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1st Grade Science: Light & Sound
Claudia Shapiro Spring 2018
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Introduction
This is a 1st grade science unit that focuses on sound and
light. Throughout the
unit, students will participate in a variety of hands-on,
interactive activities that cross
multiple subjects including English language arts, math, visual
and performing arts,
music, and mindfulness. Ultimately, students will understand the
following concepts:
vibrating materials make sound and sound creates vibrations;
objects can only be seen
when illuminated; and light behaves differently when various
objects are placed in the
path of light. Activities include striking a sound bowl; placing
a tuning fork in a bowl of
water; making cup phones and musical instruments such as kazoos,
pan flutes, and
guitars; investigating how light behaves with transparent,
translucent, opaque, and
reflective materials; crafting stained glass windows; measuring
shadows; and sharing
stories with shadow puppets. The unit concludes with a field
trip to the Exploratorium
in San Francisco.
Throughout the unit, various Multiple Intelligence and GLAD
strategies are
incorporated, and Bloom’s Taxonomy is utilized to meet the needs
of all students.
Activities touch on the verbal/linguistic, logical/mathematical,
visual/spatial, musical/
rhythmic, bodily/kinesthetic, and interpersonal multiple
intelligences. Inquiry charts and
chants/songs are two GLAD strategies used during the unit, and
language from each of
Bloom’s Taxonomy categories is employed.
� of �1 4
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Students are asked to create or construct (Bloom’s "Create") cup
phones,
musical instruments, stained glass windows, and shadow puppets;
investigate,
compare, and explain (Bloom’s "Analyze") how sound and light
work; describe, draw, or
write (Bloom’s "Remember") what they notice and/or wonder; make
predictions,
discuss, and explain (Bloom’s "Understand") their thinking;
experiment with different
materials (Bloom’s "Apply") and choose (Bloom’s "Evaluate")
which materials are best
suited for their desired effect.
� of �2 4
Multiple Intelligences
Verbal/Linguistic
Logical/Mathematical
Visual/SpatialMusical/Rhythmic
Bodily/Kinesthetic
Interpersonal
Sound Bowl x x
Tuning Fork x x x x
Cup Phones x x
Kazoos x x
Musical Glasses/Pan
Flutesx x
Guitars/Performance x x
Mystery Box/Cameras x
Camera Books x
Stained Glass Windows x x
Measuring Shadows x x
Shadow Puppets x x
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During the sound portion of the unit, each lesson begins with
the students
singing the "Sound" song and doing the accompanying movements,
which
incorporates the GLAD strategy of Guided Oral Practice, and
exemplifies the musical/
rhythmic and bodily/kinesthetic multiple intelligences. Students
make observations and
predictions, and ask questions to form inquiry charts during the
introductory activity of
striking the sound bowl and placing a vibrating tuning fork in
water.
� of �3 4
Bloom’s Taxonomy
Create Remember Understand Apply Analyze Evaluate
Sound Bowl "describe/draw/write" "discuss" "investigate"
Tuning Fork "describe/draw/write" "discuss" "investigate"
Cup Phones "create/construct" "discuss" "experiment"
"investigate"
Kazoos "create/construct" "experiment" "investigate"
"choose"
Musical Glasses/Pan
Flutes
"create/construct" "discuss" "experiment" "investigate"
Guitars/Performance
"create/construct" "discuss"
"experiment/use" "investigate" "choose"
Mystery Box/Cameras "describe"
"compare/discuss/predict"
"compare/investigate"
Camera Books "describe/write" "explain" "explain"
Stained Glass Windows
"create/construct" "construct" "choose"
Measuring Shadows "draw/write"
Shadow Puppets
"create/construct" "present"
Field Trip "investigate"
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Throughout the unit, students employ critical thinking skills
when predicting,
experimenting, investigating, and explaining how sound and light
work. The unit is
designed to rely on inquiry-driven exploration of sound and
light. Students flex their
creativity and collaboration when working in groups to construct
various items
including phones and musical instruments. Technology is
integrated with video to
explain key concepts.
To support all learners, regardless of English language
abilities or special needs,
a variety of scaffolding techniques are used, including sentence
frames, modeling and
examples, partner and small group work, and varying expectations
depending on
student ability. Additionally, information is delivered both
through visual and auditory
means, and learning is procured in a fun, engaging, risk-free
environment.
