Pyramid of Life - Saginaw Valley State University

29

Pyramid of Life

TEACHING MODELRole Play

MATERIALSSix or more children and a small clearing

PROCEDUREHave each child secretly write down the name of a plant or animal that lives in thearea. The players are going to build a pyramid, but don’t tell them until you’vecollected the papers. Generate background information by asking questions like:“From what source does the earth get its energy?” Now the fun begins when youstart to build the pyramid and the plants realize their fate. The plants will be on thebottom because all animals depend on them directly or indirectly for food. Theplants kneel down on all fours, close together in a line, “Now, as I read off theanimals from the slips of paper, tell me whether they are plant eaters or meateaters.” All the plant eaters (herbivores) stand in a line behind the plants. All themeat eaters (carnivores) stand in a line behind the herbivores.

There will nearly always be more children in the upper level groups than in thesupporting plant groups; it’s a lot more fun to be a bobcat or coyote than a muskrator dandelion! With so many on top and so few for a base, it will be very difficult tobuild a stable pyramid. Some of the predators will have to change their positions.Challenge the children to reconstruct a pyramid that will support all of itsmembers. The higher up on the food chain, the fewer members there are.Demonstrate the importance of plants by pretending to pull one of them out of thepyramid.

30

Name ________________________________

Animals

Animals in Winterby ___________________________

Directions:Color and complete the following five pages.Cut them out. Staple them together to make a book.

© 1998 Tribune Education. All Rights Reserved

31

Word Bankfoodwarm

Name ________________________________

Animals

Active Animals

Directions:

Cut out the animals. Glue them in place.

It is winter.Deep snow covers the ground.

Some animals can find .

Some animals can stay .

These animals stay active in winter.


32

Word Bankcoldfat

downdown

Name ________________________________

Animals

Hibernation

Directions: Cut out the fat woodchuck.Glue him by his hole. Trace the path tothe woodchuck’s home.

Some animals hibernate in the winter.

The woodchuck grows a layer of in the fall.

His heartbeat slows .

His body temperature goes .

He stays in his home while it is .


33

Word Banklodgewinter

Name ________________________________

Animals

Storing Food

Directions: Cut out the beaver. Glue him by the hole in the ice.Trace the path to the beaver’s lodge.

Some animals store food for .

The beaver stores food in his .


34

Word Bankwarmfood

Name ________________________________

Animals

Migration

Directions:

Cut out the animals. Glue them in place.

It is hard to find in the winter.

It is hard to stay in the winter.

Some animals move to warmer places.This is called migration.


35

Word Bankrabbitbird

beaverwoodchuck

Name ________________________________

Animals

Animals in Winter

Directions:

Cut out the animals. Glue them in their places.Write the animals’ names.

This animal hibernates in winter.

This animal migrates in the winter.

This animal stays active in the winter.

This animal stores food for the winter.


36

AssessmentGrade 2

ORGANIZATION OF LIVING THINGS

Classroom Assessment Example SCI.III.2.E.4(Compare and contrast food, energy, and environmental needs of selected organisms.)

Students will create a graphic organizer displaying the following information for a selectedanimal: food, air, water, sunlight, habitat, and food source. Using this information, students willconstruct a labeled three-dimensional model (diorama) that shows the life requirements of theiranimal.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.III.2.E.4

Criteria Apprentice Basic Meets Exceeds

Completeness ofgraphicorganizer

Shows two of thelife requirementsfor their animal.

Shows three ofthe liferequirementsaccurately fortheir animal.

Shows four of thelife requirementsaccurately fortheir animal.Shows foodsource accurately.

Shows all of thelife requirementsfor their animal.Shows foodsource accurately.

Construction ofanimal liferequirements

Constructs two ofthe liferequirements inthe diorama.

Constructs threeof the liferequirements inthe diorama.

Constructs four ofthe liferequirements inthe diorama.

Constructs five ormore of the liferequirements inthe diorama.

37

Physical ScienceWorksheet

GRADE LEVEL: Second

Topic: Waves and Vibrations

Grade Level Standard: 2-2 Investigate waves and vibrations of sound and light.

Grade Level Benchmark: 1. Describe sounds in terms of their properties.

(IV.4.E.1)

Learning Activity(s)/Facts/Information

Central Question:What are the properties of sound?

