Grade 4 Waves S15 v5.2 - Center for Learning in Action

ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

Page1of80

Studentswillexplorewavesthroughoutthisunitandwillapplytheirknowledgetocommunication,sound,andvision.Thestudentswillusemodelsofwavestodescribepatternsofmovementintermsofamplitudeandwavelength.Usingmodels,thestudentswillbeabletodescribethatanobjectcanbeseenwhenlightreflectsoffitandenterstheeye.Studentswillbeabletodescribesoundastheresultofvibrationsandwillcreatemodelsandexplanationsforvarioussounds.Throughoutthisunit,studentswillbeexpectedtodemonstrategrade-appropriateproficiencyinaskingquestions,developingandusingmodels,planningandcarryingoutinvestigations,analyzingandinterpretingdata,constructingexplanationsanddesigningsolutions,engaginginargumentfromevidence,andobtaining,evaluating,andcommunicatinginformation.

Waves

PhysicalScience/Grade4


Page2of80

UnitCreationandRevisionHistoryAuthors,Summer2015RebeccaFeder,6/7ELATeacher,NorthAdamsPublicSchoolsGregoryFerland,Mathematicsmajor,WilliamsCollegeLisaMarceau,Grade5Math/ScienceTeacher,NorthAdamsPublicSchoolsLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsMichaelSmith,ElementaryEducationandEnglishmajor,MassachusettsCollegeofLiberalArts Revisions,Summer2016DiegoGonzalez,ComputerSciencemajor,WilliamsCollege


Page3of80

License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591Thisunitisdownloadableathttp://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn.)


Page4of80

TableofContentsUnitPlanLesson1:WhatareWaves?Lesson2:WhatareWaves?(LiteracyLesson)Lesson3:SketchingWavesLesson4:Pitch(LiteracyLesson)Lesson5:PitchPerfect:MechanicalWavesLesson6:Gongs,Bells,andDrumsLesson7:LetThereBeLight(LiteracyLesson)Lesson8:IntroductiontoLightandReflectionLesson9:RefractionandAbsorptionLesson10:EncodingandDecoding:ASecretLanguageLesson11:WaystoTransferInformationThroughSoundListofUnitResource


Page5of80

UnitPlanStage1DesiredResults

4-PS4-1Developamodelofasimplemechanicalwave(includingsound)tocommunicatethatwaves(a)areregularpatternsofmotionalongwhichenergytravelsand(b)cancauseobjectstomove.[ClarificationStatement:Examplesofmodelscouldincludediagrams,analogies,andphysicalmodels.][StateAssessmentBoundary:Interferenceeffects,electromagneticwaves,ornon-periodicwavesarenotexpectedinstateassessment][2006]3-5.PS.11.Recognizethatsoundisproducedbyvibratingobjectsandrequiresamediumthroughwhichtotravel.Relatetherateofvibrationtothepitchofthesound.4-PS4-2.Developamodeltodescribethatlightmustreflectoffanobjectandentertheeyefortheobjecttobeseen.[StateAssessmentBoundary:Specificcolorsreflectedandseen,thecellularmechanismsofvision,anglesofincidenceandreflection,orhowtheretinaworksarenotexpectedinstateassessment.]

MeaningUNDERSTANDINGS UStudentswillunderstandthat…● Waves,whichareregularpatternsofmotion,canbemadeinwaterbydisturbingthesurface.Whenwavesmoveacrossthesurfaceofdeepwater,thewatergoesupanddowninplace;itdoesnotmoveinthedirectionofthewaveexceptwhenthewatermeetsthebeach.(4-PS4-1)

● Wavesofthesametypecandifferinamplitude(heightofthewave)andwavelength(spacingbetweenwavepeaks).(4-PS4-1)

● Anobjectcanbeseenwhenlightreflectedfromitssurfaceenterstheeyes.(4-PS4-2)

● High-techdevices,suchascomputersorcellphonescanreceiveanddecodeinformationandconvertitfromdigitizedformtovoice—andviceversa.(4-PS4-3)

ESSENTIALQUESTIONS Q1. Whatissound?

2. Whycan’tweseeinthedark?


Page6of80

[2006]3-5.PS.12Recognizethatlighttravelsinastraightlineuntilitstrikesanobjectortravelsfromonemediumtoanother,andthatlightcanbereflected,refracted,andabsorbed.4-PS4-3.Developandcomparemultiplewaystotransferinformationthroughencoding,sending,receiving,anddecodingapattern.*[ClarificationStatement:Examplesofsolutionscouldincludedrumssendingcodedinformationthroughsoundwaves,usingagridof1sand0srepresentingblackandwhitetosendinformationaboutapicture,andusingMorsecodetosendtext.]SL.4.3Identifythereasonsandevidenceaspeakerprovidestosupportparticularpoints.(4-PS3-1)W.4.8Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;takenotesandcategorizeinformation,andprovidealistofsources.(4-PS3-1)

StudentsTargetsStudentswillbeableto…1. Createexamplesofregularpatternsofmotion2. Locateinformationinthetexttoanswerquestions3. Identifyanddefinekeyvocabularyterms4. Drawconclusionsbasedoninformationinthetext5. Identifycauseandeffect,mainideas,anddrawconclusions6. Definewavelengthandamplitude7. Arguefromevidencethatwaveshavearepeatingpatternofmotion8. Sketchwavestoillustratevariationsinwavelengthandamplitude9. Explainthroughdifferentmediums(writing/dialogue)howdifferentwavelengthsand

amplitudescorrespondtodifferentsounds10. Readtextandtaketwocolumnnotesoninformation11. Writeasummaryofanarticle12. Definepitchandvibration13. Observethevibrationsmadebyvariousobjectsthatproducesound14. Illustratetherelationshipbetweenvibrationandpitch15. Demonstratethetransferofenergythroughthecreationofamechanicalwave16. Observethevibrationsmadebyvariousobjectsthatproducesound17. Summarizetherelationshipbetweenforceandvolume18. Definereflection,absorption,andrefractionandidentifythesimilaritiesanddifferences19. Compareandcontrastarticlesusingevidencetosupporttheirstatements20. Usetheinformationfrombothtextstowriteonepaperthatsummarizesbotharticles


Page7of80

R.4.1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.4.R.4Determinethemeaningofgeneralacademicanddomain-specificwordsorphrasesinatextrelevanttoagrade4topicorsubjectarea.4.R.6Compareandcontrastafirsthandandsecondhandaccountofthesameeventortopic;describethedifferencesinfocusandtheinformationprovided.4.R.9Integrateinformationfromtwotextsonthesametopicinordertowriteorspeakaboutthesubjectknowledgeably.4.W.9bApplygrade4Readingstandardstoinformationaltexts(e.g.,"Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext").4.SL.4Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefactsandrelevant,descriptivedetailstosupportmain

21. Drawanaccuratediagramoftherelationshipbetweenanobject,theeye,andalightsourcetoshowlighttravelsinastraightlineandreflectsoffanobjecttoentertheeye

22. Differentiatebetweenreflection,refraction,andabsorptionoflightandfindexamples23. Usethebrightnessofanobjecttojudgehowmuchlightitabsorbs24. Createamessageforotherstodecodeusingcodesoftheirowndesign25. Explaintheimportanceofencodinganddecodingmessages26. Explainhowatelephoneworksusingabasicmodelofplasticcupsandstring27. Comparetwodifferentwaysofencodinginformationandgiveanadvantageand

disadvantageforeach


Page8of80

ideasorthemes;speakclearlyatanunderstandablepace.

Stage2–EvidenceEvaluativeCriteria AssessmentEvidencePre-unitAssessment(ifany) UnitAssessment–CEPA

OTHEREVIDENCE:ShowWhatYouKnow!ManylessonscontainMCASstylemultiplechoiceandopenresponsequestionstoassessthestudentsunderstandingoftheconceptspresentedinthelesson.Theclassroomteachershouldadministerthequestionssometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.Studentswillbeassessedonthefollowing:

● Participationinclassdiscussions,activities,andexperiments● Completionofworksheetsandotherresources● Completionandcomprehensionofrequiredreadings● Responsestopromptsinsciencejournals


Page9of80

Stage3–LearningPlanLessonSequence

Lesson1:WhatAreWaves?Studentslearnthatwavesareregularpatternsofmotionthatcarryenergythroughamedium.Theywilldiscoverthatthesubstanceofthemediumitselfdoesnottravelalongwiththewave(e.g.,boatsbobupanddownanddonotmoveforwardwiththewave),andthattheenergyofawaveisgreater.Studentswillbeintroducedtotheideathatmechanicalwavesarecreatedbyadisturbance.Lesson2:WhatAreWaves?Studentswillreadaninformationaltext,WavesandWater,andanswerthequestionsthatfollow.Lesson3:SketchingWaves:Studentslearnvocabularyrelatedtowaves,(amplitudeandwavelength)andwhattheyrepresent.Studentswillsketchawave,andlabeltheirdiagramstomakeconnectionsbetweenthesizeoftheamplitudeandwavelengthandtheimpactonsound.Lesson4:Pitch:Inthislesson,studentswillreadaninformationaltext,HighsandLows,andwriteasummaryoftheinformationpresented.Lesson5:PitchPerfect:MechanicalWaves:Studentwillexperimentwithglassbottlesandmetalspoonsbyfillingbottleswithdifferentlevelsofwater,tohelpstudentsmaketheconnectionbetweenpitchandvibrationandhowthehumansperceivesound.Thestudentswillrecordtheirfindingsaftertheexperiment.Lesson6:Gongs,Bells,andDrums:Studentswillexperimentwithvariouspercussioninstrumentstoexploretheideathatenergyisbeingtransferredfromthemallet/handtothegong.Theyshouldbemakingtheconnectionbetweentheforceofthestriketothevolumeofthenoise.Theywillbeabletodrawandexplainthetransferofenergyasrelatedtowaves.Lesson7:LetThereBeLight:Thestudentswillreadtwoarticles,LetTherebeLight,andLightBounces!,andwillcompareandcontrastthem.


Page10of80

Lesson8:IntroductiontoLightandReflection:Thislessonintroducesstudentstotheconnectionbetweentheeye,light,andanobject.Studentswilldevelopamodeltoshowhowlightisreflectedtobeseenbytheeye.Lesson9:RefractionandAbsorption:Inthislesson,studentswilllookatvariousmaterialsanddeterminewhatimpactlighthaswhenitcomesintocontactwiththem.Lesson10:EncodingandDecoding:ASecretLanguage?Inthislesson,studentswillcommunicateusingsound(liketappingwithpencil)orlight(usingflashlight).Themaingoalofthislessonistointroducestudentstoencodingamessageforcommunicationpurposes.Lesson11:WaystoTransferInformationThroughSound:Studentswillinvestigatetherelationshipbetweensoundwaves,encoding,anddecodingamessageandhowitrelatestoaphonecall.Theyshouldbeabletodiagramthepaththewavestakeanddiscussthereasontheyareencoded.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


Page11of80

TieredVocabularyListTier1 Tier2 Tier3WavesVolume

InstrumentLight

Soundwave

RepeatingpatternSkim

VibrationDiagramHypothesisFrequencyPitch

TransferSourceEncodeDecode

MorsecodeBinary

DisturbanceAmplitudeWavelength

ChurnBuffetedAbsorptionReflectionRefraction


Page12of80

LessonPlanningAt-A-Glance Lesson CoreActivities Extensions TechIntegration FieldWork

1• Creatingpatterns• Marbleinthewater

2 • Guidedreading

3

• Predictinghowsoundwaveslook• Examplesofsoundwaves• Soundworksheet

4 • Guidedreading 5 • Pitchperfectexperiment 6 • Thesoundofinstruments 7 • Guidedreading

8

• Whatislight?• Doweneedlighttosee?• Howdoeslighttravelfromsourcetoeye?• Usingreflectiontodirectthepathoflight

9

• Refractionoflight• Absorptionoflight• Absorptioninaction

10

• Morsecode• Binarycode• Makecode

• Pairedpassages

11• Revisitingcode• Buildingatelephone


Page13of80

Lesson1:WhatAreWaves?

