

are

as (3

.2)

•Dia

gram

ligh

t pas

sing

thro

ugh

mat

eria

ls to

cre

ate

brig

ht a

nd m

ediu

m b

righ

t are

as o

n a

surf

ace

(3.3

)•R

evis

it En

gine

erin

g w

ith L

ight

and

Sou

nd to

find

exa

mpl

es o

f sol

utio

ns e

ngin

eers

cre

ated

that

req

uire

com

plet

ely

bloc

king

or

part

ially

blo

ckin

g lig

ht (3

.3)

•Whe

n al

l lig

ht p

asse

s th

roug

h a

mat

eria

l, th

e su

rfac

e be

hind

the

mat

eria

l loo

ks b

righ

t. (3

.3)

•Whe

n so

me

light

pas

ses

thro

ugh

a m

ater

ial,

the

surf

ace

behi

nd th

e m

ater

ial l

ooks

med

ium

bri

ght.

(3.3

)

•Pla

n, m

ake,

and

test

pup

pet s

cene

ste

ncils

to c

reat

e ar

eas

of v

aryi

ng b

righ

tnes

s (3

.4)

•Rev

isit

Let’s

Tes

t! to

figu

re o

ut h

ow e

ngin

eers

iter

ate

on d

esig

ned

solu

tions

(3.5

)•T

est a

nd r

evis

e pu

ppet

sce

ne s

tenc

ils to

mee

t des

ign

goal

s, th

en d

iagr

am s

olut

ions

(3.5

)•U

se E

xpla

natio

n La

ngua

ge F

ram

e to

com

pose

ora

l and

wri

tten

exp

lana

tions

for

the

Chap

ter

3 Q

uest

ion

(3.6

)

Cen

tral P

heno

men

onIn

vest

igat

ion

Que

stio

nsE

vide

nce

sour

ces

and

refle

ctio

nK

ey c

once

pts

Diff

eren

t mat

eria

ls le

t diff

eren

t am

ount

s of

ligh

t pas

s th

roug

h. B

righ

t are

as a

re th

e re

sult

of a

ll or

alm

ost a

ll th

e lig

ht p

assi

ng th

roug

h an

obj

ect a

nd r

each

ing

a su

rfac

e. T

his

happ

ens

if th

ere

is n

o ob

ject

or

if th

e ob

ject

is

tran

spar

ent.

Med

ium

bri

ght a

reas

res

ult w

hen

only

som

e of

the

light

pas

ses

thro

ugh

and

reac

hes

the

surf

ace.

Dar

k ar

eas

happ

en b

ecau

se n

o lig

ht p

asse

s th

roug

h an

obj

ect.

Ligh

t is

bloc

ked,

so

the

surf

ace

look

s da

rk.

Chap

ter

3 Q

uest

ion

Inve

stig

atio

n Q

uest

ion

Key

conc

epts

Evid

ence

sou

rces

an

d re

flect

ion

oppo

rtun

itie

s

Expl

anat

ion

that

st

uden

ts c

an m

ake

to a

nsw

er th

e Ch

apte

r 3

Que

stio

n

Appl

icat

ion

of k

ey

conc

epts

to p

robl

em

Prob

lem

stu

dent

s w

ork

to s

olve

How

do

we

mak

e br

ight

, med

ium

bri

ght,

and

dark

are

as in

a p

uppe

t sho

w s

cene

?

Ligh

t and

Sou

nd: P

uppe

t-Th

eate

r En

gine

ers

How

can

we

use

light

and

sou

nd to

des

ign

shad

ow s

cene

ry a

nd s

ound

eff

ects

for

a pu

ppet

thea

ter?

7




Wha

t hap

pens

whe

n so

met

hing

sta

rts

mak

ing

a so

und?

(4.1

-4.3

)

•All

soun

d co

mes

from

a s

ourc

e. (4

.1)

•A s

ourc

e m

akes

a s

ound

bec

ause

par

t of i

t is

vibr

atin

g. (4

.3)

•Sea

rch

for

soun

d so

urce

s ar

ound

the

scho

ol in

a S

ound

Sou

rce

Hun

t (4.

