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Standard 9: Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year.

Activity: Here Comes the Sun Charting Activity

Overview:
Engage- I would ask students the prompting question, "What makes a day?" I will write down student responses on chart paper. They may say things like, "24 hours" or "When the sun is out." This will allow me to see misconceptions that students may have.
Explore- I will have chart paper lining a wall opposite a window. Students will draw predictions about where the sun will be at different points in the day and share their explanations with the class.
Explain- I will show students a video called "30 Sunsets- Summer to Winter." It shows a time lapse of sunsets in the same place. In the summer, the sun sets around 9 pm. As the year goes on, the sun sets later and later, and by winter, it sets around 4 pm. I will introduce and explain Daylight Saving Time.
Elaborate- Based off of new learning, students will complete the chart activity of charting where the sun is at different times of the day. I will ask students if they think our chart would look the same next month.
Evaluate and Assessment- Along with informal assessments throughout the activity and discussions, I could also give students a 3-dimensional assessment where they predict where the sun would be based on time of day and time of year.

Reengagement:
Gifted students- To reengage gifted students, I could have them explore deeper into the content area. They may look at sunrise and sunset patterns around the world through different time zones, instead of just focusing on one area.
Struggling students- I could reengage struggling students by completing a sorting game with them of where the sun would be during the different seasons.

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30 Sunsets-Summer to Winter | PBS LearningMedia

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Explore the apparent movement of the Sun along the horizon as it sets at different time of the year in this time-lapse video from WGBH. The video helps students analyze and describe regular patterns of the Sun's position in the sky over time and compare the Sun's position at different times of the year.

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Standard 8: Observe, describe, and predict pattens of the sun, moon, and stars as they appear in the sky.

Activity: I See the Moon Predictions

Overview:
Engage- I would take students outside to observe the day moon. They will have a recording sheet where they record what position the moon is in and what it looks like. I will have them point to the north, south, east, and west. I will ask prompting questions like, "Do you still think the moon will be in the same spot later today when you get home?"
Explore- Students will make predictions of what patterns the moon makes in the sky. Students will draw out their predictions. They may draw that the moon goes in a circle, or draw the moon having different shapes. When they go home that evening, they will be asked to look at the moon and make some observations of where it is in the sky and what it looks like.
Explain- Students will watch time lapse videos of both the sun and moon. I will explicitly teach the daily patterns of the sun and moon.
Elaborate- Students will create new drawings of patterns of the sun and moon based off of new learning. Students will also make predictions about where the sun or moon would be in the sky at different times of day.
Evaluate and Assessment- I could use students' predictions sheets to assess if they understood the material.

Reengagement:
Gifted students- To reengage gifted students, I would deepen the content of this lesson. They could explore the names of the different phases of the moon and how often they occur.
Struggling students- To reengage struggling students, I might use physical manipulatives to explain pattens of the sun, moon, and stars. This would help the student visualize the patterns in a different way.

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Sun, Moon, and Star Patterns in the Sky | Lesson Plan | PBS LearningMedia

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Observe how the Sun, Moon, and stars are visible in the sky at different times of the day and identify predictable patterns in the apparent motion of these objects with this WGBH lesson plan. Students record and analyze data to identify patterns that can be used to predict future appearances in the sky.

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Standard 7: Make observations to identify the similarities and differences of offspring to their parents and to other members of the same species.

Activity: Create an Animal Using Traits

Overview:
Engage- Students will complete a sorting activity, matching an adult animal to their offspring. After the sort, we will have a class discussion about how they chose their matches based off of characteristics they saw.
Explore- I will give students a Trait Table with a list of different traits and a white sheet of paper. The students will choose a trait for an animal to inherit from either their mom or dad's side. The student will draw their animal on their paper. This will allow students to be creative, either drawing an already-existing animal or creating a new one with the trait they choose.
Explain- We will have a class discussion where students share their animals. I will ask, "Will your animal look exactly like its mom and dad? Why or why not?" I will explain to students that even if animals come from the same parent, they may look different because they inherited different traits from the parents. I will show more examples.
Elaboration- Students will continue to explore traits and work on a Trait Card Sort.
Evaluate and Assessments- The teacher will be informally assessing students through their drawings and discussions.

Reengagement:
Gifted students- To reengage gifted students, I would have them draw sibling animals instead of just one animal and explain the ways they might look alike or different.
Struggling students- I would reengage struggling students by doing an example drawing for them to follow and we would talk through the different traits together.

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Inherited Traits: How Are Parents and Their Offspring Alike and Different?
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This lesson provided by:

Author:

Hannah Bradley

System:

Dothan City

School:

Carver Magnet School

The event this resource created for:

ASTA

General Lesson Information

Lesson Plan ID:

35240

Title:

Inherited Traits: How Are Parents and Their Offspring Alike and Different?