BACKGROUND

OverviewoftheLessonInthislesson,wewilllearnthatwavesareregularpatternsofmotionthatcarryenergythroughamedium.Wewilldiscoverthatthesubstanceofthemediumitselfdoesnottravelwiththewave(e.g.boatsbobupanddownbutdonotmoveforwardwiththewave),andthattheenergyofawaveisgreater.Wewillalsolearnabouttheamplitudeandwavelengthofwaves.Wewillalsobeintroducedtotheideathatmechanicalwavesarecreatedbyadisturbance.

FocusStandard4-PS4-1.Developamodelofasimplemechanicalwave(includingsound)tocommunicatethatwaves(a)areregularpatternsofmotionalongwhichenergytravelsand(b)cancauseobjectstomove.[ClarificationStatement:Examplesofmodelscouldincludediagrams,analogies,andphysicalmodels.][StateAssessmentBoundary:Interferenceeffects,electromagneticwaves,ornon-periodicwavesarenotexpectedinstateassessment.]

LearningTargetIcancreateanddiscussexamplesofregularpatternsofmotion.AssessmentStudentswillreflectonthefollowingintheirsciencejournals:

• Discussordiagramsomethingthathasaregularpatternofmotionandisfoundinnature


Page14of80

TargetedAcademicLanguage/KeyVocabularyTier1:waves Tier2:repeatingpatternTier3:disturbance

RESOURCESANDMATERIALSQuantity Item Source

1perclass Projector ClassroomTeacher1perstudent ScienceJournal ClassroomTeacher1perclass Computer ClassroomTeacher1pergroup Medium-sizedbucket Bin1pergroup Marble Bin1perclass Pieceofrope Bin1pergroup Materialschecklist Binder1pergroup Smalltoyboat Bin1pergroup Yardstick ClassroomTeacher1perclass LaminatedSpeedboatImage Bin OceanWavesVideo:https://youtu.be/uEpy_oY4V9Q ThumbDrive**Itemsinboldshouldbereturnedforusenextyear**


Page15of80

LESSONDETAILSLessonOpening/ActivatorIntroducetheideaofrepeatingpatternsbydrawingtheexampleof“square-circle-triangle-square-circle-triangle,”etc.,onthewhiteboard.Askthestudentstoobservethepatternandwritedowneverythingtheynoticeaboutit(whetheritrepeats,whatitdoesrepeat,etc.…).Afterthediscussionthepatternwillbeidentifiedasa“repeatingpattern”andwewilldefinea“repeatingpattern”basedontheexample.DuringtheLesson

1. CreatingPatterns:Dividethestudentsintosmallgroupsofnomorethan4students,haveeachgroupcreatetheirownrepeatingpatternsusingletters,numbers,shapes,oranythingelsethatisapplicableandappropriateintheirsciencejournals.Thegroupswillthenpresenttheirpatterntotheclassusingtheimageprojectorandtheclasswillidentifyifitisinfactarepeatingpattern.Ifthepatternisnotrepeating,thestudentswillidentifytheirregularitiesandwillworkwiththegrouptocorrecttheirregularitiesasnecessary(thenumberofgrouppresentationscanbebasedontimeconstraints).(SP8-Obtaining,Evaluating,andCommunicatingInformation)

2. Brainstormandaskstudents:WhatdoyouthinkofwhenIsaywaves?Nowshowthevideoofoceanwavesandask

studentstolistwhattheynotice.Thisvideoisoveranhourlong,soitcanbeplayedcontinuouslyforasmuchoraslittletimeasnecessary.Askstudentsthefollowingquestions:Isthesoundregular?Isitdifferent?Dothewavesalllookthesame?Askstudentstotalkwithapartneraboutwhattheythinkwouldhappentothepatternifaspeedboatwentby.Ifnecessary,explainwhataspeedboatisandshowtheprovidedimage.


Page16of80

3. MarbleintheWater:SmallGroupActivity(4studentspergroup)a. Writethefollowingstatementontheboard,thisactivityintroducestheideaofcreatingamechanicalwavethrough

thedroppingofapebbleintowater.b. Passoutthematerialsandmaterialschecklistandhavethegroupschecktoseeiftheyhavealloftherequired

materials(certainmaterialscanbeomittedatthediscretionofthesciencefellowandteacher),thiswillallowthestudentstopracticepreparationforexperiments,whichwillbeimportantinlatergrades.

c. Groupswillwritethreepredictions(intheirsciencejournals)ofwhattheythinkwillhappenwhenamarbleis

droppedinwater.d. Thegroupswillsharetheirpredictionswiththeclass,theycanbewrittendownonthewhiteboardinorderto

compare/contrastthedifferentpredictions.e. Thegroupswillbegindroppingthemarbleintothebucket,beginningataheightof6inchesandmovingupin

incrementsof6inchesuntiltheyreach24inches(2feet).Ifnecessary,thesciencefellowand/orteachercanhighlightwhere6inchesisonayardstickandcanprovideassistanceidentifyingwherethe12,18,and24inchmarksarelocatedontheyardstick.

f. Aftereachmarbledropwewillrecordwhatweobservedinoursciencejournals.Makesurethestudentsindicate

whatheightthemarblewasdroppedfromintheirobservations.


Page17of80

g. Afterthemarblehasbeendroppedfromeachheightthegroupswillbeaskedtoidentifyanytrendsorobservations(higherdropheightsequalsbiggerwaves.)(SP3-PlanningandCarryingOutInvestigations)

h. Illustrate(onthewhiteboard)thewavesthatformedwhenthemarblewasdroppedintothewater,askstudentsto

predictwhatatoyboatwoulddoifitwereinthebucket.i. Nowplacethesmalltoyboatinthebucketanddropthemarblefromanyheight,askthestudentstosharewhat

theyobserved.Thestudentsshouldrecognizethatthewavecausedtheboattomoveupanddown.Itisimportanttonotethattheboatdoesnotmoveawayfromthecenterorinthedirectionofthewave.

4. Wewillnowcometogetherinanopenspaceintheclassroom(bringtheprovidedpieceofrope).Afewstudentswill

taketurnsusingtheropetocreatewaves,thestudentsnotdirectlyparticipatinginthisactivitywillberequiredtowritedowntheirobservationsandtodecidewhetherornottheyarewitnessingapatternofmotion,andiftheyare,whatthatpatternresembles(thewavesfromthepreviousactivity).Thiswillallowthestudentstheopportunitytoengageinthecreationofpatternsofmotionandwillincreasetheiroverallcomprehensionwithregardstowavesandregularpatternsofmotion.Thisstepcanbelengthenedorshortenedasnecessaryduetoanypossibletimeconstraints.

LessonClosingAskthestudentsiftheycanthinkofanyrepeatingpatterns(otherthanwaves)thatarefoundinnature(thesecanincludetherisingandsettingofthesunandmoon,changingoftheseasons,oranyotherapplicablepattern).Thiswillbegintoconnecttheideaofwavesandsoundasaprecursorforthenextsciencelesson.


Page18of80

AssessmentStudentswillreflectonthefollowingintheirsciencejournals:

• Discussordiagramsomethingthathasaregularpatternofmotionandisfoundinnature


Page19of80

Lesson2:WhatareWaves(LiteracyLesson)TaughtbyClassroomTeacher

BACKGROUND

OverviewoftheLessonInthislesson,studentswillreadtheinformationaltextWavesandWaterandanswerthequestionsthatfollow.

FocusStandard(s)4-PS4-1.Developamodelofasimplemechanicalwave(includingsound)tocommunicatethatwaves(a)areregularpatternsofmotionalongwhichenergytravelsand(b)cancauseobjectstomove.[ClarificationStatement:Examplesofmodelscouldincludediagrams,analogies,andphysicalmodels.][StateAssessmentBoundary:Interferenceeffects,electromagneticwaves,ornon-periodicwavesarenotexpectedinstateassessment.]

W.4.8Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;takenotesandcategorizeinformation,andprovidealistofsources.(4-PS3-1)

R.4.1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.


Page20of80

LearningTargetsIcanlocateinformationinthetexttoanswerquestions.Icanidentifyanddefinekeyvocabularyterms.Icandrawaconclusionsbasedoninformationinthetext.Icanidentifythecauseandeffect,mainidea,anddrawconclusionsbasedoninformationprovided..Icandefinewavelengthandamplitude.Assessment

• Studentswillbeassessedontheiranswerstothemultiplechoiceandopenresponsequestionsprovided. • Studentswilldrawadiagramofwhattheythinkawavelookslikeintheirsciencejournal(labelingwavelengthand

amplitude). WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabularyTier1:wavesTier2:skimTier3:amplitude,wavelength,churn,buffeted


Page21of80


1 “WavesandWater”ReadingPassageandQuestions Binder(ClassroomTeachertomakecopies)

**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorInpartners,studentswillsharetheirpatternsfromtheirlessononejournalentrybyturningandtalkingtoeachother.Eachstudentwillgiveonereasonwhyhisorherpartner’spatternisarepeatingpattern.Askstudentstodiscussthefollowingwiththeirpartner:“Whatdoyounoticeaboutyourpartner’sdrawing?Isitlikeyoursordifferent?Discusssomesimilaritiesanddifferences.Giveonereasonwhyyourpartner’sdrawingisarepeatingpattern”(Givestudentsaboutfiveminutestocompletethis).”

DuringtheLesson:

1. GuidedReading:a. Theteacherwillpassoutthetextandquestions,askthestudents:”Whattypeoftextdoyouthinkthisis?Isitfiction

ornon-fiction?Whatisthepurposeofthistext?Whydowereadinformationaltexts?”