1. The Sounds of Music

2. How to Construct Musical Instruments

3. How Can We Describe Sound?

Activity is attached

Resources

AIMS

The Big Book of Experiments

Process Skills: Predicting, Gathering, Recording, Interpreting data

New Vocabulary: pitch, loudness

38

THE SOUNDS OF MUSIC

Taken FromAIMS Education Foundation

Introductory StatementStudents will hear that the fuller the glass the lower the pitch and the lesser amountof liquid the higher the pitch.

Key QuestionWhich glass will make the higher sound or pitch?

Math Skillsa. Graphing

1. Counting2. Recording data3. Interpreting data

b. Predicting1. Pattern

Science Processesa. Predictingb. Gathering and recording datac. Interpreting data

Materials 3 glasses of water filled to different heights food color rubber bands—one for each child pattern strips out of butcher paper copies of the worksheet of glasses graph and markers xylophone or piano

39

Background Information

1. Vibrations cause sound.2. The more water or liquid in a glass, the lower the pitch. The less liquid in a glass, the

higher the pitch.

Management

1. This activity will take about 45 minutes.2. You can do this in small groups or as the whole class.

Advanced Preparation

1. Prepare the graph and markers for their predictions.2. Prepare 3 glasses of water, each with a different level of water. Color each glass of

water with a different color of food coloring.3. Run copies of the glass pattern sheets for the children to color to correspond with the

glasses of water.4. Cut pattern strips out of butcher paper about 6" x 24".

Procedure

1. Pass out the rubber bands to each child and ask them to use the rubber band to makesome sound (noise). They will try it all kinds of ways.

2. Discuss how they made sound. Introduce the word vibration if they do not come up withit. Reinforce that objects need to be touched to vibrate.

3. Use the piano or xylophone to demonstrate and hear the differences in pitch. You maywant them to stand or squat according to pitch.

4. Bring out the 3 glasses of water and ask if the glasses will make a sound if they are hitwith a pencil. They should say yes from the previous activities.

5. Show the graph and ask the students to predict which glass will make the higher soundor pitch. Children will record their predictions. Discuss.

6. Have several children come up to test it out using a pencil or cause the vibration.Discuss.

7. Pass out worksheets and have them color the water glasses to match the glasses. Tellthe children that they will make a pattern strip which will be their own song.

8. The children will make their strips and then in their free time or during sharing, they canplay their songs for the class or a friend.

Discussion

1. What would happen if we used something other than water in the glasses? What couldwe use?

2. Will different shaped glasses make a difference?

40

Extensions

1. Estimate the number of spoonfuls of water in the fullest glass.2. Put Jell-O in the glasses.3. Put beans in the glasses.4. Use ice in the glasses.5. Draw pictures of things that make high or low pitches.

Curriculum Coordinates

Language Arts1. Watch the movie “Peter and the Wolf.”

Music1. Make your own instrument. Some examples are in “I can Make a Rainbow” by

Marge Frank.2. Sing your favorite songs.

Art1. Draw or paint pictures to music.

41

© 1987 AIMS Education Foundation

Print on white — color to match glasses . . . cut out . . . glue down

42

HOW TO CONSTRUCT MUSICAL INSTRUMENTS

Plucking Instruments1. Bass Fiddle

Use a 2 or 3 pound empty coffee can. Turn the can over

and punch a hole in the bottom of the can. Thread a heavy

string through the hole and make a knot or tie a paper clip

on the end so the string won't pull through the hole. Tie the

other end of the string around a piece of wood or stick so

the string can be pulled taut. Pluck the string to get a bass

fiddle sound.2. Rubber band

Hold a rubber band tightly in your teeth and pluck the band.

The sound will change as the rubber band is pulled tight or

loosened. CAUTION—don't let the rubber band snap back

and hit you in the face.3. Shoe Box Guitar

Cut a hole in the lid of a shoe box. Stretch different width

rubber bands around the box. The narrow bands will have a

high sound. The wide bands have a low sound. Pluck the

rubber bands to have a guitar sound.

Striking Instruments1. Tin Can Drum

Stretch a balloon over the open end of a coffee can or large

tin can. Put a rubber band around the top to hold the balloon

tightly over the can. Strike the drumhead (balloon) with the

eraser end of a pencil.2. Glass Bottle

Glass bottles have different pitches depending on how

much water is in the bottle. Get several glass bottles and fillwith water to different heights. Either strike the bottles with a

pencil or blow into the mouth of the bottles.3. Xylophone

Make a xylophone by taping together different lengths of

copper tubing or sprinkler pipe. Play the instrument by

striking the tubing with a pencil or metal rod.4. Clay Flower Pot

Clay flower pots have a nice bell tone when struck. Knot astring and thread it through the drainage hole in the pot.Hold the pot by the string and strike with a pencil.