1)•I

nves

tigat

e ho

w o

bjec

ts s

tart

to m

ake

soun

ds in

Sou

nd S

ourc

e St

atio

ns (4

.1)

•Sea

rch

for

soun

d so

urce

sol

utio

ns in

Eng

inee

ring

with

Lig

ht a

nd S

ound

(4.1

)•O

bser

ve a

vib

ratin

g ob

ject

mak

ing

soun

d (4

.2)

•Inv

estig

ate

vibr

atio

n by

rev

isiti

ng S

ound

Sou

rce

Stat

ions

(4.2

)•R

ead

Wha

t Vib

rate

s? (

4.2)

•Rev

isit

Wha

t Vib

rate

s? to

iden

tify

wha

t par

ts o

f a s

ound

-mak

ing

obje

ct v

ibra

te (4

.3)

•Con

stru

ct e

xpla

natio

ns o

f how

obj

ects

in th

e So

und

Sour

ce S

tatio

ns m

ade

nois

e by

wri

ting

I Hea

r a S

ound

. Wha

tVi

brat

es?

min

i-boo

ks (4

.3)

Cen

tral P

heno

men

onIn

vest

igat

ion

Que

stio

nsE

vide

nce

sour

ces

and

refle

ctio

nK

ey c

once

pts

Soun

d ha

s a

sour

ce, j

ust l

ike

light

doe

s. S

ound

is m

ade

whe

n an

obj

ect v

ibra

tes.

The

obj

ect t

hat v

ibra

tes

is th

e so

urce

of t

he s

ound

. Lik

e lig

ht, s

ound

als

o tr

avel

s. S

ound

trav

els

from

the

sour

ce to

our

ear

s. Y

ou c

an s

tart

and

sto

p so

und

by s

tart

ing

and

stop

ping

the

vibr

atio

n of

an

obje

ct.

Chap

ter

4 Q

uest

ion

Inve

stig

atio

n Q

uest

ion

Key

conc

epts

Evid

ence

sou

rces

an

d re

flect

ion

oppo

rtun

itie

s

Expl

anat

ion

that

st

uden

ts c

an m

ake

to a

nsw

er th

e Ch

apte

r 4

Que

stio

n

Appl

icat

ion

of k

ey

conc

epts

to p

robl

em

Prob

lem

stu

dent

s w

ork

to s

olve

How

do

we

desi

gn a

sou

nd s

ourc

e to

go

with

a p

uppe

t sho

w s

cene

?

Ligh

t and

Sou

nd: P

uppe

t-Th

eate

r En

gine

ers

How

can

we

use

light

and

sou

nd to

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cene

ry a

nd s

ound

eff

ects

for

a pu

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ter?

How

do

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mak

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ent v

ibra

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ake

diff

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t kin

ds o

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our

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)

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8



Investigation Notebook

Light and Sound:Puppet-Theater Engineers

9


© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.

Directions: Sort your cards into three columns.

Blocking object Light source Shadow

Shadow Cards Sorting Mat

Light and Sound—Lesson 2.2

Name: _____________________________________ Date: ________________

This page is a copymaster and can be found in Digital Resources.

10

Name: _____________________________________ Date: ________________

Light and Sound—Lesson 2.28

What Made This Shadow?

Directions:

1. Choose three Shadow Cards that go together.2. Place one card in each column.3. Write the name of the blocking object and the light source

on the lines.

Blocking object Light source Shadow

The ___________ blocks light from

the ___________,

so it makes this

shadow.

11



Name: _____________________________________ Date: ________________

10 Light and Sound—Lesson 2.3

Testing Materials

Directions:

1. For each material, circle Yes if the material blocked light orcircle No if the material did not block light.

Material Did the material block light?

cardboardYes

No

clear plasticYes

No

foamYes

No

foilYes

No

tinted plasticYes

No

wax paperYes

No

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

12

Amplify Science [ Status of the Class Data Collection and Organizational Tool ]

Teacher: Mr. Saturn Grade Level : 1 Date: 8 /2018 Unit Name: Light and Sound Chapter: 2 Lesson: 2.3, Act. 2

A.) Determine the “Look For’s” for the On the Fly Assessment On-the-Fly Assessment 6: Students’ Understanding That Blocking Light Results in Dark Areas

B.) Rate the Look -Fors ‘3’ if student demonstrates a strong understanding ‘2’ if student demonstrates some understanding ‘1’- if student demonstrates no understanding

Look Fors Learner A

Learner B

Learner C

Learner D

Look for #1: Student participants in testing/ investigating materials with a partner.

3 3 3 3

Look for #2: Student recognizes the flashlight as the light source in this activity.

3 3 3 1

Look for #3: Student correctly incorporates relevant vocabulary in his/her explanation. (Block, material, source and surface)

2 1 1 2

Look for #4: Students should say that the material does block light, because they can see a dark area on the surface to which light is not getting.

2 1 1 1

Look for #5: Student describes blocking as preventing light from getting to a surface, resulting in a dark area.