Page22of80

b. Theteachercansharethefollowing:“Informationaltextsarenon-fiction.Whatdoesthatmean?(Anon-fictiontextisnotmadeup;itisaboutfacts).Wereadinformationaltextinordertogetinformationaboutsomethingwedon’tknowaboutorsomethingwewanttolearnmoreabout.”

c. Theteachercanmodelreadingthroughquestionone,“Whatisawave,asdefinedinthepassage?”Thistellsmethemain

ideaofthepassageisgoingtobeaboutwaves.WhenIamlookingforthemainideaIwillgatherinformationfromthetextandwillbethinkingaboutthequestion:Whatisawave?”

d. Say:“Now,Iwouldreadthroughthequestionstoseeifanyofthemarerelated.Inthiscase,Inoticethata,b,c,anddall

havetheword“pattern”inthem.IwouldthenthinkaboutwhatIlearnedinLessononeaboutpatterns.ThisgivesmeawaytoconnectwhatIhavepreviouslylearnedandknowtowhattolookforwhilegatheringinformationfromthetext.”

e. Teacherwillthenpostthetwokeyvocabularywordsontheboard:amplitudeandwavelength,askstudentstoskim

thetextwiththeirpartnerandhighlight/circle(basedonwhatteachernormallydoes)anytimetheyseeamplitudeorwavelength.Givestudentsafewminutestoskimandcomparewitheachotherwheretheylocatedthewords.

f. TheteachercanpassoutaFrayerSquareforwavelengthandamplitudeandthendisplaytheFrayerSquareusingtheir

ELMOoroverheadprojector.Fillintheword:wavelength.Askthestudents,“Whatdoyouthinkawavelengthis?”Throughguideddiscussiontheteacherandclasswillcomeupwithaclassdefinitionofwavelength.Studentsshouldtalkwithstudentssittingnearbyaboutwhattheythinkawavelengthis,haveastudentfromeachgroupsharewhatwasdiscussed.Aftereachgrouphasshared,theclasswillagreeonadefinitionofwavelength:wavelengthisthe


Page23of80

distancebetweentwopeaksinawave.Asthestudentsreadtheinformationaltexttheywilllearnmoreaboutwavelength.Repeatstepsforteachingvocabularyforthewordamplitude.(Theheightofthewave.)

g. Askstudentstoreadthroughthepassagewiththeirpartner,theycanalternatereadingthreesentencesatatime.(The

teachercantakeagroupofstudentswhoareunabletoreadatgradelevelanddoaguidedreadingwiththem).

h. Teachersays:“whilewearereadingwearelookingforournewvocabularywords.Takenoteofhowtheyareusedinthesentenceandwhattheyaredescribing.”(Teacherwilldothisactivitywiththegroupoflow-levelreaderstoscaffold.)Afterthestudentshavefinishedreadingaskthemtoanswerthequestionsattheendofthetext.Theteacherwillcirculateandassistanystudentswhoneedhelp.

i. Theteachercanmodeltheprocedureforansweringquestionsandlocatingandlabelingtheevidenceinthetext.

j. “Questiononesays:‘Whatisawaveasdefinedinthepassage?’Whereinthepassagedidwereadthedefinitionforawave?

Oh,it’srightatthebeginninginparagraphtwo.Everyonefindthesentenceinparagraphtwowherethewordwaveisdefinedandputyourfingeronitsowecanseethatyou’reintherightspot.Now,I’mgoingtore-readthatsentence.‘Awaveisapatternofmotion’,nowunderlineit.Nowwewillputasmall#1nexttothatsentencesowecanrememberthatiswherewefoundtheanswertoquestion#1.Nowwecanlookbackatthequestionandre-readthechoices.Whichofthosechoicesisthecorrectanswer?ShowmebyputtingyourheadsdownandholdinguponefingerifyouthinkitsA,2fingersifyouthinkitsB,3fingersifyouthinkitsCand4fingersifyouthinkitsD.”


Page24of80

LessonClosingStudentsshouldfinishfillinginthefinalthreeboxesoftheFrayerSquaresonamplitudeandwavelengthinsmallgroups.Besideswavelengthandamplitude,themostimportantideasfromthearticleare:

• Wavesarecausedbyadisturbance• Wavesareregularpatternsofmotion• Themediuminwhichthewaveistravelingdoesnotmove(think“thewave”atabaseballstadium)

Theteachershouldrereadthepassagebelowanddrawadiagramtoillustratethewavesthatthedifferentcruiseshipswouldmake.Tellstudentsthatintheirnextlessontheywillbedoingmoreworkwithdrawingandmodelingwaves.

Assessment

• Studentswillbeassessedontheiranswerstothemultiplechoiceandopenresponsequestionsprovided.• Studentswilldrawadiagramofwhattheythinkawavelookslikeintheirsciencejournal(labelingwavelengthand

amplitude).


Page25of80

Lesson3:SketchingWavesTaughtbyScienceFellowincollaborationwiththeClassroomTeacher

BACKGROUND

OverviewoftheLesson Inthislessonstudentswillreviewthevocabulary(amplitudeandwavelength),whattheyrepresent,andhowtheylookinasketchofawave.Theywillbeabletolabeltheirdiagramsandmakeconnectionsbetweenthesizeoftheamplitudeandwavelengthandtheirimpactonsound.Thestudentswillbewatchinganeducationalvideoaswell.BoththesciencefellowandClassroomTeachershouldpre-watchthevideoinordertoprepareforthelesson.

FocusStandard4-PS4-1.Developamodelofasimplemechanicalwave(includingsound)tocommunicatethatwaves(a)areregularpatternsofmotionalongwhichenergytravelsand(b)cancauseobjectstomove.[ClarificationStatement:Examplesofmodelscouldincludediagrams,analogies,andphysicalmodels.][StateAssessmentBoundary:Interferenceeffects,electromagneticwaves,ornon-periodicwavesarenotexpectedinstateassessment.]

LearningTargets Iarguefromevidencethatwaveshavearepeatingpatternofmotion.IcansketchwavestoillustratevariationsinwavelengthandamplitudeIcanexplainhowdifferentwavelengthsandamplitudescorrespondtodifferentsounds


Page26of80

AssessmentThestudentswillbeassessedbasedonparticipationinclassroomactivities,discussions,completionoftheprovidedworksheet,andbyrespondingtothefollowingpromptsintheirsciencejournals:

• Usinginformationfromthepreviouslessons,explainhowyouknowthatwaveshaverepeatingpatternsofmotion.• Howdoesthesizeofamplitudeandwavelengthimpactthesoundthatismade?Whathappenstothesoundwhen

thewavelengthandamplitudearelargeversuswhentheyaresmall?

TargetedAcademicLanguage/KeyVocabularyTier1:volume Tier2:vibration,diagram,hypothesis Tier3:pitchRESOURCESANDMATERIALS

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent SketchingWavesWorksheet Binder2perstudent GraphPaper ClassroomTeacher1perclass ComputerandProjector ClassroomTeacher SoundWavesvideo(https://youtu.be/XM2FSTd9wDM) ThumbDrive**Itemsinboldshouldbereturnedforusenextyear**


Page27of80

LESSONDETAILSLessonOpening/ActivatorThislessonwillbeginwithstudentspairingupandwritingdowneverythingthattheyhavelearnedoralreadyknowaboutwaves(lastingnomorethan3-5minutes),thiswillactivatepriorlearningandwillallowstudentstomoreeffectivelyengagewiththeupcomingmaterial.DuringtheLesson

1. PredictingHowSoundwavesLook:Wewillnowworkinsmallgroups(nomorethan4studentsinagroup)tohypothesizewhatthesoundwavesofanairplane(somethingthatisloud)andwhisperingtoafriend(somethingquiet)willlooklikewhensketchedout.Thegroupswillhavefiveminutestosketchwhattheythinkthesoundswaveswilllooklike,wewillthenshareourpictures.

2. ThegroupswillthenwatchtheSoundWavesvideoandusetheinformationpresentedduringthevideotoeither

supportorrefutetheirinitialhypothesis/sketch.Thisvideo(orsectionsofthevideo)canbereplayedasmanytimesasnecessaryinordertoensurestudentcomprehension.Note:Thisvideorefersto“frequency”(aconceptnotexplicitlydiscussedduringthisunit)andsothesciencefelloworteachershouldrelatethisconceptto“wavelength”inordertoavoidconfusion.

3. Afterthecompletionofthevideothestudentswillregroupanddiscusswhethertheirinitialhypotheses/sketcheswere

correctorincorrectandwhy.


Page28of80

4. Wewillthenreconveneasawhole,andthesciencefellowandorteacherwillconstructamodelofawavebydrawingapictureontheboard,labeling“wavelength”and“amplitude”withthehelpoftheclass.Thiscanberepeateduptothreetimestomakemodelsofquiet,loud,highpitched,orlowpitchedsoundsinordertoemphasizethedifferencesinamplitudeandwavelength.Note:Examplesofhowtoappropriatelydrawwavescanbefoundinthevideo.

5. ExamplesofSoundWaves:Nowthestudentswillbegivenexamplesofsounds(someonewhispering,atrainwhistle,

etc.)andthenwillbeaskedtodescribetheresultingsoundwave.Guidethestudentsintherightdirectionbyremindingthemaboutwhattheylearnedinthepreviousactivityandvideo.Drawthesoundwavethatthestudentsdescribeontheboardanddiscusstheconceptsoncemorewiththembeforetheymoveontoworkindependently.

6. SoundWorksheet:Eachstudentwillbegivenaworksheetcontainingfourdifferentsoundsources,(anairplane,an

18-wheeler,anormalcar,andabicycle)afterreviewingthedirectionsoftheworksheetstudentsshouldsketch(onprovidedgraphpaper)whattheybelievethewavelengthsofthesoundgeneratedbytheseobjectswouldlooklike.Theobjectsthatcreateloudsoundsshouldhavelargewavelengthsandamplitudes,whiletheobjectsthatcreatelittlenoiseshouldhavesmallerwavelengthsandamplitudes.[SP2-DevelopingandUsingModels]

LessonClosingThestudentswillthenhavetheopportunitytosharetheirsketchesandwillvalidatetheirassertionsusingevidencefromthislessonandpreviouslearning.Theotherstudentsintheclasscanaskquestionsoftheirpeersabouttheirsketches,thesciencefellowandteachercanguide/leadthisdiscussion/sharingtime.[SP7-EngaginginArgumentfromEvidence]


Page29of80

AssessmentThestudentswillbeassessedbasedonparticipationinclassroomactivities,discussions,completionoftheprovidedworksheet,andbyrespondingtothefollowingpromptsintheirsciencejournals:

• Usinginformationfromthepreviouslessons,explainhowyouknowthatwaveshaverepeatingpatternsofmotion.• Howdoesthesizeofamplitudeandwavelengthimpactthesoundthatismade?Whathappenstothesoundwhenthe

wavelengthandamplitudearelargeversuswhentheyaresmall?


Page30of80

Lesson4:Pitch(LiteracyLesson)TaughtbyClassroomTeacher

BACKGROUND

OverviewoftheLessonThislessoncanbedividedovertwodays.Thislessonpresentsimportantbackgroundinformationaboutsoundandvibration.Priortoteachinglessons4and5thesciencefellowandteachershouldreadthebackgroundinformationonteachingchildrenaboutsound.

FocusStandard(s)[2006]3-5.PS.11.Recognizethatsoundisproducedbyvibratingobjectsandrequiresamediumthroughwhichtotravel.Relatetherateofvibrationtothepitchofthesound.W.4.8Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;takenotesandcategorizeinformation,andprovidealistofsources.(4-PS3-1)C.RI.4.4Determinethemeaningofgeneralacademicanddomain-specificwordsorphrasesinatextrelevanttoagrade4topicorsubjectarea.R.4.1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.


