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Studentswillexplorewavesthroughoutthisunitandwillapplytheirknowledgetocommunication,sound,andvision.Thestudentswillusemodelsofwavestodescribepatternsofmovementintermsofamplitudeandwavelength.Usingmodels,thestudentswillbeabletodescribethatanobjectcanbeseenwhenlightreflectsoffitandenterstheeye.Studentswillbeabletodescribesoundastheresultofvibrationsandwillcreatemodelsandexplanationsforvarioussounds.Throughoutthisunit,studentswillbeexpectedtodemonstrategrade-appropriateproficiencyinaskingquestions,developingandusingmodels,planningandcarryingoutinvestigations,analyzingandinterpretingdata,constructingexplanationsanddesigningsolutions,engaginginargumentfromevidence,andobtaining,evaluating,andcommunicatinginformation.
Waves
PhysicalScience/Grade4
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UnitCreationandRevisionHistoryAuthors,Summer2015RebeccaFeder,6/7ELATeacher,NorthAdamsPublicSchoolsGregoryFerland,Mathematicsmajor,WilliamsCollegeLisaMarceau,Grade5Math/ScienceTeacher,NorthAdamsPublicSchoolsLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsMichaelSmith,ElementaryEducationandEnglishmajor,MassachusettsCollegeofLiberalArts Revisions,Summer2016DiegoGonzalez,ComputerSciencemajor,WilliamsCollege
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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.)
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TableofContentsUnitPlanLesson1:WhatareWaves?Lesson2:WhatareWaves?(LiteracyLesson)Lesson3:SketchingWavesLesson4:Pitch(LiteracyLesson)Lesson5:PitchPerfect:MechanicalWavesLesson6:Gongs,Bells,andDrumsLesson7:LetThereBeLight(LiteracyLesson)Lesson8:IntroductiontoLightandReflectionLesson9:RefractionandAbsorptionLesson10:EncodingandDecoding:ASecretLanguageLesson11:WaystoTransferInformationThroughSoundListofUnitResource
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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?
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[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
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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
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ideasorthemes;speakclearlyatanunderstandablepace.
Stage2–EvidenceEvaluativeCriteria AssessmentEvidencePre-unitAssessment(ifany) UnitAssessment–CEPA
OTHEREVIDENCE:ShowWhatYouKnow!ManylessonscontainMCASstylemultiplechoiceandopenresponsequestionstoassessthestudentsunderstandingoftheconceptspresentedinthelesson.Theclassroomteachershouldadministerthequestionssometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.Studentswillbeassessedonthefollowing:
● Participationinclassdiscussions,activities,andexperiments● Completionofworksheetsandotherresources● Completionandcomprehensionofrequiredreadings● Responsestopromptsinsciencejournals
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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.
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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
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TieredVocabularyListTier1 Tier2 Tier3WavesVolume
InstrumentLight
Soundwave
RepeatingpatternSkim
VibrationDiagramHypothesisFrequencyPitch
TransferSourceEncodeDecode
MorsecodeBinary
DisturbanceAmplitudeWavelength
ChurnBuffetedAbsorptionReflectionRefraction
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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
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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
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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**
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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.
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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.
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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.
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AssessmentStudentswillreflectonthefollowingintheirsciencejournals:
• Discussordiagramsomethingthathasaregularpatternofmotionandisfoundinnature
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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.
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LearningTargetsIcanlocateinformationinthetexttoanswerquestions.Icanidentifyanddefinekeyvocabularyterms.Icandrawaconclusionsbasedoninformationinthetext.Icanidentifythecauseandeffect,mainidea,anddrawconclusionsbasedoninformationprovided..Icandefinewavelengthandamplitude.Assessment
• Studentswillbeassessedontheiranswerstothemultiplechoiceandopenresponsequestionsprovided. • Studentswilldrawadiagramofwhattheythinkawavelookslikeintheirsciencejournal(labelingwavelengthand
amplitude). WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabularyTier1:wavesTier2:skimTier3:amplitude,wavelength,churn,buffeted
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RESOURCESANDMATERIALSQuantity Item Source
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?”
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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
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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.”