Student learning is assessed in a variety of different ways as
well. Students have
the opportunity to demonstrate their understanding of the
overarching concepts
through whole-class and small group discussions and completion
of assignments and
writing prompts. The ability of each student to practically
apply the skills and concepts
they have learned during the various, hands-on activities
provides an opportunity for
informal assessment of their conceptual understanding.
� of �4 4
GLAD Strategies
Sound Bowl Tuning Fork Cup Phones KazoosMusical
Glasses/Pan Flutes
Guitars/Performance
Focus/Motivation Inquiry chart Inquiry chart
Guided Oral Practice Chants/Song Chants/Song Chants/Song
Chants/Song Chants/Song
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1st Grade Science: Light & SoundAuthor: Claudia ShapiroDate
created: 02/20/2018 2:20 AM EDT ; Date modified: 04/10/2018 5:04 PM
EDT
VITAL INFORMATION
Subject(s) Science
Grade/Level Grade 1
Time Required 13 days (almost 2 weeks)
Objective(s)Students will investigate and be able to provide
evidence thatvibrating materials make sound and sound creates
vibrations.Students will understand that objects can only be seen
whenilluminated.Students will investigate and be able to determine
how lightbehaves when various objects are placed in the path of
light.
Summary Students will explore sound and light waves through a
variety ofhands-on, interactive activities that cross multiple
subjects includingmindfulness, music and performing arts, visual
arts, math, and EnglishLanguage Arts. Activities include striking a
sound bowl and a tuningfork; making cup phones and musical
instruments; investigating howlight behaves with transparent,
translucent, opaque, and reflectivematerials; crafting stained
glass windows; measuring shadows; andsharing stories with shadow
puppets. A field trip to the Exploratoriumin San Francisco is also
included.
IMPLEMENTATION
Learning Activities1. Day 1: Sound - Sound Bowl
Students pass a sound bowl around a circle, giving each childthe
chance to strike the sound bowl however they like (ex:softly,
firmly, in their lap, on the floor, in their hands, etc.)Students
think about what they notice and wonder as they andtheir peers
strike the sound bowl. Once everyone has had achance to strike the
sound bowl, the class shares what theynoticed and wondered and a
GLAD process chart is compiled toform overarching questions about
sound.
2. Day 2: Sound - Tuning Fork
Students learn the words and movements to the "Sound" song.Then,
while going around in a circle, a teacher strikes a tuningfork and
places it in a bowl of water while it vibrates. Studentsthink about
what they notice and wonder while the tuning forkis placed into the
water. Students share their thinking and
https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#https://w.taskstream.com/Unit/View/87B459AC84567A2E061FE59482FF99B7?printView=B65A703785F78A3CC76E5FADE4219687#
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overarching questions are added to the chart. After, a clip
fromBill Nye's "Sound Travels in Waves" video is shown to give
anoverview of sound.
3. Day 3: Sound - Cup Phones (1st Grade Science)
Students sing the "Sound" song. Then, in heterogeneous groupsof
4-5, students create cup phones out of styrofoam cups withstring
and paperclips, and experiment with how they work tointeractively
learn how sound travels.
4. Day 4: Sound - Kazoos
Students sing the "Sound" song. Then, students make kazoosout of
toilet paper tubes, rubber bands, and various materials(i.e. waxed
paper, aluminum foil, and plastic wrap). Studentsexperiment with
how the different materials (waxed paper,aluminum foil, and plastic
wrap) change the sound.
5. Day 5: Sound - Musical Glasses & Pan Flutes
Students sing the "Sound" song. Then, the teacher strikesglasses
of varying amounts of water (colored with differentcolors) and asks
the students what they notice. After, thestudents make pan flutes
by cutting straws to decreasinglengths and taping them
together.
6. Day 6: Sound - Guitars & Band Performances
Students sing the "Sound" song. Then, in groups of 4-5,students
create guitars using tissue boxes and rubber bands ofvarying
thicknesses. Using the three different instruments theyhave created
(kazoos, pan flutes, and guitars), students workwith their group to
create and perform a song for the class.
7. Day 7: Light - Mystery Box & Cut-Out Cameras
The teacher places an object in a dark box with only a small
eyehole cut out ("Mystery Box") and asks the students to
lookinside. The teacher asks the children what they think could
helpthem see the object better (i.e. light) The teacher shines
aflashlight into an opening in the top of the box and asks
thechildren to look through the eye hole again. Then, studentsplace
four different materials (plastic wrap, waxed paper,construction
paper, and aluminum foil) over four cut-outcameras and explore what
they can/can't see in the classroomwhen looking through the camera.