5. Bongo DrumsOatmeal boxes can be taped together and used as bongo

drums. Strike them with the finger tips. Turn over and strike

the closed end of the box.6. Pie Tin Cymbal

Aluminum pie tins can be used as cymbals. Hold the pie tinwith one hand and strike the bottom of the pan with the

other hand.

43

7. L’eggs EggPut some rice, beans or macaroni in a L'eggs egg. Shakethe egg or hold in one hand and strike with the other hand.

8. SpoonsGet two metal spoons. Holding them in two hands, strike the

spoons together.

Blowing Instruments1. Straw Flute and Trumpet

Drinking straws have a flute-like sound when blown into.

Flatten the first 5 cm on the straw. Snip off the corners of

the flattened end with scissors. The pitch of the flute will

depend on the length of the straw. To make a straw

trumpet, prepare the straw the same way but insert the

straw into the bottom of a paper cup.2. Comb Kazoo

Wrap tissue paper around a comb. Hold the kazoo up to

your lips and hum gently while pursing your lips and letting

them vibrate against the paper.

3. Glass bottle

Fill a glass bottle with water to whatever level you wish.

Then either blow in the open mouth of the bottle or strike

the bottle with a pencil.

44

Primary Physics © 1990 AIMS Education Foundation

45


46

HOW CAN WE DESCRIBE SOUND?

TAKEN FROM

Michigan Essential Goals and Objectives for Science Education (K-12)New Directions for Science Education in MichiganMichigan State Board of EducationAugust, 1991

Students begin experimenting with sound at a very early age. Babies and youngchildren try making different sounds with their mouths or other objects, and they arefascinated by sounds and the objects that make them. During the elementary grades,children should begin to describe and analyze their rich experiences with sounds. Inparticular, they should:

Distinguish sounds from the objects that make them. Adults know that whenstudents say, "I hear the violin," they are actually hearing sounds that the violinmakes, and that the sounds are not the same as the violin itself. Young students, onthe other hand, often fail to distinguish the violin from the sound that it makes. Theyneed to understand that sounds exist in the air, and that they are separate from theobjects that make them.

Objective 1,elementary level

Describe sound that they hear in terms of two separate properties: pitch andloudness. Adults usually use the terms high and low to refer to pitch, loud and soft torefer to loudness. Even adults are not always consistent in their language,however, as when we talk about turning the volume (loudness) of a radio "up higher"or "down lower. " Elementary students should learn that when they are trying todescribe sound precisely, the terms high and low refer to a different property ofsound from loud and soft, and they should use these terms appropriately indescribing real sounds.

Objective 2,elementary level

Explain how sounds are made. Elementary students should learn that all soundsoriginate with some kind of vibrating object or substance, such as a bell, adrumhead, or our vocal cords, and they should learn to identify the vibrating objectsthat produce different sounds in their environment.

47

Objective-Elementary Related concepts, terms, and

tools

Real-world contexts

1) Describe sounds in terms of

their properties (pitch,

loudness)

Pitch: high, low

Loudness: loud, soft

Sound from common sources,

such as musical instruments,

radio, television, animal sounds,

thunder, human voices

2) Explain how sounds are

made

Vibrations: fast, slow, large,

small

Sounds from common sources:

see above

MUSICAL INSTRUMENTS

Topic AreaPhysical Science—Sound

Introductory StatementThe students will create instruments that theycan strike, blow into, or pluck.

Math Skills Science ProcessesMeasuring ObservingComparing CommunicatingEstimating Collecting/Recording DataProblem Solving Classifying

Materialsvarious throw-away items (see Instrument Ideas page)stringballoons

Key QuestionWhat kind of instrument can you create that makes soundsby striking, plucking, or blowing?

Instructional InformationSound is produced by vibrating objects which make sound waves. Sound waves are aseries of compressions and rarefactions in molecules. These waves go out in everydirection so that, if you could see them, they would look like concentric, rounded shapesspreading out from the source of the noise. The plucking of the strings of a guitar causesthose strings to vibrate. The movement of those strings pushes against the air around them,thus causing the air to vibrate outward from the strings in a wave-like motion. A guitar has ahollow wooden body that acts as a sounding board. When the string vibrates, the woodvibrates at the same frequency. The air inside and outside the wood begins to vibrate sothat we can hear the musical note.

All other musical instruments cause similar waves from the vibrations they create. While theguitar causes its vibrations from plucking, other instruments do the same through blowing orstriking .