3 2 1 1

Look for #6: Student is able to demonstrate evidence of how a material can block light from getting to a surface.

3 1 3 2

C.) After data are collected for the OTF, analyze the student needs and refer to the NOW WHAT section for ideas on how to respond to your students’ needs.

13


Learner Profiles

Learner A: Enjoys science and math. Loves to tell stories about her many travels and enjoys figuring out phenomena presented. While she finds verbal explanations to be sufficient, she does not find it necessary to elaborate on her ideas through written explanation or written argument. She often shuts down when pushed to provide supporting details in writing.

Learner B: Enjoys reading and writing. When provided a written assignment, he is anxious to provide lengthy written and verbal explanations. Although, this learner enjoys reading, writing and speaking he is challenged by sentence structure, spelling and staying on topic.

Learner C: This new student enjoys expressing himself through art and drawings. He is not a strong reader, yet, as English is his second language. This student has strong comprehension skills and has adapted to using the classroom artifacts to help him construct written explanations.

Learner D: Enjoys solving critical thinking problems and has rich science vocabulary. She works best when provided independent tasks and does not work well in collaborative group settings. She relies on step by step teacher validation and is not likely to complete a task without making sure her answer affirmed by an adult in the room.

14


Name: _____________________________________ Date: ________________

Writing Planner: Explaining the Dark Area

Directions:

1. Circle the words for the material, the light source, and theeffect.

2. Write the words that you circled on the blank lines tocomplete the sentence.

Material Light source Effect

foil

foam

cardboardflashlight

dark bright

The ________________________________________ blocks light

from the ________________________________________, so the

surface looks _____________________________________.

Light and Sound—Lesson 2.5© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.

1

15



Name: _____________________________________ Date: ________________

Writing Planner: Explaining the Dark Area (continued)

Effect Light source Material

dark brightflashlight

foil

foam

cardboard

The surface looks _______________________________, because

light from the __________________________________ is blocked

by the _____________________________________________.

Light and Sound—Lesson 2.5© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.

2

16

Name: _____________________________________ Date: ________________

24

Investigating Sound Sources

Directions:

1. On the lines below, write what you plan to observe andrecord during your investigation.

2. Test the materials at each station and record yourobservations in the table below.

3. Circle the picture of each material that is a sound source.

What will you observe and record? ________________________

________________________________________________________

My observations


ELSCI_1PS_CU_215

17

Name: _____________________________________ Date: ________________

25Light and Sound—Lesson 4.2

Investigating Vibration

Directions:

1. Observe what you hear, see, and feel for each sound source.2. Circle Yes or No if you hear, see, or feel something for each

sound source.

Sound sourcehear see feel

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


ELSCI_1PS_CU_161

18

Keeping Diverse Learner Needs in Mind Reflection Tool

Unit Name: ________________________________ Chapter #: _____ Lesson #: _____

Circle the Selected Learner Profile: A B C D

Directions: Reflect on each lesson activity and jot down strategies to support the student you selected from the Learner Profile.

Lesson Activity

My Student May be Challenged by...

Suggestions from the Differentiation Brief

Suggestions from my own Teacher Toolkit

1

2

3

4

5

Take a Moment: How will this activity influence your planning practices?

19


Ch Key concepts Explanation

1 Light makes things look bright. (1.2)

You need some light to see. (1.2)

All light comes from a source. (1.4)

When light from a source gets to a surface, the surface looks bright. (1.5)

Puppet scene: Students consider how they would make a specific surface bright for the puppet company. They show how they can shine a flashlight on a wall to make the wall look brighter.

Explanation: Without light, we cannot see. Light comes from a source and travels to a surface. Light from the source must be getting to the surface in order to make some parts of the surface look bright. If there is no light source, a surface looks dark.

2 When light is blocked by a material, the surface behind the material looks dark, and we call this a shadow. (2.3)

Puppet scene: Students decide what they would like to represent as a dark object in their puppet scene, for example, a mountain or a house. Students select an opaque material (cardboard, foam, aluminum foil) and design a cutout in the shape of the object they chose for their puppet scene.

Explanation: A dark area is the result of putting an object between a light source and a surface. When an object blocks a light source, the surface behind the object looks darker. This dark area is called a shadow.

3 When all light passes through a material, the surface behind the material looks bright. (3.3)

When some light passes through a material, the surface behind the material looks medium bright. (3.3)

Puppet scene: Students assemble their completed puppet scene stencils. They use clear plastic for the background to create a bright sky on the projected scene. They use their opaque cutout from Chapter 2 to create a dark area. They select a semi-transparent material (tinted plastic, wax paper) to design cutouts for medium-bright areas and objects.