Vocabulary (transparent,transluscent, opaque, reflective) is
introduced.
8. Day 8: Light - Camera Flip Books (1st Grade Science)
Students tape the "transparent," "translucent," and
"opaque"cameras over a sticker on the corresponding flaps of a flip
book.Under each flap, they write an explanation about how muchlight
passes through the camera and how well they can see thesticker
underneath.
9. Day 9: Light - Stained-Glass Windows
Students place pieces of red and pink tissue paper over
heart-shaped waxed paper to make stained glass windows and
exploretranslucent light.
10. Day 10: Light - Measuring Shadows & Creating Shadow
Puppets
Students measure their shadows outside at different times ofthe
day and graph their data as a class. Then, in groups,students
design shadow puppets for a skit they will perform.
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11. Day 11: Light - Shadow Puppets Performance
In groups, students create and perform a skit using theirshadow
puppets.
12. Day 12: Field Trip
Class field trip to the Exploratorium in San Francisco13. Day
13: Journal Reflection
Students write in their science journals about what they
likedand learned throughout this science unit.
Resources and UnitHandouts Materials and resources:
~ Sound bowl, mallet~ Tuning fork, bowl of water~ Cup phones:
styrofoam cups, string, paperclips~ Kazoos: toilet paper tubes,
rubber bands, waxed paper, plasticwrap, aluminum foil~ Musical
glasses: glasses of water, food coloring~ Pan flutes: straws,
scissors, tape~ Guitars: empty tissue boxes, rubber bands~ Mystery
Box: empty tissue box, small item to place inside~ Camera flip
books: 4 cut-out cameras (per student), plasticwrap, waxed paper,
construction paper, aluminum foil, flip booktemplates~ Stained
glass windows: heart-shaped pieces of waxed paper,strips of pink
& red tissue paper, glue & water mix~ Measuring shadows:
chalk, measuring sticks, shadow books~ Shadow puppets: construction
paper, foam, scissors~ Books: "How Does Sound Change", "All About
Sound"~ Video: Bill Nye "Sound Travels in Waves"
Attachments:
1. Camera Flip Book Flap Example (Image)
2. Camera Flip Book Flaps (Image)
3. Camera Flip Book Front (Image)
4. Camera Flip Book Overview (Image)
5. Cut Out Cameras
6. Cut Out Cameras Observations (Image)
7. Kazoos
8. Shadow Books
9. Sound Song
ASSESSMENT & STANDARDS
Standards Standards addressed by entire unitDisplay: Collapse
All Expand All
CA- Next Generation Science Standards (2014)
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Grade: Grade 1
Standard: 1-PS4-1. Plan and conduct investigations to provide
evidence thatvibrating materials can make sound and that sound can
make materialsvibrate.
Standard: 1-PS4-2. Make observations to construct an
evidence-basedaccount that objects can be seen only when
illuminated.
Standard: 1-PS4-3. Plan and conduct an investigation to
determine theeffect of placing objects made with different
materials in the path of a beamof light.
Standard: 1-PS4-4. Use tools and materials to design and build a
device thatuses light or sound to solve the problem of
communicating over a distance.
Standards compiled from learning activities
* To edit these standards, go to the activity these standards
areattached to
Display: Collapse All Expand All
CA- California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social
Studies, Science,and Technical Subjects
Grade: Grade 1 students:
Strand: Speaking and Listening
Domain:Comprehension and Collaboration
Standard:1. Participate in collaborative conversations with
diverse partnersabout grade 1 topics and texts with peers and
adults in small andlarger groups.a. Follow agreed-upon rules for
discussions (e.g., listening toothers with care, speaking one at a
time about the topics and textsunder discussion).
b. Build on others’ talk in conversations by responding to
thecomments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics
andtexts under discussionher.
Standard:2. Ask and answer questions about key details in a text
read aloudor information presented orally or through other media.a.
Give, restate, and follow simple two-step directions.
Standard:3. Ask and answer questions about what a speaker says
in order togather additional information or clarify something that
is notunderstood.
Domain:Presentation of Knowledge and Ideas
Standard:4. Describe people, places, things, and events with
relevantdetails, expressing ideas and feelings clearly.a. Memorize
and recite poems, rhymes, and songs with expression.