Overview/Annotation:

Students will begin the lesson by matching pictures of animal parents and offspring, then the teacher will allow students to describe how they were able to create matches. Next, the teacher will create a T-chart and allow students to share how dogs are similar in appearance in some ways but can also have different characteristics. Lastly, the students will create an illustration of a new animal using a "Trait Table" that includes characteristics of both parent animals. At the conclusion of the lesson, the students should be able to identify similarities and differences between offspring and their parents and other members of the same species.
This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Associated Standards and Objectives

Content Standard(s):

Science
SC2015 (2015)
Grade: 1

7 ) Make observations to identify the similarities and differences of offspring to their parents and to other members of the same species (e.g., flowers from the same kind of plant being the same shape, but differing in size; dog being same breed as parent, but differing in fur color or pattern).

Scientific And Engineering Practices:

Constructing Explanations and Designing Solutions

Crosscutting Concepts: Patterns

Disciplinary Core Idea: Heredity: Inheritance and Variation of Traits

Evidence Of Student Attainment:

Students:

Make observations, firsthand or from media, to identify similarities and differences of plant and animal parents to their offspring.

identify

observation

similarities

differences

offspring

parents

members

species

evidence

pattern

Students know:

Young animals are very much, but not exactly, like their parents.

Plants are very much, but not exactly, like their parents.

Students are able to:

Use observations as evidence to identify similarities and differences between parents and offspring and between offspring and other members of the same species.

Students understand that:

Patterns can be used as evidence that individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

AMSTI Module:
Organisms, STC
Wild Feet, ETA/hand2mind

NAEP Statement::
L4.6: Plants and animals closely resemble their parents.

Alabama Alternate Achievement Standards

AAS Standard:
SCI.AAS.1.7-Identify similarities and differences between parents and offspring in animals.

Local/National Standards:

Primary Learning Objective(s):

Students will be able to identify and describe the similarities and differences in appearance of members of the same species.

Students will be able to identify and describe the similarities and differences in appearance between parents and their offspring.

Additional Learning Objective(s):

Preparation Information

Total Duration:

31 to 60 Minutes

Materials and Resources:

Student Materials (per student)

Pencil

"Parent and Offspring" handout (see attachments)

"Trait Table" handout (see attachments)

"Student Journal" response sheet (see attachments)

White drawing paper

Coloring supplies (colored pencils, crayons, markers, etc.)
Teacher Materials
Chart paper or board

Technology Resources Needed:

Background/Preparation:

Teacher Background Information: Due to inherited traits, organisms of the same species will have similar characteristics but may not look exactly the same. Likewise, parents and offspring will look similar, but not identical, in appearance. For example, flowers from the same kind of plant may be the same shape but differ in size. A purebred puppy will be the same breed as its parents but may have a different fur color or pattern.

The teacher should make copies of all required student handouts prior to teaching the lesson.

This lesson was inspired by "Animal Trait Inheritance and Variation" from Harmony D.C. Public Charter Schools.

Student Background Information: As this lesson is introductory in scope, students will not need background information to complete the lesson's objectives. However, students should understand that living things originate from other living things. For example, a puppy is born with two adult parents. The students will be required to create a drawing with simple shapes using standard art supplies (crayons, colored pencils, markers, etc.).

Procedures/Activities:

Before Strategy/Engage: 10 minutes

1. The teacher should begin by giving each student a copy of " Parent and Offspring" handout (see attachments). Students should examine the pictures of the young animals and the adult animals, then draw lines between the matching parent and offspring.

2. The teacher should review students' matches, and ask the students, "How did you know which baby animal (offspring) matched with which parent animal?" The teacher should allow students to describe how they created their matches between the parents and the offspring.

During Strategy/Explore & Explain: 15 minutes

1. The teacher should ask students to focus on the pictures of the golden retrievers and wolves. Ask students, "Do all dogs look the same?"

2. The teacher should record student responses on a T-chart, on the left side labeled "Same" and the right side labeled "Different".

Example: All dogs have four legs, but dogs have different-sized legs.

3. After recording student responses on the T-chart, the teacher should lead a discussion about why all dogs have some similarities but can often look very different. The teacher should lead the students to the understanding that all dogs have some similarities because they are part of the same species, but each dog may look different depending on the traits it inherited from its mother and father.

After Strategy/Explain & Elaborate: 30 minutes

1. The teacher should explain to students they will be creating a new animal that will look similar to its parents, but not exactly the same since it will inherit traits from both.