Explanation: Different materials let different amounts of light pass through. Bright areas are the result of all or almost all the light passing through an object and reaching a surface. This happens if there is no object or if the object is transparent. Medium-bright areas result when only some of the light passes through and reaches the surface. Dark areas happen because no light passes through an object. Light is blocked, so the surface looks dark.

Connecting key concepts to chapter explanations

Light and Sound

Directions:

1. For each chapter, read the key concepts, then the explanation.

2. With a partner, discuss how the key concepts connect to the explanation.

3. Make annotations about the connections.

20

© The Regents of the University of California All rights reserved.

End-of-Unit Assessment Questions

Science Content: Light Sources and Bright and Dark Areas

Prompt the student to explain each area in the scene.

• We have been working as light-and-sound engineers to make solutions for the puppet-theater

company. One thing they asked us to do is to explain how the stencils we made work. I am going to

ask you to explain to me how each part of your stencil works, just like you would explain it to them.

• Why do these different areas of the wall look dark, bright, and medium bright?

If the student does not explain the bright area, point to it.

• Why does this area of the surface look bright?

If the student does not explain the dark area, point to it.

• Why does this area of the surface look dark?

If the student does not explain the medium-bright area, point to it.

• Why does this area of the surface look medium bright?

Ask follow-up questions to probe for ideas that students did not mention. If students do not

mention ideas that were the focus of the unit, they may still have some understanding of those

ideas, even if they did not independently use them in their explanations. You can ask the following

questions to probe for ideas that students did not include.

If the student does not mention the flashlight as the source of light.

• Light is getting to different areas of this surface. Where is that light coming from?

If the student does not mention the different amounts of light getting to one or more parts of the

surface, point to the bright, dark, and medium-bright areas, one at a time.

• How much light from the source is getting to this bright area of the surface?

• How much light from the source is getting to this dark area of the surface?

• How much light from the source is getting to this medium-bright area of the surface?

If the student does not mention the different materials allowing different amounts of light

through each material, point to the opaque material, the transparent material, and the tinted

material, one at a time.

• How much light gets through this (opaque) material? How do you know it does that?

• How much light gets through this (transparent) material? How do you know it does that?

• How much light gets through this (tinted) material? How do you know it does that?

Light and Sound: Puppet-Theater Engineers (Grade 1)

21

© The Regents of the University of California All rights reserved.

End-of-Unit Assessment Questions (continued)

Crosscutting Concept: Cause and Effect

Prompt the student to give an example of cause and effect in the scene. Remind the student that

cause and effect means when one thing happens, something else happens.

• As we have been learning about light, we have been talking about cause and effect. It means when

one thing happens, something else happens.

• Look at the stencil projecting the scene on the surface. What is an example of cause and

effect here?

• In your example, what is the cause and what is the effect?

Science and Engineering Practice: Evaluating a Solution Based on Design Goals

Prompt the student to evaluate the solution (stencil) based on the design goals. Point to the Puppet

Scene Design Goals chart and remind the student that the scene should have a bright area, a dark area,

and a medium-bright area.

• The puppet-theater company asked us to design a scene that meets three design goals. The scene

should have a bright area, it should have a dark area, and it should have a medium-bright area.

• Does this solution (stencil) meet the puppet-theater company’s design goals? Why or why not?

Light and Sound: Puppet-Theater Engineers (Grade 1)

22

Grade 1: Unit 2 - Light and Sound Sample Rubric Compilation & Scoring Guide for the End of Unit Assessment (Lesson 4.6)

Criteria 0 1 2 3 4

Assessing Students Understanding of Science Concepts in the Unit

Did the student explain how their stencils create different areas of brightness on the surface

Did the explanation reflect an understanding of the Disciplinary Core Ideas in the unit?

No or inaccurate response

The student describes 1-2 of the following: light as coming from a light source, explains brighter and darker areas as a result or more or less light getting to the surface, describes the opaque materials as letting no light pass through, explains the dark area is dark because no light gets to the surface, describes the transparent material as letting all light pass through, explains the bright area is bright because all light passes through, describes the tinted material as letting some light pass through, or explains that the medium bright area is medium bright because some light gets to the surface.



The student describes all of the following: light as coming from a light source, explains brighter and darker areas as a result or more or less light getting to the surface, describes the opaque materials as letting no light pass through, explains the dark area is dark because no light gets to the surface, describes the transparent material as letting all light pass through, explains the bright area is bright because all light passes through, describes the tinted material as letting some light pass through, or explains that the medium bright area is medium bright because some light gets to the surface.