48

Instruments that produce sound through striking are grouped into the percussion section ofa band. Woodwinds make music through blowing, which causes a reed to vibrate. Brasswinds, like trumpets, set up a column of air vibrating as the musician blows through them.Strings, as the name implies, have strings to make a sound.

Management Suggestions1. Send a letter home to parents asking them to save coffee cans, aluminum pie pans, clay

flower pots, glass soft drink bottles, rubber bands, spoons, oatmeal boxes and any otheritems which can be used for band instruments.

2. Make two or three instruments to show to the class.

Procedure1. Show the students several of the discard items. Ask them how they think these things

could be used to make sounds.2. Tell them they are going to use "throwaway" items to make musical instruments.3. Brainstorm with the students how various materials could be used to make an

instrument.4. Show the students two or three instruments you have made; have them identify the

method by which each is played (blown, struck, or plucked). Play the instruments so thestudents can hear them.

5. Either in groups or singly, have the students make an instrument of their choice. (Seesheet on "How to Construct Musical Instruments")

6. When the instruments are finished, have some students (out of sight of the others) playeach instrument one at a time. The rest of the class will try to guess how the sound ismade and what material is used to make the instrument.

7. The students can draw a picture (see student sheet "Design an Instrument") of theinstrument they made and list what materials were in it. They should also indicate howthe sound was made. Students could measure and record dimensions of theirinstruments.

Discussion Questions1. Did your instrument sound like you thought it would?2. What real instrument does your instrument look and sound like ?3. Can you think of any other "throwaway" materials that you can use to make an

instrument?

Extensions1. Have the students make up their own music to play on their instruments.2. Bring several actual instruments into the classroom. Let the students feel the various

instruments as they make sounds. Use a magnifying lens, if necessary, to see thestrings vibrate.

3. Create an orchestra. Have all the strings (plucking), percussion (striking), andwoodwinds (blowing) sit together. Construct your orchestra by pointing to the sectionwhen you want them to sound a note.

4. Read the poem "Orchestra" by Shel Silverstein found in his book “Where the SidewalkEnds.” Have volunteers act it out.

49

AssessmentGrade 2

WAVES AND VIBRATIONS

Classroom Assessment Example SCI.IV.4.E.1(Describe sounds in terms of their properties.)

Groups of students will form bands. Each student in each group will construct an instrument. Thegroup will play a recognizable tune to an invited audience. Each student will identify his or herinstrument and demonstrate the loudness and explain how different pitches can be made. Aftereach student has described his or her instrument, the group will play their song.

Note: The assessment for this benchmark could be used as a culminating assessment for a soundunit.


Scoring of Classroom Assessment Example SCI.IV.4.E.1


Effectiveness ofconstruction

Constructs aninstrument thatdoes not producea sound.

Constructs aninstrument thatproduces a soundwith one pitch.

Constructs aninstrument thatproduces a soundwith two differentpitches.

Constructs aninstrument thatproduces a soundwith three ormore differentpitches.

Accuracy ofexplanation

Explains how theinstrument workswithout using theconcepts of pitchand loudness.

Explains how theinstrument worksusing theconcepts of pitchor loudness.

Explains how theinstrument worksusing theconcepts of pitchand loudness.

Explains how theinstrument worksusing theconcepts of pitchand loudness, plusexplains thatsounds areproduced throughvibrations.

Effectiveness ofperformance

Produces a noiseinstead of a song.

Performs anunrecognizablesong.

Performs arecognizable songwith somemistakes.

Performs arecognizable songwith no mistakes.

50


GRADE LEVEL: Second



Grade Level Benchmark: 2. Explain how sounds are made. (IV.4.E.2)


Central Question:How are sounds made?

1. Sound Waves/Vibrations

2. Read Sound and Light by David Glover and Ty’s One-Man Band by Mildred R. Walters.

3. Balloon-A-Phone


Resources

Project SOLVE

Sound and Light by DavidGlover

Ty’s One-Man Band byMildred R. Walters

Process Skills: Observing, Inferring, Comparing, Communicating

New Vocabulary: vibration, fast, slow, large, small

51

SOUND WAVES/VIBRATIONS

Area: Physical Science

Taken FromProject SOLVE, SVSU Regional Mathematics and Science Center

ObjectiveTo determine that sounds are made when something vibrates and to observe thatthe vibrations can be seen and felt.