2. The teacher should give each student a copy of the " Trait Table" handout, " Student Journal" response sheet, and a blank sheet of white paper. The students will examine the trait table and choose a trait for the animal to inherit from either the mom's or dad's side. The student should record their choice on their "Student Journal" and draw that part of the animal on the blank sheet of paper.
For example, the student may choose for its animal to inherit a circular head shape from the mom's side. The student would record their choice on the "Student Journal" response sheet. (The head shape came from the mom animal.) The student would then draw a circular head on the blank sheet of white paper.
Note: The teacher may wish to model an example drawing of an animal using the Trait Table and Student Journal response sheet before allowing students to perform these procedures independently.

3. After students complete their drawing, the teacher should allow students to partner with a classmate. Students should compare their drawing to another student's drawing. The teacher should ask students to discuss the following questions: "Do your animals look exactly the same? Why or why not?"

4. After allowing students several minutes to discuss with their partners, the teacher should bring the whole class back together. The teacher should ask several students to share their partner discussions with the whole group. The teacher should lead the students to the understanding that their animal looked similar to their partners because both animals had the same parents, but their animals did not look exactly the same because each animal inherited different traits from each parent. The teacher can compare this to human siblings looking similar to each other because they have the same parents but often times not exactly the same because each sibling inherited different traits.

Assessment

Assessment Strategies

Formative Assessment: The teacher should informally assess student understanding of the concept during the class discussion and creation of the T-chart in the before and during strategies.

Summative Assessment: The teacher should formally assess student understanding of the concept by reviewing each student's animal drawing and Student Journal response sheet. The teacher should listen to students' partner discussion in the after strategy to ensure each student is able to explain why their animal looks similar to their partner's but not exactly the same. The teacher can perform a final check of student understanding during the whole class discussion in the after strategy.

Acceleration:

Students who require acceleration opportunities can create a drawing of a "sibling" animal using the Trait Table. The student should show that the sibling will look similar to the original animal because they have the same parents, but it will not look exactly the same because it inherited different traits from its parents.

Intervention:

The teacher should provide additional support and scaffolding for students who require intervention strategies during the after portion of the lesson. The teacher may wish to model an example drawing of an animal using the Trait Table and Student Journal response sheet before allowing students to perform these procedures independently.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.

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Standard 6: Obtain information to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive

Activity: Protect the Young

Overview:
Engage- We will begin with an activity where I show an animal on the screen and students identify it. For example, they will say, "Horse." I will ask, "Do horses have babies? If so, what are they called? What do they look like?" We will do this with several animals to get students thinking about animals and characteristics of their young.
Explore- Students will split into centers. Each center will be given a certain animal to explore. Their STEM challenge will be to model a behavior that their animal uses to care for their young. For example, they may create a pocket on their shirt out of paper that would be used to carry a young animal.
Explain- I will explain the different behaviors that each animal uses to care for their young and introduce new vocabulary.
Elaborate- Students will play a sorting game where they look for pattens between the different ways the animals care for their young.
Evaluate and Assessment- Along with ongoing informal assessment throughout class discussions and activities, students could also be given an assessment where they explain one characteristic that each type of animal uses to care for their young.

Reengagement:
Gifted students- To reengage gifted students, I would have them dive deeper into the content area. They may focus on one environmental area, such as how ocean animals care for their young.
Struggling students- To reengage struggling students, I may provide sentence starters that they can use in providing evidence from the lesson. I would guide them through how to use these sentence starters.

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Standard 5: Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs

Activity: Surf the Web

Overview:
Engage- We will have a class discussion about things we catch and what we use to catch them. Students will also pair up to play the Velcro Ball Catch game.
Explore- Students will be given a paper bowl and yarn and be asked to create a design to catch fish. Students will test their designs by seeing if their "net" can hold up Swedish Fish.
Explain- I will explain the topic of Biomimicry, or the way we can use ideas from nature to solve problems. We will discuss how our nets relate closely to the way spiders spin webs to catch their food.
Elaborate- Students will visualize their nets as spider webs, and explore what spiders typically catch in their webs through the reading of text.
Evaluate and Assessments- Along with informal assessments gathered by the teacher throughout class discussions, students will also take a pre and post test on Biomimicry.

Reengagement:
Gifted students- To reengage gifted students, I would have them dive deeper into content by thinking of more examples of Biomimicry. Students could create models of their ideas.
Struggling students- To reengage struggling students, I would work with them either one-on-one or in a small group where I retaught the definition of Biomimicry and we looked at more examples together to reenforce the topic.

(This was the standard I taught on in the classroom, so I pulled info from my own lesson plan instead of a website source.)