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LessonClosingStudentsshouldfinishfillinginthefinalthreeboxesoftheFrayerSquaresonamplitudeandwavelengthinsmallgroups.Besideswavelengthandamplitude,themostimportantideasfromthearticleare:
• Wavesarecausedbyadisturbance• Wavesareregularpatternsofmotion• Themediuminwhichthewaveistravelingdoesnotmove(think“thewave”atabaseballstadium)
Theteachershouldrereadthepassagebelowanddrawadiagramtoillustratethewavesthatthedifferentcruiseshipswouldmake.Tellstudentsthatintheirnextlessontheywillbedoingmoreworkwithdrawingandmodelingwaves.
Assessment
• Studentswillbeassessedontheiranswerstothemultiplechoiceandopenresponsequestionsprovided.• Studentswilldrawadiagramofwhattheythinkawavelookslikeintheirsciencejournal(labelingwavelengthand
amplitude).
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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**
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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.
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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]
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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AssessmentThestudentswillbeassessedbasedonparticipationinclassroomactivities,discussions,completionoftheprovidedworksheet,andbyrespondingtothefollowingpromptsintheirsciencejournals:
• Usinginformationfromthepreviouslessons,explainhowyouknowthatwaveshaverepeatingpatternsofmotion.• Howdoesthesizeofamplitudeandwavelengthimpactthesoundthatismade?Whathappenstothesoundwhenthe
wavelengthandamplitudearelargeversuswhentheyaresmall?
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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.
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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
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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.”
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8. Dependingonthelevelandpreviousexperienceoftheclass,theteachermaywanttomodelsummarywritingusingTheKeyComprehensionRoutine(Sedita,2010).Thesummarytemplateandadditionalinformationonsummarizinghasbeenincludedattheendofthislesson.
9. Theteacherwillhavestudentsre-readthearticleinsmallgroups.Writethefollowingquestionsontheboardforstudentstoanswerintheirsciencejournal:Youaresittingonthesideoftheroadwatchingtheparadewhenabandmarchesby,usingtheinformationfromthetext,whataresomeofthesoundsthatyouhear?Whatkindofinstrumentsdoyouseeandhear?Whichinstrumentsproduceahighpitch?Whichinstrumentsproducealowpitch.Whilestudentsarewritingtheiranswertheteachermayplaythemarchingbandvideoforstudentswhohaveneverheardamarchingband.
10. TheFossTeachersguideforthestoryHighsandLowshasbeenprovidedincasetheteacherwouldliketouseittoplanadditionalactivitiesforthisstory.
Assessment
• Studentswillbeassessedonclassroomdiscussionandparticipation.• Studentswillwriteasummarythatincludesthekeyvocabulary.
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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.
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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**
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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?
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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.
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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LearningTargets IcandemonstratethetransferofenergythroughthecreationofamechanicalwaveIcanobservethevibrationsmadebyvariousobjectsthatproducesoundIcansummarizetherelationshipbetweenforceandvolume
AssessmentStudentswillbeassessedbasedontheiranswerstothefollowingpromptsintheirsciencejournals:
• Whydotheinstrumentsmakeasoundwhenyoustrikethemwithyourhandoramallet?Howdoesthisshowthetransferofenergy?
• Whydolargerdrumsandbellsmakelowersounds?• Isthereanyrelationshipbetweenthesizeofaninstrumentandthespeedofthevibrationsthatitcreates?
WIDALanguageObjectives(DependentontheneedsofyourELLstudents)
KeyVocabulary Tier1:instrument Tier3:transfer
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RESOURCESANDMATERIALSQuantity Item Source
1pergroup Drum ContactMusicTeacher1pergroup Musicalgong/Triangle ContactMusicTeacher1pergroup Bell Bin1perstudent ScienceJournal ClassroomTeacher1perclass Smalldrum ContactMusicTeacher1perclass Largedrum ContactMusicTeacher**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/ActivatorThislessonwillbeginwiththesciencefelloworteacherhittingtwopercussioninstrumentsofthesametype(i.edrums)butofdifferentsizes.Thelargerinstrumentwillcreatealowersoundwhilethesmallerinstrumentwillcreateahighersound.Thestudentswillthenbreakintopairsanddiscusswhythesimilarinstrumentscreateddifferentsounds.