BackgroundThe source of all sound is movements or vibrations. When there is no movement,there is no sound to be heard. Many sound vibrations can be seen as well as felt.Deaf people take advantage of their other senses to 'hear' what their ears cannothear. Sound travels in waves. Sound waves move best through solid objects (earth,metal, wood). They do not travel as well through a gas such as air or through spongymaterials which contain air pockets. The speed of sound is 1,100 feet per second.Light travels faster than sound. During a lightening storm we see the lighteningbefore we hear the sound of the thunder.

Procedure1. Extend a wooden ruler over the edge of a table. Hold one end of the ruler with

your hand and pluck the extended edge with your thumb. The ruler will "vibrate"and make a sound.

2. Place your fingers on your throat and say “mmmmmmmmm" in a low tone. Howdo your fingers feel?

3. Pluck a stretched rubber band. Vibrations will be seen and a sound will be heard.

4. Place a few grains of rice on the top of the plastic lid of a coffee can. Strike thetop of the can with a spoon. Observe what happens to the rice grains.

5. Hit a tuning fork against your palm and then place it near your ear. It will bevibrating and sound will be coming from it. When the sound (vibrations) stop,place the tuning fork in a pan of water. Observe what happens to the water.Remove the tuning fork from the water and hit it against the palm of your hand.While it is vibrating, submerge a tip of the fork into the water. Observe whathappens.

6. Make a kazoo by placing a small, square piece of waxed paper on the end of acardboard tube and securing it tightly with a rubber band. Poke a hole throughthe tubing with a sharp pencil. Hum through the open end of the kazoo whilefeeling the waxed paper end with your fingertips. See what happens to thevibrations and sound when you cover the end of the tube with your hand. Trycovering the little hole. What happens to the sound?

52

Materials

18 inch wooden rulerrubber bandempty coffee can with plastic liduncooked rice grainsspoontuning forkpan of waterwaxed papercardboard tube (from paper towels or toilet paper)

Suggestions for Gifted Students

Investigate throat vibrations by feeling a partner's throat while they say "mmmmm" ina low tone. Is it easier to feel vibrations on your own throat or someone else'sthroat?

Using the wooden ruler, vary the length that is extending over the table. Whathappens to the vibrations when the length of the ruler is changed.

Conduct an investigation of materials that will vibrate and produce sounds.

Investigate the way different sounds are produced by the human voice.

References

Levenson, Elaine, “Teaching Children About Science,” Prentice Hall Press, NY,1985, pp. 38-42.

Herbert, Don, “Mr. Wizard’s 400 Experiments in Science Book, Lab, NJ, 1968, pp.69-72.

53

BALLOON-A-PHONE

Area: Physical Science

Taken FromA Taste of Science/The Magic House, St. Louis Children’s Museum, a workshopfunded in part by the Monsanto Fund.

BackgroundA balloon, when placed to the ear, can become a great sound amplifier. Make yourown sound amplified and find out what balloons allow you to hear the best.

Materialsballoonsdifferent sizes and shapes

ProcedureBlow up a few distinctly different shaped and sized balloons. Divide children intopairs and allow them to press each balloon to their ears as they listen to a partner’swhispers. Find out which size balloons are best for hearing far away sounds. Seehow far away a distant whisper can still be heard.

Extensions

Take your inflated balloons and have each child rub their thumb or finger across theballoon. Listen to the squeak each balloon makes. Are they all the same? Are somedifferent? Does it matter where you rub your balloon?

In this extension, sound is transferred to your ears through a string instead of aballoon. Cut each child a piece of string approximately three feet in length. Tie ametal spoon to the center of the strings. Have the students hold the end of the stringto both ears. Strike the spoon against a hard object like a tabletop to hear thevibrations.

Put a snake-like balloon through the hole of a very large metal washer. Inflate theballoon. Hold the ends of the balloon in each ear. Tap the metal ring on the edge ofa tabletop. Listen for the vibrations as it moves through the balloon.

Science Process Skillsobservingcomparingclassifyingcommunicating

54

AssessmentGrade 2


Classroom Assessment Example SCI.IV.4.E.2(Explain how sounds are made.)

Note: It is recommended that the assessment for this Benchmark and Benchmark SCI.IV.4.E.1.be used as a culminating assessment for a sound unit.

Students in groups will be part of a band. They will each construct an instrument. They will playa recognizable tune to an invited audience. Each student will identify their instrument andexplain what it can do, demonstrating volume and pitch. In the explanation, they will explainhow and where vibrations are made by their instrument After each student has described theirinstrument, the group will play their song.