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Standard 4: Design and construct a device that uses light or sound to send a communication signal over a distance

Activity: Create a Code

Overview:
Engage- We will begin with a class discussion of ways that we communicate with each other. I will bring up the example of how Batman's signal is shown in the air when he is needed.
Explore- Students will split into two centers- one that explores communication through light signals, and the other that explores communication through sound signals. Their challenge will be to come up with a code to communicate over a distance. They may use flashlights, cups, and a variety of other materials. They may create a sound or sight for "help," "hello," etc.
Explain- Students will share their codes with the class. The teacher will define vocabulary such as "vibration," "sound waves," "light rays," and "shadow." The teacher will also introduce real-world examples such as Morse Code.
Elaborate- Students will research other real-world examples through the reading of text and share them with others in their groups.
Evaluate and Assessment- The teacher will use ongoing informal assessments to assess if students are grasping concepts of light and sound.

Reengagement:
Gifted students- These students could brainstorm their own ideas of light and sound communication signals, or research the inventors of existing communication signals.
Struggling students- To reengage struggling students, I would guide them through a sorting activity. I would present them with a communication signal idea. They would tell me if it uses light or sound, and how they think it would work. We would sort the signals into "effective" or "not effective."

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Standard 3: Investigate materials to determine which types allow light to pass through, block light, or reflect light

Activity: Can You See Through?

Overview:
Engage- Students have the opportunity to explore materials such as flashlights, Light Brites, kaleidoscopes, X-rays, texts on light, etc. Students will discuss what light is, where it comes from, and what it is used for.
Explore- Students go outside and experiment with placing objects in front of Solar Panels and charting what happens with each material, such as if light passes through it or if it can reflect.
Explain- Students will discuss their finding and the teacher will define words such as opaque, translucent, and transparent, and show examples of each one.
Elaborate- Students will return to their materials and label each material opaque, translucent, or transparent. They will brainstorm other items that could fall into each category.
Evaluate and Assessments- Along with ongoing informal assessments throughout the lesson and activity, the recording sheet where students label each item could be used as an assessment.

Reengagement:
Gifted students- Students could predict if light will pass through different objects and use chrome books to look up if their predictions were true.
Struggling students- I would reengage struggling students by allowing them to complete a sorting activity either one-on-one or in a small group. There would be pictures of different items and they sort them into items that allow light through them and do not pass light through. This would reenforce learning.

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Light, Can't you See? Investigating Materials that Allow Light to Pass through Them
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This lesson provided by:

Author:

Jamie Shelton

System:

Pike Road

School:

Pike Road City Board of Education

And

Author:

Meredith Mahoney

System:

Dallas County

School:

Valley Grande Elementary School

The event this resource created for:

NASA

General Lesson Information

Lesson Plan ID:

34205

Title:

Light, Can't you See? Investigating Materials that Allow Light to Pass through Them

Overview/Annotation:

Students will work in small groups to conduct a hands-on investigation to see what materials allow light to pass through. They will label materials as opaque, translucent, and transparent. They will operate solar panels and place different materials between the sun and the panel. The panel is attached to a fan which will stop, continue spinning or slow down depending on the material. Learners will record their findings in chart form.
This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

Associated Standards and Objectives

Content Standard(s):

Science
SC2015 (2015)
Grade: 1

3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).

Scientific And Engineering Practices:

Planning and Carrying out Investigations

Crosscutting Concepts: Cause and Effect

Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer

Evidence Of Student Attainment:

Students:

Given materials, determine if light passes through, partially passes through, is blocked or is reflected.

transparent

translucent

opaque

reflect

investigate

observe

light

partial

block

material

record

data

shiny

Students know:

Some materials allow all light to pass through.

Some materials allow partial light to pass through.

Some materials block all the light from passing through.

Some materials reflect light, which changes its direction.

Students are able to:

Investigate to determine the effect of placing objects made of different materials in a beam of light.

Students understand that:

Simple tests can gather evidence to determine that placing different materials in a beam of light will cause light to either: pass through, partially pass through, block, or reflect.

AMSTI Module:
Sound and Light, Foss
Sky, Delta

NAEP Statement::
P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity.

NAEP Statement::
P4.9: Light travels in straight lines. When light strikes substances and objects through which it cannot pass, shadows result. When light travels obliquely from one substance to another (air and water), it changes direction.

Alabama Alternate Achievement Standards

AAS Standard:
SCI.AAS.1.3- Identify objects that are see through (transparent) and objects that are not see through (opaque).