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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]
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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LessonClosingThestudentsshouldsummarizetherelationshipbetweenforceandvolumeandcreatesketchestoshowhowmoreorlessforcechangesthevolume(oramplitude)ofthesoundwave.Thestudentswillbegiventheopportunitytosharetheirconclusionsaboutforceandvolumewiththeclassutilizingtheimageprojectorasnecessarytoshowanyillustrations,thisshouldlast5-10minutes.AssessmentStudentswillbeassessedbasedontheiranswerstothefollowingpromptsintheirsciencejournals:
• Whydotheinstrumentsmakeasoundwhenyoustrikethemwithyourhandoramallet?Howdoesthisshowthetransferofenergy?
• Whydolargerdrumsandbellsmakelowersounds?• Isthereanyrelationshipbetweenthesizeofaninstrumentandthespeedofthevibrationsthatitcreates?
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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.
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LearningObjectivesIcandefinereflection,absorption,andrefractionandidentifythesimilaritiesanddifferences.Icancompareandcontrastthetwoarticlesusingevidencefromthetexttosupporttheirstatements.Icanusetheinformationfrombothtextstowriteapaperthatsummarizesbotharticles.AssessmentStudentessayswillbeassessed,teachersshouldlookforkeyvocabularywordsandunderstandingofcontent. WIDALanguageObjectives(DependentontheneedsofyourELLstudents)
TargetedAcademicLanguage/KeyVocabulary Tier3:Reflection,refraction,absorption
RESOURCESANDMATERIALSQuantity Item Source
1 “LetThereBeLight”ReadingandQuestions Binder(ClassroomTeachertomakecopies)
1 “LightBounces”ReadingandQuestions Binder(ClassroomTeachertomakecopies)
Chartpaper ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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Asamplediagramofvision
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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.
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Icanidentifyexamplesofobjectsthatreflect,refract,orabsorblight.IcanusethebrightnessofanobjecttojudgehowmuchlightitabsorbsAssessmentHavestudentsrespondtothefollowingpromptintheirsciencejournals:
• Yourfriendhasconfusedthewordsreflectionandrefraction,explainthedifferencebetweenthesetwoterms?• Iftheweatherissunnyand85˚today,wouldyoubemorecomfortableinablackt-shirtorawhitet-shirt?Supportyour
answerusingwhatyouknowaboutabsorptionoflight• AnswerShowWhatYouKnowquestions(inbinder)
TargetedAcademicLanguage/KeyVocabularyTier2:reflectionTier3:refraction,absorption
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ScienceJournal ClassroomTeacher2pergroup Beaker Bin2pergroup Pencil ClassroomTeacher1cuppergroup Water ClassroomTeacher1 Largeblackitem(suchasanarticleofclothing) ClassroomTeacher
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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.
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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.
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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.
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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]
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AssessmentHavestudentsrespondtothefollowingpromptintheirsciencejournals:
• Yourfriendhasconfusedthewordsreflectionandrefraction,explainthedifferencebetweenthesetwoterms?• Iftheweatherissunnyand85˚today,wouldyoubemorecomfortableinablackt-shirtorawhitet-shirt?Supportyour
answerusingwhatyouknowaboutabsorptionoflight• AnswerShowWhatYouKnowquestions(inbinder)
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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.]
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LearningTargets Icancreateamessagefortheirclassmatestodecodeusingcodesoftheirowndesign.Icanexplaintheimportanceofencodinganddecodingmessagesusingevidencefromthislessontovalidatetheirclaims.AssessmentStudentswillbeassessedontheirparticipationinclassdiscussionsandactivities,aswellasontheirresponsestothefollowingpromptsintheirsciencejournals:
• Whyisitimportanttoencodeanddecodemessages?• Wasyourgroupsuccessfulatencodinganddecodingmessages?Ifso,whydoyoubelieveyouwere?Ifnot,whatwould
youchangeinordertosuccessfullyencodeanddecodemessages?
WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary Tier1:soundwaveTier3:encode,decode,MorseCode,binary
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RESOURCESANDMATERIALSQuantity Item Source
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**
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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
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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.
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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.
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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.
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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**
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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.
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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.
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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?
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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• Imagineyouareinyourbackyardandwanttosendamessagetoyourbestfriend,wholivesnextdoor.WouldyouratheruseatelephoneorMorseCodetosendoutamessage?Whatistheadvantageofusingthisformofcommunication?
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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)
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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1perstudent PairedTextQuestions Binder
Lesson11
Quantity Item Source2pergroup Plasticcups Bin2pergroup Paperclips ClassroomTeacher1pergroup Lengthofstring(about6feetlong) Bin1pergroup Thumbtack Bin
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