Presentations must include an explanation for:

How is sound made?What is making the sound?Is it a fast or slow vibration? Why?Is it a big or small vibration? Why?




Effectiveness ofconstruction

Produce a musicalsound withoutconstructing aninstrument.

Construct aninstrument thatproduces a sound.

Construct aninstrument that iscapable of 2different pitches.

Construct aninstrument that iscapable of 3 ormore pitches.


Attempt toexplain withmisconceptions.

Explain how theinstrument worksusing the conceptof pitch orloudness.

Explain how theinstrument worksusing theconcepts of pitchand loudness.

Explain how theinstrument worksusing the conceptof pitch orloudness, plusexplains howsounds areproduced throughvibrations.

Effectiveness ofperformance

Attempt a tune. Attempt a tune. Perform arecognizable tune.

Performs arecognizable tunewith movement.


55

Vibrationexplanation

Identify wheresound is comingfrom, but may notinclude“vibration”.Misconceptionbetween types ofvibration andsound.

Identify wheresound is comingfrom, includingthe word“vibration”.Student may havemisconceptionsbetween types ofvibration andsounds.

Identify wheresound is comingfrom, includingthe word“vibration”.Explain theconnectionbetween big orsmall—fast orslow vibration.(One aspect of theexplanation maybe incorrect ormissing.)

Identify wheresound is comingfrom, includingthe word“vibration”.Explain theconnectionbetween big orsmall—fast orslow vibration.(One aspect of theexplanation maybe incorrect ormissing) andoffers how thesound theinstrument makescan be varied.

56


GRADE LEVEL: Second



Grade Level Benchmark: 3. Use prisms and filters with light sources to produce

various colors of light. (IV.4.E.3)


Central Question:How do you use prisms and filters with light to producecolor?

1. Rose Colored Glasses

2. Light Sources

3. I Love Color


Resources

A Taste of Science

AIMS

Process Skills: Observing, Predicting, Inferring, Comparing

New Vocabulary:

57

ROSE-COLORED GLASSES

Area: Physical Science (K-4)

Taken FromA Taste of Science/The Magic House, St. Louis Children’s Museum, a workshopfunded in part by the Monsanto Fund.

BackgroundChildren can experiment with color as they use their sense of sight for much delight.

Materialscolored pieces of cellophanetag board

ProcedureLet children experiment with pieces of colored cellophane, one at a time, then tryoverlapping the pieces. Ask the children to describe what they observed.

Next, have the children hold the cellophane pieces over their eyes. How does thischange the way colors around them look.

Make sunglasses using the pattern provided. Let the children choose their favoritecolored cellophane for the lenses and decorate with a variety of art materials.

ExtensionsMake the sunglasses using one third of a plastic six-pack ring. Use pipe cleanersfor the earpieces.

Introduce the concept of color mixing with the cellophane pieces. Give students red,yellow, and blue cellophane pieces and ask them how they would create orange,green, and purple.

ReadMouse-Paint by Ellen Stoll Walsh

Science Process Skillsobservingcomparingdescribingcommunicating

58

SUNGLASS PATTERN

59

LIGHT SOURCES

Topic Area: Physical Science

Introductory StatementThe students will investigate many light sources.

Math Skills Science ProcessesComparing ObservingProblem Solving Communicating

Classifying

Materials (optional)Hot plateMatchesCandlesFlashlightLight bulbColeman lantern, or pictures of things that produce light can be used instead

Key QuestionWhat things produce light?

BackgroundLight is a form of energy that travels through space. People have learned to makelight in order to see when there is no sunlight. Campfires, torches, candles, oillamps and electricity have all been used to produce light.

The sun is the major source of light for the earth. Sunlight heats the earth. Withoutthis heat, the earth would soon become so cold that nothing could live on it.

Light can be created in various ways. Hot materials glow. The light of fire is due tothe hot gases in the flame. The light of an electric light bulb comes from a hotglowing wire.

Management Suggestions1. Pictures of light sources can be used instead of the real objects to describe light

sources.2. Pictures of lightening, the aurora borealis and lightening bugs can be used for

further sources of light.3. CAUTION—all of the items producing light can become very hot!

Procedure1. Discuss with the students that the primary source of light is the sun. All the other

sources of light (wood, electricity, gasoline, etc.) had their origins in light from thesun.

2. Brainstorm with the students, names of sources of light (fire, electricity,lightening, sun, flashlight, matches).

60

3. Ask the students, “What do we use light for?”4. Have the students look at the following page of pictures of light producing

objects. Discuss which ones produce light and which ones reflect light.5. Cut the pictures apart and paste them in the correct column on the following

worksheet.6. This could be done as a group activity using an overhead projector and

transparencies of the worksheets “Light Sources.”