Local/National Standards:

Primary Learning Objective(s):

1. Students will investigate materials to determine which types allow light to pass through to run a solar powered fan.

2. Students will identify materials that are translucent, transparent, and opaque.

3. Students will organize, represent, and analyze data.

Additional Learning Objective(s):

Preparation Information

Total Duration:

31 to 60 Minutes

Materials and Resources:

A sunny day

A big book that introduces "light." A couple of options are The Wonder of Light available through Newbridge http://www.newbridgeonline.com/c/@s1fBiBA5TX7CY/Pages/product.html?record@P3891+from@resltable

Light and Shadows, also available through Newbridge. http://www.newbridgeonline.com/c/@IDsMIf3BryvRU/Pages/product.html?nocache@1+record@P4982

One solar panel per group. These can be purchased at a variety of vendors, here is just one example ( kits available online).

cellophane, wax paper, aluminum foil, color paddles, tissue paper, construction paper, glass, water bottle, wooden block

record sheet (attached)

Technology Resources Needed:

Background/Preparation:

Begin by reading a big book with students. Ask questions about light to increase interest. What is Light? Where does light come from? What can we use light for? Chart their responses.

A center is made available with flashlights and above materials, light brite, kaleidoscope, light box and X-rays, texts on light, etc for students to have exploratory time with. Allow students a few days to explore materials before beginning the lesson on opaque, translucent, and transparent.

Procedures/Activities:

Engage

1. The teacher will introduce the lesson to the whole group. The teacher will begin a web with "light" in the center and ask students to describe light. The teacher may elect to use the Webbing Interactive Tool from ReadWriteThink.

2. The teacher will introduce the lesson with a video that defines terms opaque, transparent, translucent.

Explore

1. Students will be divided into small groups of 4-5 students.

2. Students will also be given a job: Solar Panel Handler (1 student), Materials Handler (2-3 students), Recorder (1 student)

3. Students will walk outside, cluster in their group, and investigate with the materials. The Solar Panel Handler will remain stationary. The Materials Handlers will divide objects among themselves and take turns moving the material in front of the solar panel (between the panel and sun). The group will discuss what happened to the fan. The Recorder will record results on the Record Sheet. Multiple trials are recommended.

Explain

1. Students will come back together in the classroom and share their findings.

2. The teacher will revisit the previous web and add new knowledge acquired through the lesson.

Assessment

Assessment Strategies

The completed record sheet will be recorded for completion and accuracy.

Acceleration:

Intervention:

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.

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Standard 2: Construct explanations from observations that objects can be seen only when light is available to illuminate them

Activity: Let's See It!

Overview:
Engage- I would begin by asking students if they prefer to sleep in complete darkness or with a light on. Each student will receive a sticky note and place their responses on a chart paper graph into the category they choose. I will have them discuss with each other about where they placed their sticky note and why they think things look differently in the dark.
Explore- Students will alternate between two centers. In the first center, they will create a shadow puppet out of cardstock paper and a craft stick. Students will use flashlights to make their puppets make shadows. They observe what makes shadows bigger and smaller. The other center will use a Mystery box. The box will have different items in it. Students will observe what they see in the box with just a little light verses with a lot of light.
Explain- After completing the centers, there will be a class discussion. I will ask questions like, "What happened to the shadow when you moved the puppet closer to the flashlight?" and "When you used the mystery box, when were you best able to see the items in the box? When could you not see the items at all? Why do you think that is?" I will then explain that  light must touch an object for us to be able to see it. I will explain this further using a demonstration of how the sun illuminates the moon for us to be able to see it.
Elaborate- Students will return to centers and explain to a partner how their puppet shadow works and why they can see an object better when more light is present.
Evaluate and Assessment- Along with informal assessments throughout the lesson, students will answer the question, "How does light affect what we see?" with writing and illustrations. A rubric will be used to assess students answers.

Reengagement:
Gifted students- To reengage gifted students on this topic, I could have them dive deeper into the content. For example, they may learn the names of different phases of the moon and how light affects each one.
Struggling students- To reengage struggling students, I would use books such as "Light Helps Me See" or "All About Light" to help reinforce connections between light and sight either one-on-one or in a small group.

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Light and Sight - Why We Need Light to See
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This lesson provided by:

Author:

Kathy Perkins

System:

Tuscaloosa City

School:

Tuscaloosa City Board Of Education

General Lesson Information

Lesson Plan ID:

35600

Title:

Light and Sight - Why We Need Light to See

Overview/Annotation:

In this lesson, students will investigate objects' appearance in varying levels of light to help them construct an explanation that objects can only be seen when light is available to illuminate them. Students will discuss why objects look different in a dark room and graph their preferences for sleeping with a light on or off. Then, they will investigate how an object's appearance changes in different lighting conditions in small group centers. Finally, they will model the moon's path around the sun to see how light from the sun causes the moon's appearance to change as it orbits Earth. At the conclusion of the lesson, students will use their experiences as evidence to explain that light is essential for sight.
This lesson results from the ALEX Resource Gap Project.