Assessing Student Understanding of the Crosscutting Concept of Cause and Effect

Did the student provide a unifying example of cause and effect?

No or inaccurate Argument

The student did one of the following: provide an appropriate example of cause and effect and explicitly identify cause and effect accurately, provide an appropriate example of cause and effect from the stencil and explicitly identify cause and effect

The student did two of the following: provide an appropriate example of cause and effect and explicitly identify cause and effect accurately, provide an appropriate example of cause and effect from the stencil and explicitly identify cause and effect

The student did three of the following: provide an appropriate example of cause and effect and explicitly identify cause and effect accurately, provide an appropriate example of cause and effect from the stencil and explicitly identify cause and effect

The student did all of the following: provide an appropriate example of cause and effect and explicitly identify cause and effect accurately, provide an appropriate example of cause and effect from the stencil and explicitly identify cause and effect

Assessing Students Understanding of Evaluating a Solution Based on a Design Goal.

Did the student explicitly evaluate the performance of the solution?

No or inaccurate Argument

The student does one of the following: accurately state whether the solution met all design goals, evaluate each design goal individually, describe or point to the area that relates to the design goal claimed to be met.

The student does two of the following: accurately state whether the solution met all design goals, evaluate each design goal individually, describe or point to the area that relates to the design goal claimed to be met.

The student does all of the following: accurately state whether the solution met all design goals, evaluate each design goal individually, describe or point to the area that relates to the design goal claimed to be met.

The student does all of the following: accurately state whether the solution met all design goals, evaluate each design goal individually, describe or point to the area that relates to the design goal claimed to be met. Provides an additional example of cause and effect.

23


Preparing to teach

Directions:1. Navigate to the Chapter 1 landing page in the Teacher’s Guide and read the Chapter Overview.

2. Navigate to Lesson 1.1 and use the table below to guide your planning.

Consider Read

Lesson Purpose

• What is the purpose of the lesson?

• How do the activities in this lesson fit together to support students inachieving this purpose?

Lesson Brief:

• Overview

• Standards

Preparing

• What materials do you need to prepare?

• Is there anything you will need to project?

• Will students need digital devices?

• Are there partner or grouping structures you need to plan for?

• Are there activities you need to practice before showing students?

• Are there space considerations to think about (e.g., outside observation, projections, whole-group floor space)?

• Are there documents in Digital Resources that you need to review(e.g., Assessment Guide)?

Lesson Brief:

• Materials andPreparation

• Unplugged

• Digital Resources

Timing

• How will teaching this lesson fit into your class schedule?

• Will you need to break the lesson into activities over several days?

Teaching the Lesson

• Are there specific steps you have questions about?

• What challenges might you encounter in teaching this lesson, and howmight you address these challenges?

Lesson Brief:

• Lesson at a Glance

Instructional Guide:

• Step-by-Step tab

• Teacher Support tab

Supports and Challenges

• What might be challenging for your students?

• What additional supports can you plan for individual students?

Lesson Brief:

• Differentiation

Instructional Guide:

• Teacher Support tab

*If you have additional time, continue planning with Lesson 1.2.

24

Grade: ___________________ Unit Name:___________________________________________________

Scoring Guide for the End of Unit Assessment (Template)

Criteria 0 1 2 3 4

25


Teacher: Grade Level : Date: Unit Name: Chapter: Lesson:

A.) Determine the “Look For’s” for the On the Fly Assessment On-the-Fly Assessment # ____:

B.) Rate the Look -Fors ‘3’ if student demonstrates a strong understanding ‘2’ if student demonstrates some understanding ‘1’ if student demonstrates no understanding

Students Look For #1 Look For #2 Look For #3 Look For #4 Look For #5

26


Amplify Support

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Amplify HelpFind lots of advice and answers from the Amplify team. my.amplify.com/help

Customer careSeek information specific to enrollment and rosters, technical support, materials and kits, and teaching support, weekdays 7AM-7PM EST.

800-823-1969

[email protected]

Amplify Chat

When contacting customer care, be sure to:

• Identify yourself as an Amplify Science user.

• Note the unit you are teaching.

• Note the type of device you are using (Chromebook, iPad, Windows laptop, etc.).

• Note the web browser you are using (Chrome or Safari).

• Include a screenshot of the problem, if possible.

• Cc: your district or site IT contact.

27


Notes


28


Notes

29

Documents

Participant Notebook...Participant Notebook How they figure it out:Working as sound engineers, students hunt for sound sources, investigate how sounds are made, and explain what vibrates