Page31of80

LearningTargets IcanreadatextandtakenotesoninformationIcanwriteasummarybasedonthereadingIcandefinepitchandvibration

Assessment

• Studentswillbeassessedonclassroomdiscussionandparticipation.• Studentswillwriteasummarythatincludesthekeyvocabulary.

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary Tier1:instrumentTier3:vibration,frequency,pitchRESOURCESANDMATERIALS

Quantity Item Source20 FossScienceStories:PhysicsofSound:P.8-10and11-13 Bin1perstudent KeystoLiteracy,Activity3SummaryTemplate Binder1(optional) FossScienceStories-TeachersGuidep.6-9 Binder


Page32of80

OrchestraVideo:first3minutes:https://youtu.be/hxjRF6MEDqQ ThumbDrive MarchingBandVideo:https://youtu.be/lAPY4NE1zH0 ThumbDrive1 Computer ClassroomTeacher1set Speakerscompatiblewithcomputer ClassroomTeacher1 Postersizechartpaper ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorPriortostartingthevideo,theteacherwillaskthestudentstolistenfordifferentsoundsandwhatthesoundsmakethemthinkof,playtheOrchestravideoforthefirstthreeminutes.Whenyouarefinishedlisteningbrainstormwhatinstrumentstheythinkwereused.DuringtheLessonGuidedReading

1. FollowtheprocedureinFossManualonpages6-7.Letstudentsknowthattheinformationtheyarelearningabouttodayandtomorrowwillhelpthemwiththeirnextlesson.

2. TheteacherwillhandouttheFossScienceStoriesbook,PhysicsofSound,andhavestudentsturntopage11.Teacherwillsay:“Todaywearegoingtoreadaninformationaltextaboutthehighsandlowsofmusic.Whatdoyouthinkthe


Page33of80

purposeofthistextis?”Teacherwillthentakeanswersfromtheclassandsay,“Thisisaninformationaltext.Wearereadingthisarticletolearnaboutsoundwaves.Whatdoweknowaboutsoundwaves?”

3. Teachersays,“Duringourreading,wewillbelookingforsomekeyvocabularyandmainpointsofthearticle.Cansomeone

tellmesomeofthestrategieswehavelearnedforpullingoutthemainideaofaninformationaltext?”Teacherwillthenlistsomeofthestrategiesstudentssaytheyuse(ie;lookforboldedoritalicizedwords,lookingatthepicture,lookingforrepetitivewords,lookingforcontextcluesaroundkeyvocabulary).

4. Teacherthenwritesthewords:pitch,frequency,andvibrationontheboard.Teachersays,“Ourkeyvocabularyfor

thislessonarepitch,vibration,andfrequency.Aswereadthroughthisarticle,pleasebelookingforthevocabwords.”

5. Theclasswillreadthefirstarticletogether,theteachermaybeginthestoryandthencallonvolunteerstoreadaparagraph.Whilereading,theteacherwillpauseandmodeltheprocessoffindingakeyvocabularyword.Theteacherwillsay,“Inparagraphone,wejustreadthewordpitch.Thatisanimportantword.Whilewekeepreadingweneedtolistenforcluesthatareinandaroundourkeywordthatmayhelptofigureoutwhatthiswordmeans.”

6. Afterreadingthetext,theteacherwillaskthestudentstobrainstormnewinformationandvocabularytheycame

acrossandrecorditonchartpaperatthefrontoftheclassintwocolumnnotes.Teachersays,“Wewillnowthinkaboutwhatwehavereadandkeepnotessowewillbeabletowriteasummaryofthearticle.Cananyonetellmeonenewthingtheylearned?

7. Theteacherwillexplainthatthenotestheytookwillbeusedtoanswersomequestions,”Wetakenotestohelpusrememberthekeypointsofthearticle.Nowweneedtoworkwithourpartnersanduseournotestocomeupwithasummaryoftheinformationweread.Asummarytellsaboutallthemainpartsofthearticleinourownwords.”


Page34of80

8. Dependingonthelevelandpreviousexperienceoftheclass,theteachermaywanttomodelsummarywritingusingTheKeyComprehensionRoutine(Sedita,2010).Thesummarytemplateandadditionalinformationonsummarizinghasbeenincludedattheendofthislesson.

9. Theteacherwillhavestudentsre-readthearticleinsmallgroups.Writethefollowingquestionsontheboardforstudentstoanswerintheirsciencejournal:Youaresittingonthesideoftheroadwatchingtheparadewhenabandmarchesby,usingtheinformationfromthetext,whataresomeofthesoundsthatyouhear?Whatkindofinstrumentsdoyouseeandhear?Whichinstrumentsproduceahighpitch?Whichinstrumentsproducealowpitch.Whilestudentsarewritingtheiranswertheteachermayplaythemarchingbandvideoforstudentswhohaveneverheardamarchingband.

10. TheFossTeachersguideforthestoryHighsandLowshasbeenprovidedincasetheteacherwouldliketouseittoplanadditionalactivitiesforthisstory.

Assessment

• Studentswillbeassessedonclassroomdiscussionandparticipation.• Studentswillwriteasummarythatincludesthekeyvocabulary.


Page35of80

Lesson5:PitchPerfect:MechanicalWaves

BACKGROUND

OverviewoftheLesson Inthislesson,studentswillexperimentwithglassbottlesandmetalspoonsbyfillingbottleswithdifferentlevelsofwater.Thestudentswillrecordtheirfindingsintheirsciencejournals.ScienceFellowsandClassroomTeachersshouldpre-readthematerialslistanddirectionsbeforethestartofthelessontobecomefamiliarwiththeinformationbeingpresented.FocusStandard(s)4-PS4-1.Developamodelofasimplemechanicalwave(includingsound)tocommunicatethatwaves(a)areregularpatternsofmotionalongwhichenergytravelsand(b)cancauseobjectstomove.[ClarificationStatement:Examplesofmodelscouldincludediagrams,analogies,andphysicalmodels.][StateAssessmentBoundary:Interferenceeffects,electromagneticwaves,ornon-periodicwavesarenotexpectedinstateassessment.][2006]3-5.PS.11.Recognizethatsoundisproducedbyvibratingobjectsandrequiresamediumthroughwhichtotravel.Relatetherateofvibrationtothepitchofthesound.LearningTargets Icanobservethevibrationsmadebyvariousobjectsthatproducesound.Icanillustratetherelationshipbetweenvibrationandpitch.


Page36of80

AssessmentStudentsshouldanswerthefollowingpromptsintheirsciencejournals:

• Whathappenedtothepitchofthesoundwhenmorewaterwasaddedtothebottles?Whathappenedwhenwaterwastakenoutofthebottle?

• Whatdoyouthinkwouldhappenifalargerbottle(withwater)wasused?Whatwouldhappenifasmallerbottlewasused?

• Basedonwhatyou’velearnedsofar,istherearelationshipbetweenvibrationandpitch?Howdoyouknowthis?

TargetedAcademicLanguage/KeyVocabulary Tier3:pitch RESOURCESANDMATERIALS

Quantity Item Source4pergroup Glassbottles

(onemarkedempty,andtheothersmarkedat¼,½,and¾fullrespectively)

Bin

1pergroup Metalspoon Bin1perstudent ScienceJournal ClassroomTeacher1perstudent Experimentmaterialslist/procedure Binder**Itemsinboldshouldbereturnedforusenextyear**


Page37of80

LESSONDETAILSLessonOpening/ActivatorThislessonwillbeginwithstudentspairingoffandcompletinga“think-pair-share”activityrelatedtowaves,pitch,andthesubjectmattertaughtinthepreviousliteracylesson.Theywillhavethreeminutestolistthekeypointsfromthepreviousreadingbeforesharingtheirideaswiththeclass,makesuretoemphasizekeypointsinthisunit(suchaswavelengthandamplitude)inordertoreinforcestudentlearning.DuringtheLessonPitchPerfectExperiment

1. Studentsshouldbeputingroupsof3-4.Eachstudentwillthenreceiveacopyoftheexperimentworksheet.Theclasswillreviewwhatisexpectedfromthemasawholebeforethematerialsarehandedout.Thegroupswillthenworktohypothesizewhattheythinkthesoundsfromeachofthebottles(withdifferentamountsofwaterinthem)willbeandhowthepitchwillchange,havethestudentstalkabouttheirpredictionswiththeirgroup.

2. Thesciencefelloworteacherwillthendemonstratehowtocorrectlyhittheglassbottleswiththespoon

(ashortstrikeinordertoproducesound)inordertoavoidanypossibleconfusion.Wewillthencompletetheactivity(hittingthespoononbottleswiththefourdifferentlevelsofwaterineachbottle)andrecordanydifferencesontheexperimentworksheet.[SP3-PlanningandCarryingOutInvestigations.]

3. Thegroupswillthendeterminewhetherornottheirobservationssupportedorrefutedtheirinitialhypotheses,andwillthenconcludewhattheyfeelistheconnectionbetweenvibrationandpitch(fastervibrationsleadtohigherpitches


Page38of80

andviceversa).Eachgroupwillhavetheopportunitytopresenttheirhypothesis,observations,andconclusionstotheclass.[SP8-Obtaining,Evaluating,andCommunicatingInformation.]

LessonClosingWewillthenreconveneasawholeandlistimportantconceptsinthisunitthusfar.Thislistwillberecordedbythesciencefellowandcanbeexpandedthroughouttheremainderoftheunitinordertoallowstudentstheopportunitytoreflectonwhatthey’velearnedsofar.Note:Iftimeconstraintsareanissue,thisdiscussioncanbeshortenedorlengthenedasdeemednecessary.AssessmentStudentsshouldanswerthefollowingpromptsintheirsciencejournals:

• Whathappenedtothepitchofthesoundwhenmorewaterwasaddedtothebottles?Whathappenedwhenwaterwastakenoutofthebottle?

• Whatdoyouthinkwouldhappenifalargerbottle(withwater)wasused?Whatwouldhappenifasmallerbottlewasused?

• Basedonwhatyou’velearnedsofar,istherearelationshipbetweenvibrationandpitch?Howdoyouknowthis?


Page39of80

Lesson6:Gongs,Bells,andDrumsBACKGROUND

OverviewoftheLesson Inthislessonstudentswillusevariouspercussioninstrumentstodemonstratetransferofenergyfrommallet/handtotherespectiveinstrument.Theywillrelatetheforceofthestriketothevolumeofthenoisethatiscreated,thentheywilldrawandexplainthetransferofenergyasitrelatestowaves.Note:Priortothislesson,consultwiththeschoolmusicteachertocoordinateborrowinginstrumentsforthelesson.

FocusStandard(s)4-PS4-1.Developamodelofasimplemechanicalwave(includingsound)tocommunicatethatwaves(a)areregularpatternsofmotionalongwhichenergytravelsand(b)cancauseobjectstomove.[ClarificationStatement:Examplesofmodelscouldincludediagrams,analogies,andphysicalmodels.][StateAssessmentBoundary:Interferenceeffects,electromagneticwaves,ornon-periodicwavesarenotexpectedinstateassessment.]