Associated Standards and Objectives

Content Standard(s):

Mathematics
MA2015 (2016)
Grade: 1

18 ) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4]

Alabama Alternate Achievement Standards

AAS Standard:
M.AAS.1.18- Sort objects or pictures into common categories (e.g., shapes, pets, fruits; limited to two categories and a combined total of 15 objects/pictures for the categories).

English Language Arts
ELA2015 (2015)
Grade: 1

30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8]

Science
SC2015 (2015)
Grade: 1

2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).

Scientific And Engineering Practices:

Constructing Explanations and Designing Solutions

Crosscutting Concepts: Cause and Effect

Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer

Evidence Of Student Attainment:

Students:

Explain based on observations that objects can be seen only when there is a light source.

light

illuminate

construct

explanation

observation

available

objects

Students know:

Light comes from different sources (natural/man-made).

Objects can be seen only when there is a light source.

Objects can be seen if they give off their own light.

Students are able to:

Gather evidence from observations to support the explanation that objects can only be seen when illuminated.

Students understand that:

Objects can be seen only when a light source causes it to be illuminated.

AMSTI Module:
Sound, Light, and Sky
Sound and Light, FOSS
Sundial, GLOBE
Sky, Delta

Alabama Alternate Achievement Standards

AAS Standard:
SCI.AAS.1.2- Recognize that light illuminates objects so they can be seen.

Local/National Standards:

Primary Learning Objective(s):

Students construct and analyze a graph about students' preferences for sleeping with a light on or off.

Students will use experiences from the lesson to explain that objects can be seen only when light is available to illuminate them.

Additional Learning Objective(s):

Learning Targets:

I can use a graph to explain information about my class.

I can explain that light must shine on an object or come from an object for me to see it.

Preparation Information

Total Duration:

61 to 90 Minutes

Materials and Resources:

3-4 flashlights

Cardboard shoe box with lid (an additional box may be needed if class is large)

Cardstock paper, thick construction paper, or file folders (1 sheet or ½ folder per student)

Craft sticks (1 per student)

Tape

1-2 Sheets or tablecloths for making a "cave"

Chart paper

Sticky notes (1 per student)

Student supplies: crayons, scissors, pencils

"Light Affects Sight Assessment" for each student (included in Attachments section)

Small classroom objects to be placed in mystery box (examples could be number cubes, school supplies, game pieces, etc.)

Ball

Copies of rubric for each student

Patterns for shadow puppets (optional)

Single hole punch (optional - for making eyes or designs on shadow puppets)

Nightlight (optional)

Acceleration Materials:

copies of Moon Phases handout from Attachments section

black construction paper

scissors

glue

crayons

pencils

yellow construction paper or paint

Technology Resources Needed:

For the teacher:

Computer with internet connection

Projector with sound for showing online video or interactive whiteboard

Teacher websites: For students:

1 computer or tablet with Internet connection for every 3-6 students in the class (to be used during small group rotations).

If student computers are not available, the Night Light game can be played in a whole group setting using an interactive whiteboard.

Stud ent websites:

Background/Preparation:

Background Information for the Teacher: Light must enter our eyes for us to be able to see objects. The light may be reflected off an object from an external light source (such as the sunlight illuminating a flower allowing us to see it), or the light may come from the object itself (such as the glowing screen of a phone being visible in a dark room). For a complete explanation of the role of light in sight, visit Physics Classroom.

Prerequisite Knowledge for Students: The students do not need any prior scientific knowledge for this lesson, but they should be familiar with procedures for rotating to small group learning centers.
Advance Preparation:

Construct 1-2 "mystery boxes" by cutting two small holes in the lid of the box or poking the holes with a sharp pencil. Cover one hole with a piece of cardstock taped on one side so the flap can be lifted up or down let in light or cover the hole. Leave the other hole uncovered. (For complete directions on how to use the mystery box, visit PBS Learning Media. Click on "Support Materials" and then "Teacher Tips.")

Depending on the fine motor skills of your students, you may wish to copy the shadow puppet patterns onto cardstock before the lesson, make one set of shadow puppet patterns for students to trace onto blank cardstock or let students draw their own puppet patterns during the lesson.

Make a "cave" by putting sheets or tablecloths over desks or a table to create a darkened space.

Prepare the chart paper for graph creation during the lesson by giving it the title "Do You Like the Light On When You Sleep?" Write the following labels along the bottom of the chart: "No light," "Use a nightlight," "Leave a lamp on," and "Keep the door open to see light from another room." Students will place a sticky note above the title label that describes their preference, creating a vertical bar graph.