Discussion Questions1. Which picture shows the major source of light? (sun)2. How many sources of light are pictured?3. How many pictures show objects which reflect light?

Key

62

Name ____________________________

Light SourcesThings that produce light Things that do not produce light

63

Light Energy

Light is a form of energy. Our primary source of light is the sun. Light energyfrom the sun travels through space, strikes the earth and is changed to heatenergy which warms the air. Without this heat, the earth would quicklybecome too cold for life. The light from the sun is also stored as energy ingreen plants. Millions of years ago, plants died and were buried by sedimentand became coal, natural gases, and oil. Today, we burn these fuels forenergy.

Light can be produced in various ways. Hot materials glow. The light fromfire is due to the hot gases in the flame. The sun and stars are masses ofintensely, hot gas, the light of an electric light bulb comes from tiny, hot,glowing wire.

Light travels in straight lines. For this reason we cannot see around cornersand objects in the path of a light beam cast shadows.

When light strikes an object, it is reflected, absorbed, or it passes through.When light strikes a highly reflective surface such as a mirror, it bounces offin a straight line at the same angle that it hit the mirror.

Objects can be described as transparent, translucent, or opaque. Transparentmaterial allows light to pass through easily. Translucent materials allowsome light to pass through and scatters the rest. Opaque materials block orabsorb all light.

Light travels at enormous speeds (186,000 miles per second). When lightpasses through transparent substances such as glass, air, or water, it slowsdown. When light changes speed, its path is changed so that light rays arebent as they pass through. This sudden change in the direction of a lightbeam is called refraction.


64

I LOVE COLOR

Topic Area: Physical Science—Color

Introductory StatementStudents will be able to identify colors of the rainbow.

Math Skills Science ProcessesComparing ObservingGraphing CommunicatingEstimating Collecting/Recording data

Predicting

MaterialsCrayons

Key QuestionWhat is the favorite color of the class?

Instructional InformationColor is important in our world. We are delighted with the colors in flowers, in asunset, in the leaves of autumn and in the brilliant colors of a rainbow.

Color is important in nature. The colors in flowers attract bees to help in pollination,color in fruit attracts fruit-eating animals, the color in some animals helps themattract mates.

Color also serves man as a means of communication. For example, a red traffic lightmeans stop, green go. On a map colors indicate certain things, such as: blueindicates a body of water, black a highway or roads.

Actually, we do not “see” colors; instead we see the light that objects reflect or giveoff. Green plants absorb all the colors of the spectrum and reflect green to our eyes,white reflects all colors, and black reflects no color.

A rainbow is a spectrum formed as white sunlight is refracted by tiny drops of watersuspended in the air. Each color has a different wavelength but the same speed.Violet has the shortest wavelength; red has the longest wavelength. They are atopposite ends of the spectrum.

Management SuggestionsMake a large graph on butcher paper, or make a transparency of the “I Color”graph.

Procedure1. Use the student sheets “I Color.” Discuss what colors the children have on that

day. How many of them have rainbow colors on?2. Explain that they will be doing a scientific study of favorite colors.

65

3. Do the first student sheet “I Color.” Children should write in the colors of therainbow. Then decide which one is their very favorite color and write that color ontheir sheets. Ask them not to share their choice with anyone else in theclassroom.

4. Next, have them predict which color they think most of the students in the classwill pick as their very favorite and record that on their sheet.

5. Collect the paper or have them hide their predictions inside their desks. Make alarge rainbow graph of the color choices (or make a transparency of the “I Color” graph). Let each child come up and put his/her choice of color on thegraph. Tension toward the end of the voting may be unbearable, so teach theclass how to cheer silently or the two finger clap to express their joy.

6. After the voting is complete, count the numbers for each color and have theclass take out their sheets and record the results of the voting on their ownpapers.

7. To display their data, have the children color in their “I Color” graphs to matchthe class graph.

Discussion Questions1. What was the favorite color of the class?2. Why do you think that color was the favorite?3. Which was the least favorite?4. Were there any tie votes?

Extension1. Make a puffy cloud of cotton or tissue paper and hang tissue or crepe paper from

it in the rainbow colors.

68

AssessmentGrade 2


Classroom Assessment Example SCI.IV.4.E.3(Use prisms and filters with light sources to produce various colors of light.)