[2006]3-5.PS.11.Recognizethatsoundisproducedbyvibratingobjectsandrequiresamediumthroughwhichtotravel.Relatetherateofvibrationtothepitchofthesound.


Page40of80

LearningTargets IcandemonstratethetransferofenergythroughthecreationofamechanicalwaveIcanobservethevibrationsmadebyvariousobjectsthatproducesoundIcansummarizetherelationshipbetweenforceandvolume

AssessmentStudentswillbeassessedbasedontheiranswerstothefollowingpromptsintheirsciencejournals:

• Whydotheinstrumentsmakeasoundwhenyoustrikethemwithyourhandoramallet?Howdoesthisshowthetransferofenergy?

• Whydolargerdrumsandbellsmakelowersounds?• Isthereanyrelationshipbetweenthesizeofaninstrumentandthespeedofthevibrationsthatitcreates?

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)

KeyVocabulary Tier1:instrument Tier3:transfer


Page41of80


1pergroup Drum ContactMusicTeacher1pergroup Musicalgong/Triangle ContactMusicTeacher1pergroup Bell Bin1perstudent ScienceJournal ClassroomTeacher1perclass Smalldrum ContactMusicTeacher1perclass Largedrum ContactMusicTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorThislessonwillbeginwiththesciencefelloworteacherhittingtwopercussioninstrumentsofthesametype(i.edrums)butofdifferentsizes.Thelargerinstrumentwillcreatealowersoundwhilethesmallerinstrumentwillcreateahighersound.Thestudentswillthenbreakintopairsanddiscusswhythesimilarinstrumentscreateddifferentsounds.


Page42of80

DuringtheLessonTheSoundofInstruments:

1. Dividethestudentsintogroupsoffour,handingoutassortedpercussioninstrumentstoeachgroupwhileexplaininghowtoproperlyuseandhandleeachinstrument.Thenexplainthatwewillbecreatingsoundswitheachinstrumentandwillberecordingobservations.Thesciencefellowcanlistsomepossibleobservationssuchasvolume,pitch,duration,oranyothernotablefactorsonthewhiteboardforthestudentstoreferencethroughoutthelesson.

2. Thegroupswillthenpredictwhatpitcheachsoundwillbebeforestrikingthevariousinstrumentsandrecordingtheirobservations.Thegroupswillberemindedtofeeltheinstrumentswhentheystriketheminordertoascertainthespeedandforceofthevibrationsthatarebeingcreated.Eachstudentwillhavetheopportunitytouseeachinstrumentatleastonce.Afterthegroupshavecompletedtheirinitialinteractionswiththeinstruments,theywilldecidewhethertheirobservationssupportedorrefutedtheirinitialhypothesesandwhytheywereeithercorrectorincorrect.[SP8-Obtaining,Evaluating,andCommunicatingInformation]

3. Thegroupswillnowpredictwhatwillhappenwhentheystrikeeachinstrumentwithmoreorlessforce.Thegroups

willsharetheirpredictionswiththeclassbeforeproceedingwiththehands-onportion.

4. Thegroupswillthendecideiftheirobservationssupportorrefutetheirpredictions,andthesciencefellowwillaskeachgroupiftheamountofenergytransferredtoeachinstrumentimpactsthevolumeofthesoundthatiscreatedbythatinstrument.Haveeachgroupshareanobservationtheymade.[SP7-EngaginginArgumentfromEvidence]


Page43of80

LessonClosingThestudentsshouldsummarizetherelationshipbetweenforceandvolumeandcreatesketchestoshowhowmoreorlessforcechangesthevolume(oramplitude)ofthesoundwave.Thestudentswillbegiventheopportunitytosharetheirconclusionsaboutforceandvolumewiththeclassutilizingtheimageprojectorasnecessarytoshowanyillustrations,thisshouldlast5-10minutes.AssessmentStudentswillbeassessedbasedontheiranswerstothefollowingpromptsintheirsciencejournals:

• Whydotheinstrumentsmakeasoundwhenyoustrikethemwithyourhandoramallet?Howdoesthisshowthetransferofenergy?

• Whydolargerdrumsandbellsmakelowersounds?• Isthereanyrelationshipbetweenthesizeofaninstrumentandthespeedofthevibrationsthatitcreates?


Page44of80

Lesson7:LetThereBeLight(LiteracyLesson)TaughtbyClassroomTeacher

BACKGROUND

OverviewoftheLesson Inthislessonstudentswillbeintroducedtovocabularyforupcominglessons.Thestudentswillreadtwoarticles,LetTherebeLightbyErinHornerandLightBouncesfromReadWorks.org,andcompareandcontrasttheinformationfromthetwoarticles.FocusStandard(s)[2006]3-5.PS.12Recognizethatlighttravelsinastraightlineuntilitstrikesanobjectortravelsfromonemediumtoanother,andthatlightcanbereflected,refracted,andabsorbed.4.R.4—Determinethemeaningofgeneralacademicanddomain-specificwordsorphrasesinatextrelevanttoagrade4topicorsubjectarea.4.R.6—Compareandcontrastafirsthandandsecondhandaccountofthesameeventortopic;describethedifferencesinfocusandtheinformationprovided.4.R.9—Integrateinformationfromtwotextsonthesametopicinordertowriteorspeakaboutthesubjectknowledgeably.4.W.9b—Applygrade4Readingstandardstoinformationaltexts(e.g.,"Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext").4.SL.4—Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakclearlyatanunderstandablepace.


Page45of80

LearningObjectivesIcandefinereflection,absorption,andrefractionandidentifythesimilaritiesanddifferences.Icancompareandcontrastthetwoarticlesusingevidencefromthetexttosupporttheirstatements.Icanusetheinformationfrombothtextstowriteapaperthatsummarizesbotharticles.AssessmentStudentessayswillbeassessed,teachersshouldlookforkeyvocabularywordsandunderstandingofcontent. WIDALanguageObjectives(DependentontheneedsofyourELLstudents)

TargetedAcademicLanguage/KeyVocabulary Tier3:Reflection,refraction,absorption


1 “LetThereBeLight”ReadingandQuestions Binder(ClassroomTeachertomakecopies)

1 “LightBounces”ReadingandQuestions Binder(ClassroomTeachertomakecopies)

Chartpaper ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**


Page46of80

LESSONDETAILSLessonOpening/ActivatorTheclassroomteacherwillaskthefollowing:“Howdoweseewhatwesee?Whathappenswhenwecloseoureyes?Whathappenswhenweturnthelightsoff?”Notetheresponsesonchartpaperandguidethediscussion.Say,“Wearegoingtoreadtwoarticlesaboutlight,thearticleswillhavesomeinformationthatisthesameandsomeinformationthatisnotthesame.Whatshouldwedowiththeinformation?(Organizeit)Howcanthisinformationhelpuslearnmoreaboutlight?Whenwearefinishedreadinganddiscussingbotharticles,yourtaskwillbetowriteacompare/contrastessay.”

DuringtheLessonGuidedReading:

1. Theteacherwillhandoutthefirstarticle,LetThereBeLight.Asktheclasstothinkaboutthetitleandpredictwhattypeoftextitis(informational).Theteacherwillaskeachstudenttowritedownonereasonwhytheythinkit’saninformationaltextintheirsciencejournals.Theteacherwillthenaskthestudentstoskimthearticleandwritedownanyunfamiliarwordsonpostitnotes(Onewordpernote).

2. TheteacherwillputaK-W-Lchartupontheboardandaskstudentstocomeupandputtheirpostitnotesunderthecorrectcolumn.

3. Thestudentsshouldgetintogroupsofthreeandtaketurnsreadingthearticlealoud.Theteachershouldtakeintoconsiderationthereadinglevelofthestudentsandpairstudentsaccordingly.


Page47of80

4. Oncethereadinghasbeencompleted,studentswillbeaskedtoidentifythemainideaandthreesupportingdetails

fromthearticleandwritethemintheirjournals.

5. Repeatsteps2-5forthesecondarticle.

6. Oncethegroupshavecompletedthistask,theteacherwillputaVenndiagramuponchartpaperandaskthestudentswhattheypurposeoftheVenndiagramis(toorganizeinformationbasedonsimilaritiesanddifferences.Say,“Whatisthis?Whatdoweuseitfor?HowdoyouthinkwecanusethisVenndiagramtohelpuswithourcompare/contrastessay?Howshouldwelabeleachcircle?Withyourgroupmembers,fillinthetemplatesothatIunderstandhowyouaregoingtoorganizeyourwriting”.

7. Oncethediagramandtemplatesarecompleteandhavebeendiscussed,thestudentswillusetheinformationcollectedtowriteacompareandcontrastessayonthetwoarticles.Theteacherwillremindstudentswhattheexpectationsare.(FCA’s—dependingonwheretheteacherisinwritinginstructionbutmustbeexplicitlystatedpriortowriting.)

LessonClosingTeacherwillaskforvolunteerstosharetheiressayswiththeclass.AssessmentStudentessayswillbeassessed,teachersshouldlookforkeyvocabularywordsandunderstandingofcontent.


Page48of80

Lesson8:IntroductiontoLightandReflection

BACKGROUND

OverviewoftheLesson Thislessonintroducesstudentstohowoureyesareabletolight,theywilldevelopamodeltoshowhowlightisreflectedtobeseenbytheeye.TheexperimentwiththereflectionofaflashlightonamirrorisadaptedfromWhoTurnedOuttheLightsbyMaryEllenKanthack.http://betterlesson.com/lesson/617379/who-turned-out-the-lights

FocusStandard(s)4-PS4-2.Developamodeltodescribethatlightmustreflectoffanobjectandentertheeyefortheobjecttobeseen.[StateAssessmentBoundary:Specificcolorsreflectedandseen,thecellularmechanismsofvision,anglesofincidenceandreflection,orhowtheretinaworksarenotexpectedinstateassessment.][2006]3-5.PS.12Recognizethatlighttravelsinastraightlineuntilitstrikesanobjectortravelsfromonemediumtoanother,andthatlightcanbereflected,refracted,andabsorbed.LearningTargetIcandrawanaccuratediagramoftherelationshipbetweenanobject,theeye,andalightsourcetoshowthatlighttravelsinastraightlineandreflectsoffanobjecttoentertheeye.


Page49of80

Assessment• Havestudentsrespondtothefollowingpromptintheirsciencejournals:Whycan’tweseeinthedark?Includea

diagramofhowobjectsareseenasevidenceforyouranswer. • ShowWhatYouKnowworksheet.