Copy "Light Affects Sight Assessment" for each student and "Moon Phases Handout" for accelerated students (from Attachments section).

Note: You may wish to present this lesson over two days, completing the "Before" and "During" portions on the first day and the "After" and "Assessment" portions the second day.

Procedures/Activities:

Before/Engage:
1. Show students a nightlight and tell them that you used it when you were their age. (Telling students that you were afraid of the dark will reduce the risk they feel of admitting similar feelings.) Have students turn and talk to a friend about why they think things look different in their rooms at night.

2. Ask students whether they prefer to sleep with a light on or in complete darkness. Give each student a sticky note to place on the chart paper graph (see Preparation section for details). Once each student has placed his or her note on the appropriate column of the graph, have students to interpret the information by asking questions:

How many people in our class like their rooms completely dark at night?

How many people use a nightlight?

How many people leave the doors to their rooms open to see a hall or bathroom light?

Which way to most people prefer to sleep at night?

Why do you think this is the most popular option?

If you share a room with someone, do they have the same preference you do? If not, how do you compromise and make a decision?

3. Ask students if they have ever seen something in their rooms that seemed scary in the dark, but when they turned on the light it was not what they imagined. Have students share these experiences with a partner and tell them that they are going to do some investigations today to learn why things look different in the dark.
During/Explore/Explain:

1. Show 9-minute "Peep and the Big Wide World Night Light" video. Discuss what Peep and Quack have to do to find Chirp in the video (shine a light on him). Ask students what makes a shadow (when the light is blocked by a solid object, it appears darker behind the object).

2. Explain that an object must reflect light into our eyes or give off light for us to see it. If there is no light, we cannot see the object at all. If there is a little light, we can see a little of the object, but it is not clear. That's why common objects in our bedrooms sometimes look like scary things at night.

3. Divide students into three groups for exploration at Light and Sight centers:

Shadow puppets - Have each student make a shadow puppet by cutting a shape out of cardstock paper and taping it to a craft stick. You may use the patterns provided in the materials section or let students draw their own characters. Students can use a hole punch to make eyes or decorations on their shadow puppets. Students will use flashlights in the "cave" created by sheets over desks to make their puppets make shadows. (Make the entrance to the "cave" facing the teacher so you can monitor student behavior during this center.) Ask students if they think they will be able to see colors on the shadows their puppets make if they color their puppets and have them test their predictions. Challenge students to make their puppets' shadows bigger, smaller, skinnier, etc. by moving the flashlight and the puppet in different ways.

Mystery box - This group needs a collection of small classroom objects, one flashlight, and the "mystery box" prepared by the teacher before the lesson. Students will take turns putting "mystery" objects in the box and viewing what is inside it. One student places an object in the box while other group members hide their eyes. The other group members take turns looking in the box through the open hole while the flap covering the second hole is closed. (They will not be able to see what is in the box.) Then they will lift the flap to let light in through the second hole and try to identify the object. (The object will be dim but probably recognizable.) Then they will shine the flashlight through the second hole to illuminate the object so it can be seen clearly. Repeat this procedure until every group member has had a turn to place an object in the box.

Computer or Tablet Station - Students work individually or in pairs at computers to play the PBS Peep Night Light Game, Peep Shadow Play Game, and watch the Shifting Shadows video.

4. After completing all three stations, meet with the whole class to debrief with the following questions:

What happened to the shadow when you moved the puppet closer to the flashlight?

What happened to the shadow when you moved the puppet farther away from the flashlight?

What causes a shadow?

When you used the mystery box, when were you best able to see the object inside in order to identify it? When could you not see the object at all? Why?

Do you see an object better when the light is pointed at the object or at your eyes? Why?

Do shadows appear in different colors? Why or why not?

After/Explain, Elaborate:

1. Watch Crash Course Moon Phases video. (10 minutes)

2. Turn off the classroom lights and close blinds or curtains. Have the class sit in the center of the room. Explain that they are representing Earth.

3. Ask what they learned about the moon in the video (it travels around Earth). Explain that the ball represents the moon, so you are going to carry it around them. The flashlight represents the sun. Shine the flashlight on the ball so one-half is illuminated.

4. As you walk around the class carrying the "Moon," have students describe what they see at different points in your "orbit." Have students make the connections between the video, the demonstration, and real-life observations of the moon.

5. Tell students to look at the moon that night and observe how it looks. For the next four weeks, have students report on the appearance of the moon each night and create a T-chart of the date and moon's appearance so students can track the phases of the moon.

6. Have students summarize their learning by drawing and writing an answer to the question, "How does light affect what we see?" on the attached assessment sheet.