Each student will use his or her knowledge of light to write a paragraph explaining why waterappears to be shades of blue, why the sky looks blue, or why we see rainbows.




Correctness ofexplanation

Provides incorrectexplanation withno details.

Provides correctexplanation withfew details.

Provides correctexplanation withsome details.

Provides correctexplanation withmany details.

69


GRADE LEVEL: Second



Grade Level Benchmark: 4. Explain how shadows are made. (IV.4.E.4)


Central Question:How are shadows made?

1. Shifty Shadows

2. Animal Shadows


Resources

AIMS

Process Skills: Observing, Predicting, Recording

New Vocabulary: shadow, blocked path, surface, object

70

SHIFTY SHADOWS

Topic Area: Movement of shadows

Introductory StatementStudents will observe how shadows rotate throughout the day.

Math Skills Science ProcessesFractional numbers Gathering and Recording DataGraphing Estimating and PredictingMeasurement (time)

Materials2 pencils or popsicle sticks per student (one marked with tape)Dial - one per student (student worksheet)Graph - one per student (student worksheet)Crayons

Key QuestionDo you think shadows move? How do you think they move?

Management1. This activity takes 30 minutes early in the morning and approximately 5-10

minutes every hour, for 4 hours in a row.2. Find a large dirt or grass area that is not disturbed by other students.3. This activity works best with small groups.4. This activity can be done as a class activity with a large class dial.

Procedure1. Students cut out their fraction circle.2. Take the students outside to a dirt or grass area. Give each child their 2 pencils

or sticks. Have them place the stick with the tape in the ground.3. They are then to look for the end of the shadow cast by the pencil and place their

other pencil there.4. Have them place their dial over the pencil with the tape (poke pencil through the

center circle) and line the * up with the shadow (and the other stick).5. Ask students where they think the shadow will be in one hour. Tell them they

must think carefully because they will be marking their predictions on theirworksheet.

6. Return to the classroom with all the dials and have them mark their predictionson their worksheet.

7. Discuss how the dial is divided into equal parts. Show and discuss ½, ¼ and c.Ask them if their guess is equal to or less the ½, ¼, and c (you can use any ofthe fractions).

8. In one hour go back out with your dials. Have the students place their dials overtheir marked pencil lining their * with the other pencil. Have the students lookclosely at where the shadow now falls.

71

9. Return to the classroom and have students mark on their worksheet where theshadow actually fell. Discuss how far the shadow moved. Use fractions in thisdiscussion. Have them then predict where the shadow will be in another hour.Continue this process until you have a total of 5 readings.

Discussion1. Discuss equivalent fractions.2. Discuss whether the shadow travels the same part of a circle every hour.3. Discuss how long it would take the shadow to move one half of the circle, then

the total circle.

Extensions1. Try this experiment at different times of the year.2. See if other object’s shadows move the same parts of a circle.3. Make a sun dial.

Curriculum CoordinatesSocial Studies

Study Groundhog’s DayStudy the history of telling time

PEShadow tag

ArtSilhouettes

Creative WritingStory about Groundhog’s DayStory “Me and My Shadow”

72

Shifty Shadows1. Cut out the dial.

2. Put your name on the back of the dial.

3. Put a hole through the center of the dial (carefully!) with your pencil.

Seasoning Math & Science, Book B © 1987 AIMS Education Foundation

73

Shifty ShadowsPredict where

the shadow willfall on your

dial.

Markwhere the

shadow fell onyour dial.

2nd

Hour

3rd

Hour

4th

Hour

Name ______________________________


1st

Hour1a

2a

3a

4a 4b

3b

2b

1b

74


75

AssessmentGrade 2


Classroom Assessment Example SCI.IV.4.E.4(Explain how shadows are made.)

On a sunny day, students will trace the shadow of an object placed between the Sun and thetracing paper. Each student will write a paragraph that accurately explains how he or she createdthe shadow. The paragraph will include appropriate terms: a light source, straight lines for lightenergy, a blocked path, an object and a shadow.





Providesinaccurateexplanation withmanymisconceptionsand no detail.

Gives accurateexplanation withonemisconceptionand a few details.

Gives accurateexplanation withnomisconceptionsand some details.

Gives accurateexplanation withnomisconceptionsand many details.

Use of terms Uses correctlyone or no terms.

Uses correctlytwo or threeterms.

Uses correctlyfour terms.

Uses correctly allfive terms.

Pyramid of Life - Saginaw Valley State University

Documents

Transcript of Pyramid of Life - Saginaw Valley State University