WIDALanguageObjectivesDependentontheneedsofyourELLstudents

TargetedAcademicLanguage/KeyVocabulary

Tier1:lightTier2:sourceTier3:reflection RESOURCESANDMATERIALS

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1pergroup Flashlight Bin1pergroup Mirror Bin1perstudent ShowWhatYouKnowWorksheet(2pages) Binder1 ContainerofAluminumFoil Bin1 ContainerofPlasticWrap Bin


Page50of80

1pergroup Sheetofpaper ClassroomTeacher LightWavesvideo:https://youtu.be/EkvxdR7_2hQ ThumbDrive**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorGivethestudentsfiveminutestothinkabouthowweseeobjectswithoureyes,theyshoulddrawadiagramordescribetheprocessinwordsintheirsciencejournals.Thisactivitywillrevealwhatbaselineknowledgethestudentshaveabouthowvisionworks.Afterthestudentshavehadtimetothinkontheirown,inviteafewstudentstosharetheirideas.DuringtheLesson

1. WhatIsLight?a. Askthestudentswhattheyknowaboutlight.Whatislight?Wheredoesitcomefrom?Whatobjectsinthe

classroomaresourcesoflight?b. ShowtheLightWavesvideo,thiswillintroducetheconceptofshadows,providingareviewfromfirstgrade.The

sectionsoncolorandtheelectromagneticspectrumcanbeglossedoverbecausetheyarenotrequiredforfourthgrade.However,youcaninvitestudentstodomoreresearchonlightathomeiftheyareinterestedandexplainthatthecurriculumwillgointogreaterdetailinsixthgrade.


Page51of80

2. DoWeNeedLighttoSee?a. Closetheblindsandshutoffallthelightsintheclassroomtomakeitasdarkaspossible.Askstudentswhattheycan

see,ifanything.b. Discusswhathaschangedwhentheroomwentfromlighttodark.Didtheindividualobjectsintheroomchange?

Didoureyeschange?Leadstudentstotheconclusionthatlightisnecessaryforustosee.c. Finally,drawadiagramontheboardofhowobjectsareseen(seesamplediagramattheendofthislessonfor

reference).Oncetheycomeupwithalightsource,aneye,andanobject,moveonwiththenextactivity.Leavethediagramontheboardbecausewewillreturntoitlaterinthelesson.[SP2-DevelopingandUsingModels]

3. HowDoesLightTravelfromTheSourcetoOurEye?

a. Askthestudentswhattheyknowabouthowlighttravels.Atthispointthemostrelevantcharacteristicoflightisthatittravelsinastraightline;thisispartofthefirstgradecurriculum,thoughit’snotguaranteedeverystudentwillrememberthisfact.

b. Toshowthatlighttravelsinastraightline,turnoffthelightsandshuttheblindsintheclassroomagain.Havetwo

peoplestandinthecenterofthedarkclassroom,onewithaflashlightandonewithamirror.Havethestudentsmakepredictionsaboutwhatwillhappenwhenthelightisshinedatthemirror.

c. Turnontheflashlightandshinebeamonthecenterofthemirror.Then,rotatethemirror.


Page52of80

d. Invitethreemorestudentvolunteerstotracethepathofthelightwithstring.Onestudentholdsthestringatthelightsource,thesecondholdsthestringatthespotwherethelighthitsthemirror,andthethirdstudentholdsthestringwherethelightbeamisvisibleonthewall,thestringshouldmakeaVshape.Askstudentswhattheynoticedabouttheangleofthelight(visuallytracedoutbythestring)beforeandafterithitsthemirror?Theangleofthelightcomingin(theangleofincidence)isthesameastheangleofthelightcomingout(theangleofreflection).

e. Turnthelightsbackonandaskstudentstosharetheirobservationsaboutthelightandthemirror.Howdidthe

lighttravelaroundtheroom?Didthelightsuddenlybendinthepresenceofthemirror?f. Studentsmayanswerthatthelight“hit,”“collided,”or“bounced”offofthemirror.Theseobservationsarecorrect,

theproperwordtodescribethisoccurrenceisreflection.Addarrowstothevisiondiagramtoshowhowlightcomesfromalightsource,reflectsoffofanobject,andtravelstotheeyes.[SP6-Constructingexplanations]

4. UsingReflectiontoDirectthePathofLight

a. Breakstudentsintosmallgroups(3-4students)toexperimentwithlightreflectionusingflashlightsandreflectivesurfaces.Eachgroupwillreceiveoneflashlight,onemirror,asheetofaluminumfoil,asheetofplasticwrap,andasheetofpaper.Remindstudentsthatflashlightsandreflectionsofflashlightsshouldnotbepointedatanyone’seyes.

b. Theteacherorsciencefellowwillexplainthatthegoalofthisactivityistousereflectiontoaimtheflashlightbeam

atatargetonthewall.Thefirsttaskeachgroupmustaccomplishistodecidewhatisthebestreflectivematerialtouse,givethestudentsaboutfiveminutestoexamineeachoftheirreflectiveobjectsandwritedownanyobservationsintheirsciencejournals.


Page53of80

c. Theteacherorsciencefellowwillplaceatargetonthewallinthefrontoftheclassroom(amarkoftapeorapieceof

paper).Then,markaspotinthecenteroftheclassroomwhereeachgroupmustshinetheirlightfrom.Remindthestudentsthattheirgoalistoshinetheflashlightbeamatthetarget.

d. Givethestudentstimetoplanouttheplacementoftheirflashlightandreflectiveobjectofchoice(eitherpaper,

mirror,plasticwrap,orfoil)toaccomplishthetask.Then,turnoutthelightsintheclassroomandhaveeachgrouptaketurnstryingtohitthetarget.Ifgroupsarehavingtrouble,theteacherorsciencefellowcansuggestwaystoimprovesuchasadjustingtheangleofthelightorusingadifferentreflectivematerial.

LessonClosingDiscusswhyreflectionisimportant,firstandforemost,reflectionoflightallowsustoseeobjects,perfectlysmoothsurfaceslikemirrorsallowustoseeanimagereflectedonthesurface.Mirrorsareimportantsafetytoolsincarsandothervehicles..Mirroredcoatingsonsunglassesalsoreflectsunlightandprotectoureyes.Assessment

• Havestudentsrespondtothefollowingpromptintheirsciencejournals:Whycan’tweseeinthedark?Includeadiagramofhowobjectsareseenasevidenceforyouranswer.

• ShowWhatYouKnowworksheet.


Page54of80

Asamplediagramofvision


Page55of80

Lesson9:RefractionandAbsorption

BACKGROUND

OverviewoftheLessonStudentswillstudyrefractionandabsorptionoflightinsmallgroupexperiments.Refractionisstudiedbylookingattheimageofapencilinaglassofwater.Absorptionisstudiedbycomparingthemeltingofanicecubeonwhiteversusblackpaper.Themodelofhowweseeobjectsisreinforced,andanextensiontothelessonmightexplainhowrainbowsaretheresultofrefractedlightandcolorsaretheresultofreflectionandabsorptionoflight.Thepencil/waterexperimentisadaptedfromhttp://betterlesson.com/lesson/630470/refraction-and-rainbows.Thepaper/icecubeexperimentisadaptedfromhttp://www.sciencekids.co.nz/experiments/lightcolorheat.html.

FocusStandard(s)4-PS4-2.Developamodeltodescribethatlightmustreflectoffanobjectandentertheeyefortheobjecttobeseen.[StateAssessmentBoundary:Specificcolorsreflectedandseen,thecellularmechanismsofvision,anglesofincidenceandreflection,orhowtheretinaworksarenotexpectedinstateassessment.][2006]3-5.PS.12Recognizethatlighttravelsinastraightlineuntilitstrikesanobjectortravelsfromonemediumtoanother,andthatlightcanbereflected,refracted,andabsorbed.

LearningTargetsIcandifferentiatebetweenreflection,refraction,andabsorptionoflight.


Page56of80

Icanidentifyexamplesofobjectsthatreflect,refract,orabsorblight.IcanusethebrightnessofanobjecttojudgehowmuchlightitabsorbsAssessmentHavestudentsrespondtothefollowingpromptintheirsciencejournals:

• Yourfriendhasconfusedthewordsreflectionandrefraction,explainthedifferencebetweenthesetwoterms?• Iftheweatherissunnyand85˚today,wouldyoubemorecomfortableinablackt-shirtorawhitet-shirt?Supportyour

answerusingwhatyouknowaboutabsorptionoflight• AnswerShowWhatYouKnowquestions(inbinder)

TargetedAcademicLanguage/KeyVocabularyTier2:reflectionTier3:refraction,absorption


1perstudent ScienceJournal ClassroomTeacher2pergroup Beaker Bin2pergroup Pencil ClassroomTeacher1cuppergroup Water ClassroomTeacher1 Largeblackitem(suchasanarticleofclothing) ClassroomTeacher


Page57of80

1pergroup Blackpaper ClassroomTeacher1pergroup Whitepaper ClassroomTeacher2pergroup Icecubes ClassroomTeacher2 IceCubeTray Bin1pergroup Flashlight Bin1sheetpergroup AluminumFoil Bin1sheetpergroup Plasticwrap Bin1pergroup Mirror Bin1perstudent ShowWhatYouKnowWorksheet(2pages) Binder ReflectionandRefractionvideo(https://youtu.be/O5zSsxW9Pzc

)ThumbDrive

BillNyeRefractionVideo(https://youtu.be/NO5YcHJEARI) ThumbDrive DisappearingMoneyVideo(https://youtu.be/cyPgEutqZyY) ThumbDrive**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorDividetheclassintosmallgroups(3-4students).Eachgroupwillhaveafewminutestobrainstormasmanyexamplesastheycanofobjectsthatrefractlight.Then,haveeachgroupsharetheirexamplesandmakeamasterclasslist.Theteacherorsciencefellowshouldgivefeedbacktothestudentsastheyshareandaddtothelistifanyimportantitemsareleftoff.Someexamplesofcommonobjectsthatrefractlightare:water,raindrops,magnifyingglasses,eyeglasses,contactlenses,andprisms.


Page58of80

DuringtheLesson1. RefractionofLight

a. ShowtheReflectionandRefractionvideo.Itprovidesareviewofreflection(Lesson5)andintroducesthestudentstorefractionandabsorption.Pausethevideofrequentlyandconsiderwatchingitmultipletimestoensurethatthestudentsunderstandthecontentofthevideo.Theconceptoflightrefracting(bending)whenittravelsfromonemediumtoanotherisdifficult,andthepictureoftheropeinwaterinthevideoprovidesagoodvisualexample.Again,knowledgeofcolorsisnotrequiredforfourthgrade.

b. Showthevideoofthedisappearingmoneytrick.Discusshowthistrickworked.Itmayhelptoremindstudents

whattheylearnedabouthowobjectsareseenfromthelastlesson.Ifwecan’tseethecointhenlightreflectingoffofthecoinisnotmakingittooureyes.Thus,thelightmusthavechangeddirectionwhenitenteredthewaterfilledcup.Thewordusedtodescribehowlightchangesdirectionwhenitpassesfromonemediumtoanotheriscalledrefraction.

c. Toallowthestudentstofurtherexploretheconceptofrefraction,splittheclassintosmallgroups(3-4students).

Giveeachgrouptwobeakersandtwopencils.Onebeakershouldbeemptyandoneshouldbefilledwithwater(½or¾full).

d. Placeonepencilintheemptycupandrecordobservationsinthesciencejournalusingpicturesandwords.