Assessment

Assessment Strategies

Formative Assessment: Informally assess understanding through students' answers to the questions posed throughout the lesson. Observe students' participation in the learning centers and ask them to explain how the differing light conditions affect their ability to see objects clearly and how an object's position affects its shadow.

Summative Assessment: Have students recall information from center experiences and investigations to answer the question "How does light affect what we see?" using the "Light Affects Sight Assessment" (in attachments section). They will explain their thinking with writing and an illustration. Use this rubric to evaluate students' responses.

Acceleration:

Students who clearly understand the role of light in affecting sight can explore the phases of the moon by reading So That's How the Moon Changes Shape by Allan Fowler or The Moon Book by Gail Gibbons or viewing "The Universe: Phases of the Moon" from the History Channel. Then they can create a moon phases poster using the pattern in the attachments section. Additional acceleration activities can be found at Mensa For Kids.

Intervention:

Preview or review the lesson with books that explain the connection between light and sight, such as Day Light, Night Light: Where Light Comes From by Franklyn M. Branley, Light Helps Me See by Jennifer Boothroyd, or All About Light by Lisa Trumbauer. During the center rotations, guide student explorations by asking the debriefing questions as students investigate the materials.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.

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Standard 1: Conduct experiments to provide evidence that vibrations of matter can create sound and sound can make matter vibrate

Activity: Do You Hear What I Hear?

Overview:
Engage- Students play the game "Telephone"
Explore- Students create a sound device from a piece of string & paper cups. Students test their devices by speaking and listening through their devices with a partner.
Explain- Teacher uses the words "vibrate" and "sound waves" to explain how sound travels through the paper cups and string.
Elaborate- Students continue using their devices, as well as draw pictures of their devices and label what each part is doing, using new vocabulary and understanding.
Evaluate & Assessments- The teacher could use informal assessment as he/she listens to discussions and observes student work. For a formal assessment, the teacher could use a rubric to assess if students understand the structure and function of their sound devices.

Reengagement-
With the content that this activity addresses, there will be students who grasp it quickly, as well as students who struggle. To reengage gifted students, I would provide extra materials for students to test other than yarn, observing what differences they find in the sound quality. For struggling students, I would guide them through designing their sound device. I would also provide a word bank for them to use to label their devices.

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Begin the lesson by playing the game "Telephone." Have the class sit in a circle.

Ask one student to think of a word or sentence. Direct them to whisper it in the ear of the student sitting next to them.

Each student should say to the next student what they think they heard. The last student says the word or sentence out loud.

Ask the first student if that was their word or sentence. Did anything change? Did the message get lost or changed in translation?

Explain to the students this is an example of verbal communication and a way to transfer sound.

1. Explain to the students the importance of hearing sound. The teacher should use the following link to teach the importance of sound and hearing: https://www.youtube.com/watch?v=AGjxfx8sy6s.

2. After the students have watched the video, play the video a second time: https://edpuzzle.com/media/579ebc18dc897f7704281c13. This time, the teacher will have the choice of stopping the video to ask the students questions concerning sound and hearing. The questions are embedded into the video.

1. Review or explain safety rules for conducting science experiments, including wearing goggles.

2. Divide the students into pairs and assign them a tool kit. Once the students receive a toolkit, carefully explain to them the directions for making a sound device. You could provide a written copy of the procedures for the students and place the copy inside of the toolkits.

Cut a long piece of string. You can experiment with different lengths, but 20 meters (66 feet) is a good place to start.

Poke a small hole in the bottom of each cup.

Thread the string through each cup and tie a knot at each end to stop it from pulling through the cup (alternatively you can use a paper clip, washer or similar small object to hold the string in place).

Move into position with you and a friend holding the cups at a distance that makes the string tight (making sure the string isn't touching anything else).

One person talks into the cup while the other puts the cup to his/her ear and listens. Can you hear each other?

Tell the students to keep their voice at the same level, while remaining the same distance apart, try talking to each other without using the cups. Can you hear as well?

Encourage the students to spread out in the classroom and see how far apart you can get the cup-and-string telephone to work.

Allow the students to choose a third person and ask them to hold onto the center of the string with their hand. Ask the students, Will the sound still carry through? Why or why not?

Optional: The teacher may write the questions on sentence strips, chart paper, dry-erase board, chalkboard, or the smartboard. After Strategy/Explain-Elaborate:

1. Encourage the students to use the words and sound waves to explain what is happening with their projects.

2. After the students have created and tested their telephones, allow the students the opportunity to share their string telephone observations and results with the class.

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Begin the lesson by playing the game "Telephone." Have the class sit in a circle. Ask one student to think of a word or sentence. Direct them to whisper it in the ear of the student sitting next to them. Each student should say to the next student what they think they heard.