Page59of80

e. Makeaprediction(usingwordsandpictures)ofwhatapencilwilllooklikewhenitisplacedinthebeakerofwater.Placethesecondpencilinthebeakerofwaterandrecordobservationsinthesciencejournal.Givethestudents5-10minutestoviewthepencilfromdifferentanglesinthewaterandobservehowtheimageofthepencilchanges.

f. Comebacktogetherasaclassandhavestudentsshareouttheirobservations.Discusswhathappenedtothepencils

usingevidencefromtheexperiment.[SP7-Engaginginargumentsfromevidence]g. Toendthesectiononrefraction,showtheBillNyetheScienceGuyrefractionvideo.Thisvideoexplainshow

magnifyingglassesrefractlighttomakeobjectslookbigger.Thesameprincipleappliestoeyeglasses,contacts,andtelescopesaswell

2.AbsorptionofLight

a. AsinthedemonstrationatthebeginningofLesson5,closetheshadesandturnoffthelightsintheclassroom.Askstudentswhattheyseeinthedarkroom.Leadstudentstomaketheconnectionthatdarknessorblacknessistheabsenceoflight.

b. Then,holdupalargeblackobjectsuchasanarticleofclothing.Remindthestudentsthatblacknessistheabsenceof

light.Sinceweseeobjectsbecauseofthelightthatreflectsoffofthem,blackobjectsareblackbecausetheydonotreflectlight.Ifthelightisnotreflected,whathappenedtoit?

c. Whenlightenergyistransferredtoanobject,theprocessiscalledabsorption.Whenanobjectabsorbslight,the

lightcannotbeseenanymore.Mostcommonlylightenergyistransferredintoheatenergyduringabsorption.


Page60of80

Objectsthatabsorblotsoflightgethotter,thisiswhyit’suncomfortabletowearallblackonahotsummerday!Discussotherexamplesofobjectsthatabsorblight.Whydoestheblacktopgetunbearablyhotonasunnyday,butthegrassdoesn’t?

3.AbsorptioninAction(thisportionoftheactivityneedstobedoneoutside)

a. Havestudentsgetbackintotheirgroup,giveeachgroupapieceofwhitepaper,apieceofblackpaper,andtwoicecubes.Intheirsciencejournal,askstudentstomakeapredictionaboutwhatwillhappentotheicecubesaftertheyareexposedtodirectsunlightfor10minutes.

b. Placeoneicecubeoneachsheetofpaperandplacebothsheetsindirectsunlight.Iftheweatherisnotfavorable,

considerusinganotherlightsourcesuchasadesklamporaflashlight.c. Observetheicecubes,andafter10minutesdescribeordrawtheicecubesinthesciencejournal.Makeconclusions

abouttheimpactofwhitepapervs.blackpaperonhowtheicecubemelts.LessonClosingDiscusswhytheicecubeontheblackpapermeltedfaster?Thelightwasabsorbedbytheblackpaperandtransferredintoheatenergy,thisheatenergywasthentransferredtotheicecube,soitmeltedfaster.Thewhitepaperreflectsmostofthelight,andthereforeabsorbsverylittlethuslessheatenergyistransferredfromthewhitepapertotheicecube,soitmeltsmoreslowly.[SP6-Constructingexplanations]


Page61of80

AssessmentHavestudentsrespondtothefollowingpromptintheirsciencejournals:

• Yourfriendhasconfusedthewordsreflectionandrefraction,explainthedifferencebetweenthesetwoterms?• Iftheweatherissunnyand85˚today,wouldyoubemorecomfortableinablackt-shirtorawhitet-shirt?Supportyour

answerusingwhatyouknowaboutabsorptionoflight• AnswerShowWhatYouKnowquestions(inbinder)


Page62of80

Lesson10:EncodingandDecoding:ASecretLanguage

BACKGROUND

OverviewoftheLesson Inthislesson,studentsshouldbeabletocommunicateamessageusingsound(liketappingwithpencil)orlight(usingflashlight).Themaingoalofthislessonistointroducestudentstoencodinganddecodingamessageforthepurposeofcommunication,MorseCodewillalsobeintroducedinthislessonasameansofencodinganddecodingmessages.Priortoteachingthelesson,theScienceFellowandClassroomTeachershouldreviewthedefinitionandusesofMorseCodefoundinthehandout.FocusStandard(s)4-PS4-3.Developandcomparemultiplewaystotransferinformationthroughencoding,sending,receiving,anddecodingapattern.*[ClarificationStatement:Examplesofsolutionscouldincludedrumssendingcodedinformationthroughsoundwaves,usingagridof1sand0srepresentingblackandwhitetosendinformationaboutapicture,andusingMorsecodetosendtext.]


Page63of80

LearningTargets Icancreateamessagefortheirclassmatestodecodeusingcodesoftheirowndesign.Icanexplaintheimportanceofencodinganddecodingmessagesusingevidencefromthislessontovalidatetheirclaims.AssessmentStudentswillbeassessedontheirparticipationinclassdiscussionsandactivities,aswellasontheirresponsestothefollowingpromptsintheirsciencejournals:

• Whyisitimportanttoencodeanddecodemessages?• Wasyourgroupsuccessfulatencodinganddecodingmessages?Ifso,whydoyoubelieveyouwere?Ifnot,whatwould

youchangeinordertosuccessfullyencodeanddecodemessages?

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary Tier1:soundwaveTier3:encode,decode,MorseCode,binary


Page64of80


1perstudent ScienceJournal ClassroomTeacher1pergroup Dictionary ClassroomTeacher1perstudent Pencil ClassroomTeacher2pergroup Flashlight Bin1pergroup MorseCodekit Bin1perstudent CommunicationExperimentMaterialsListandProcedure(2pages) Binder1perstudent MorseCodeInformationHandout(2pages) Binder1perstudent Binaryworksheet Binder1perstudent Binaryworksheetkey 1perstudent CreatingaCodeworksheet Binder MorseCodeMusicvideo(https://youtu.be/NFv3QLHEjuk) ThumbDrive1perstudent “SoundsofaWookie”Reading Binder

1perstudent “Thump,Thump,Thump”Reading Binder

1perstudent PairedTextQuestions Binder

**Itemsinboldshouldbereturnedforusenextyear**


Page65of80

LESSONDETAILSLessonOpening/ActivatorThislessonwillbeginwitha“think-pair-share”activitybasedonwhathasalreadybeentaughtthroughoutthisunit.Studentswillhavefiveminutestoworkwithapartnerinordertocreatealistofimportantconceptsandideasthathavebeentaught.Afterthepreviousactivityhasbeencompleted,thepairswillworktogethertocreatealistofwaysthatweusecommunicationandshouldthinkaboutwhythesemethodsofcommunicationaresoimportant.Thepairswillthensharetheirlistswiththeclass.Thepairswillalsosharewhytheythinkcommunicationissuchanecessarycomponentofdailylife,thisdiscussioncanbeguidedbythesciencefelloworteachertoemphasizepriorlearningandtokeepthediscussionfocusedandrelevant.DuringtheLesson

1. Dividethestudentsintosmallgroupsandaskthemtodeveloppossibledefinitionsforthefollowingvocabulary:“encode”and“decode”.Theycanuseinformationfrompreviousliteracylessonsorcanaccessclassroomdictionariesinordertoformulatethese.Thegroupswillthenhavetheopportunitytosharetheirworkingdefinitions,andwiththehelpofthesciencefellow,willcreateaclassroomdefinitionforthesevocabularywords.

2. Thenaskthegroupstocreatelistsofdevicesthatareusedforencodingordecodingmessages(thesecanincludecell

phones,televisions,radios,MorseCode,thelightonalighthouse,etc.).Theywillthensharetheirlistswiththerestoftheclass.Thesciencefellowwillthenintroducetheterm“MorseCode”(unlessstudentshavealreadycomeupwiththismethodofcommunication)andwillaskthegroupswhattheythinkMorseCodeisandhowitisused.AfterthestudentshavepresentedtheirideasrelatedtoMorseCode,thesciencefellowwillintroducewhatMorseCodereallyisandhowitisused.YoucandistributetheMorseCodehandoutforstudentstoreview


Page66of80

3. MorseCode

a. Remindstudentsthatwecancommunicatewithlightandsound,explainthattodaywewillencodeanddecodemessagesintwodifferentways.ThefirstwaywewilldecodeinformationisusingMorseCode,thefelloworteachershouldcomeupwithasecretmessage(writteninMorseCode)forthestudentstodecode.Tellstudentstheywilldecodethemessagebytheendoftheclass.

b. ShowstudentstheMorseCodeMusicvideotodemonstratehowlettersarerepresentedassounds.

4. BinaryCode

a. Itisnotnecessaryforstudentstomemorizetheexplanations;however,studentswillneedtousekeystodecodemessages.Tellstudentsthatcomputersencodeanddecodeinformation,buttheydon’tdoitwithwordstheyuseaspecialcodecalledbinarycode.Explainthatwearegoingtolearnhowtounderstandthelanguageofacomputer!Computerstranslateinformationbyencodingitintoaseriesofdigits.

b. AccessthewebsiteCovertBinary,http://www.convertbinary.com/,andtypeinasamplemessagetoshowstudentshowthelettersarerepresentedinaseriousofzerosandones.Entersomeadditionaltextintotheencoder.Thecomputerwillconvertthoselettersintonumbers,andthenitwillconvertthosenumbersintobinary.

c. Givestudentsthebinarykeyandhavethemworktodecodethemessageontheirworksheet.


Page67of80

5. MakeCodePassoutthemakeacodeworksheetandhavestudentspairup.Oncestudentcanmakeamessageforthepartnertodecode.Itwillbehelpfulfortheclassroomteachertosetupparametersforthisactivitysuchaswhatisanappropriatemessagetosend.Studentsmayuseflashlights,penciltapping,orpicturestomaketheircode.Studentswillneedtomakeakeysowhentheytradetheirmassagestheirpartnercandecodethemessage

AssessmentStudentswillbeassessedontheirparticipationinclassdiscussionsandactivities,aswellasontheirresponsestothefollowingpromptsintheirsciencejournals:

• Whyisitimportanttoencodeanddecodemessages?• Wasyourgroupsuccessfulatencodinganddecodingmessages?Ifso,whydoyoubelieveyouwere?Ifnot,whatwould

youchangeinordertosuccessfullyencodeanddecodemessages?OptionalExtensionNote:thismaybecompletedatanotherpointintime,suchaswhenthesciencefellowsarenotpresent:

• Havestudentscompletethepairedpassagesactivities.Intheseactivities,studentswillreadtwopassagesandanswerquestions.Studentswillreadthe“SoundsofaWookie”and“Thump,Thump,Thump”readings.


Page68of80

Lesson11:WaystoTransferInformationThroughSound

BACKGROUND

OverviewoftheLesson Inthislesson,studentswillinvestigatetherelationshipbetweensoundwaves,encoding,anddecodingamessage,andhowitrelatestoaphonecall.Theywillbuildamodeltelephoneusingplasticcupsandstring.Theyshouldalsobeabletodiagramthepaththewavestakeanddiscusshowatelephoneencodessoundandcarriesitacrosslongdistances.

FocusStandard(s)4-PS4-3.Developandcomparemultiplewaystotransferinformationthroughencoding,sending,receiving,anddecodingapattern.*[ClarificationStatement:Examplesofsolutionscouldincludedrumssendingcodedinformationthroughsoundwaves,usingagridof1sand0srepresentingblackandwhitetosendinformationaboutapicture,andusingMorsecodetosendtext.]

[2006]3-5.PS.11.Recognizethatsoundisproducedbyvibratingobjectsandrequiresamediumthroughwhichtotravel.Relatetherateofvibrationtothepitchofthesound.LearningTargets Icanexplainhowatelephoneworksusingabasicmodelofplasticcupsandstring.Icancomparetwodifferentwaysofencodinginformationandgiveanadvantageanddisadvantageforeachmodel.


Page69of80

AssessmentStudentswillrespondtothefollowingquestionsintheirsciencejournals:

• Imagineyouarelostinthewoodsandneedhelp.WouldyouratheruseatelephoneorMorseCodetosendoutamessage?Whatistheadvantageofusingthisformofcommunication?

• Imagineyouareinyourbackyardandwanttosendamessagetoyourbestfriend,wholivesnextdoor.WouldyouratheruseatelephoneorMorseCodetosendoutamessage?Whatistheadvantageofusingthisformofcommunication?

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary Tier1:soundwaveTier2:encode,decode

RESOURCESANDMATERIALS

Quantity Item Source2pergroup Plasticcups Bin2pergroup Paperclips ClassroomTeacher1pergroup Lengthofstring(about6feetlong) Bin1pergroup Thumbtack Bin**Itemsinboldshouldbereturnedforusenextyear**


Page70of80

LESSONDETAILSLessonOpening/ActivatorThislessonwillbeginwitha“think-pair-share”activitytoreviewwhatthestudentslearnedaboutsoundearlierintheunit.Studentswillhavefiveminutestoworkwithapartnerinordertocreatealistofimportantconceptsandideasfromtheunit.DuringtheLesson

1. Reviewtheactivityfromthepreviouslesson;inparticular,discussthewaysinwhichtheactivitywaschallenging.Howwellcouldyourclassmatesdecodeyourmessage?Howfarcouldyourmessagetravel?Woulditbepossibletotranslateacompletelanguageusingyourcode?

2. RevisitingCode:Breakthestudentsbackupintotheirgroupsfromthepreviouslessonandhavethemrevisitthecodetheyusedtosendmessagesviasound.Thistime,haveonestudenttapoutamessageonthedesk/tablewhileanotherlistenswithhis/hereardirectlyonthetable.Howquietlycanthefirststudenttapandstillhavethemessagebeheardbythesecondstudent?Nowrepeatthemessageatthesamevolumewiththesecondstudentlisteningnormally,awayfromthetable.Canthemessagebeheardaswellasbefore?

3. DiscussionPoint:Improvementsinsoundcommunicationtechnologyhavereliedonthefactthatmanymaterialsare

betterthanairattransmittingsound.Thefirstphonograph,adeviceusedtorecordandplaysounds(likemusic),operatedmuchlikeapenciltappingonatable.Theonlydifferenceisthataneedletappingametalconemadethesound.


Page71of80

4. Comeupwithalist(asaclass)ofmoderndevicesthatareusedtocommunicatesound.Themostimportantitemsonsuchalistaretheradioandthetelephone.

5. BuildingaTelephone

a. Dividetheclassintosmallgroups(3-4)students.Giveeachgrouptwoplasticcups,twopaperclips,athumbtack,andalengthofstring.

b. Usingthethumbtack,makeasmallholeinthebottomofeachcup.Then,threadeachendofthestringthroughthe

holeineachcup,studentsmayneedassistance.Tieeachendofthestringaroundapaperclip.Thispreventsthestringfromslidingoutofthehole.

c. Tousethephone,havetwostudentsstandfarenoughapartsothatthestringistaught.Haveonestudentputsone

cupuptohis/hermouthandspeakwhiletheotherstudentlistenstothemessagethroughtheothercup.Thespeakerdoesnotneedtotalkloudlybutmustbeclearbecausethecupmufflesthesoundabit.[SP2-DevelopingandUsingModels]

d. Givethestudentsfiveminutestoexperimentwiththephoneandtotaketurnsusingit.,atsomepointduringthe

lessonhavestudentsplaceahandonthecupandthestringtofeelthevibrationstravelingthroughthephone.e. Havethestudentsmakeadiagramshowinghowsoundtravelsthroughtheirmodelofatelephone.Labeleachpart

ofthediagram(air,cup,string,etc.)withanoteabouthowthematerialcarriesthesoundandinwhichdirectionthesoundismoving.


Page72of80

LessonClosing

1. Comebacktogetherasaclassanddiscussthetelephoneactivity.Themainquestiontobeansweredis:howdotelephonestransmitsound?Inthemodeltelephonethatthestudentsbuilt,thesoundfromourvoice(vibratingair)vibratesthecup,whichinturnvibratesthestring,thestringthenvibratesthecupontheotherendoftheline,whichvibratestheairinsidethecupandallowstheoriginalsoundtobeheard.Theoriginalmessagewasencodedfromvibrationsintheairtovibrationsinthecupandstring.Ontheotherend,thatmessageisdecodedbackintovibrationsintheair.

2. Askthestudentstoreflectonthequalityoftheirtelephones.Wasiteasyorhardtohear?Whatotherlimitsdoesthisdesignhave?Endthelessonbyexplainingthatrealtelephonesoperateontheexactsameprincipleofencodingvibrationsintheaircausedbyourvoicestoothermedia.Insteadofencodingmessagesintostring,telephonesencodemessagesintoelectricalcurrentsandradiowaves.Telephonesallowustohaveconversationswithgreatclarityacrosslongdistances.Thedownsideisthatweneedspecialtechnologytomakeatelephone.Allcommunicationtechnologythatweusetoday,includingcellphones,TV,andInternetallsendsignalsusingeitherelectricityorradiowaves.Tomakeacommunicationdevice,scientistsandengineersfollowasimilarprocesstowhatwedidinthepasttwolessons.

AssessmentStudentswillrespondtothefollowingquestionsintheirsciencejournals:

• Imagineyouarelostinthewoodsandneedhelp.WouldyouratheruseatelephoneorMorseCodetosendoutamessage?Whatistheadvantageofusingthisformofcommunication?


Page73of80

• Imagineyouareinyourbackyardandwanttosendamessagetoyourbestfriend,wholivesnextdoor.WouldyouratheruseatelephoneorMorseCodetosendoutamessage?Whatistheadvantageofusingthisformofcommunication?


Page74of80

ListofUnitResourcesLesson1

Quantity Item Source1perclass Projector ClassroomTeacher1perstudent ScienceJournal ClassroomTeacher1perclass Computer ClassroomTeacher1pergroup Medium-sizedbucket Bin1pergroup Marble Bin1perclass Pieceofrope Bin1pergroup Materialschecklist Binder1pergroup Smalltoyboat Bin1pergroup Yardstick ClassroomTeacher1perclass LaminatedSpeedboatImage Bin OceanWavesVideo:https://youtu.be/uEpy_oY4V9Q ThumbDrive

Lesson2

Quantity Item Source1 “WavesandWater”ReadingPassageandQuestions Binder(ClassroomTeacherto

makecopies)


Page75of80

Lesson3

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent SketchingWavesworksheet Binder2perstudent GraphPaper ClassroomTeacher1perclass ComputerandProjector ClassroomTeacher SoundWavesvideo(https://youtu.be/XM2FSTd9wDM) ThumbDrive

Lesson4

Quantity Item Source20 FossScienceStories:PhysicsofSound:P.8-10and11-13 Bin1perstudent KeystoLiteracy,Activity3SummaryTemplate Binder1(optional) FossScienceStories-TeachersGuidep.6-9 Binder OrchestraVideo:first3minutes:https://youtu.be/hxjRF6MEDqQ ThumbDrive MarchingBandVideo:https://youtu.be/lAPY4NE1zH0 ThumbDrive1 Computer ClassroomTeacher1set Speakerscompatiblewithcomputer ClassroomTeacher1 Postersizechartpaper ClassroomTeacher


Page76of80

Lesson5

Quantity Item Source4pergroup Glassbottles

(onemarkedempty,andtheothersmarkedat¼,½,and¾fullrespectively)

Bin

1pergroup Metalspoon Bin1perstudent ScienceJournal ClassroomTeacher1perstudent Experimentmaterialslist/procedure Binder

Lesson6

Quantity Item Source1pergroup Drum ContactMusicTeacher1pergroup Musicalgong/Triangle ContactMusicTeacher1pergroup Bell Bin1perstudent ScienceJournal ClassroomTeacher1perclass Smalldrum ContactMusicTeacher1perclass Largedrum ContactMusicTeacher


Page77of80

Lesson7

Quantity Item Source1 “LetThereBeLight”ReadingandQuestions Binder(Classroom

Teachertomakecopies)1 “LightBounces”ReadingandQuestions Binder(Classroom

Teachertomakecopies) Chartpaper ClassroomTeacher

Lesson8

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1pergroup Flashlight Bin1pergroup Mirror Bin1perstudent ShowWhatYouKnowWorksheet(2pages) Binder1 ContainerofAluminumFoil Bin1 ContainerofPlasticWrap Bin1pergroup Sheetofpaper ClassroomTeacher LightWavesvideo:https://youtu.be/EkvxdR7_2hQ ThumbDrive


Page78of80

Lesson9

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher2pergroup Beaker Bin2pergroup Pencil ClassroomTeacher1cuppergroup Water ClassroomTeacher1 Largeblackitem(suchasanarticleofclothing) ClassroomTeacher1pergroup Blackpaper ClassroomTeacher1pergroup Whitepaper ClassroomTeacher2pergroup Icecubes ClassroomTeacher2 IceCubeTray Bin1pergroup Flashlight Bin1sheetpergroup

AluminumFoil Bin

1sheetpergroup

Plasticwrap Bin

1pergroup Mirror Bin1perstudent ShowWhatYouKnowWorksheet(2pages) Binder ReflectionandRefractionvideo(https://youtu.be/O5zSsxW9Pzc) ThumbDrive


Page79of80

BillNyeRefractionVideo(https://youtu.be/NO5YcHJEARI) ThumbDrive DisappearingMoneyVideo(https://youtu.be/cyPgEutqZyY) ThumbDrive

Lesson10

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1pergroup Dictionary ClassroomTeacher1perstudent Pencil ClassroomTeacher2pergroup Flashlight Bin1pergroup MorseCodekit Bin1perstudent CommunicationExperimentMaterialsListandProcedure(2pages) Binder1perstudent MorseCodeInformationHandout(2pages) Binder1perstudent Binaryworksheet Binder1perstudent Binaryworksheetkey 1perstudent CreatingaCodeworksheet Binder MorseCodeMusicvideo(https://youtu.be/NFv3QLHEjuk) ThumbDrive1perstudent “SoundsofaWookie”Reading Binder

1perstudent “Thump,Thump,Thump”Reading Binder


Page80of80

1perstudent PairedTextQuestions Binder

Lesson11

Quantity Item Source2pergroup Plasticcups Bin2pergroup Paperclips ClassroomTeacher1pergroup Lengthofstring(about6feetlong) Bin1pergroup Thumbtack Bin

Grade 4 Waves S15 v5.2 - Center for Learning in Action

Documents

Transcript of Grade 4 Waves S15 v5.2 - Center for Learning in Action