Standard:6. Produce complete sentences when appropriate to task
andsituation. (See grade 1 Language standards 1 and 3 on page 26
for
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specific expectations.)
Content Area: Literature K–5
Strand: Reading
Domain: Key Ideas and Details
Standard:2. Retell stories, including key details, and
demonstrateunderstanding of their central message or lesson.
Strand: Writing
Domain:Production and Distribution of Writing
Standard:5. With guidance and support from adults, focus on a
topic,respond to questions and suggestions from peers, and add
detailsto strengthen writing as needed.
Strand: Language
Domain:Conventions of Standard English
Standard:1. Demonstrate command of the conventions of standard
Englishgrammar and usage when writing or speaking.
Standard:2. Demonstrate command of the conventions of standard
Englishcapitalization, punctuation, and spelling when writing.
Subject: Mathematics
Grade: Grade 1
Domain: Measurement and Data 1.MD
Area: Measure lengths indirectly and by iterating length
units.
Standard:1. Order three objects by length; compare the lengths
of twoobjects indirectly by using a third object.
Standard:2. Express the length of an object as a whole number of
lengthunits, by laying multiple copies of a shorter object (the
lengthunit) end to end; understand that the length measurement of
anobject is the number of same-size length units that span it with
nogaps or overlaps. Limit to contexts where the object
beingmeasured is spanned by a whole number of length units with
nogaps or overlaps.
CA- Next Generation Science Standards (2014)
Grade: Grade 1
Standard: 1-PS4-1. Plan and conduct investigations to provide
evidence thatvibrating materials can make sound and that sound can
make materialsvibrate.
Standard: 1-PS4-4. Use tools and materials to design and build a
device thatuses light or sound to solve the problem of
communicating over a distance.
Standard: 1-PS4-2. Make observations to construct an
evidence-basedaccount that objects can be seen only when
illuminated.
Standard: 1-PS4-3. Plan and conduct an investigation to
determine theeffect of placing objects made with different
materials in the path of a beamof light.
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CA- Visual and Performing Arts Content Standards for California
PublicSchools (2013)
Subject: Visual Arts
Grade: Grade One
Content Standard: 2.0 CREATIVE EXPRESSION Creating,
Performing,and Participating in the Visual Arts Students apply
artistic processes andskills, using a variety of media to
communicate meaning and intent inoriginal works of art.
Area: Skills, Processes, Materials, and Tools
Standard: 2.1 Use texture in two-dimensional and
three-dimensional works of art.
Standard: 2.3 Demonstrate beginning skill in the manipulation
anduse of sculptural materials (clay, paper, and papier maché)
tocreate form and texture in works of art.
Area: Communication and Expression Through Original Works of
Art
Standard: 2.5 Create a representational sculpture based
onpeople, animals, or buildings.
Subject: Theatre
Grade: Grade One
Content Standard: 2.0 CREATIVE EXPRESSION Creating,
Performing,and Participating in Theatre Students apply processes
and skills inacting, directing, designing, and scriptwriting to
create formal andinformal theatre, film/videos, and electronic
media productions and toperform in them.
Area: Development of Theatrical Skills
Standard: 2.1 Demonstrate skills in pantomine, tableau,
andimprovisation.
Area: Creation/Invention in Theatre
Standard: 2.2 Dramatize or improvise familiar simple stories
fromclassroom literature or life experiences, incorporating
plot(beginning, middle, and end) and using a tableau or a
pantomime.
USA- NAME- Music Education StandardsNational Association for
Music Education
Grade: Grades K-4From "National Standards for Arts Education".
Copyright ©1994 by Music Educators National Conference (MENC). Used
by permission.The complete National Arts Standards and additional
materials relating to theStandards are available from MENC -- The
National Association for MusicEducation, 1806 Robert Fulton Drive,
Reston, VA 20191.
Content Standard 1: Content Standard: Singing, alone and with
others, avaried repertoire of music
Achievement Standard e: sing in groups, blending vocal
timbres,matching dynamic levels, and responding to the cues of a
conductor
Content Standard 8: Content Standard: Understanding
relationshipsbetween music, the other arts, and disciplines outside
the arts
Achievement Standard b: identify ways in which the principles
andsubject matter of other disciplines taught in the school are
interrelatedwith those of music8
Content Standard 2: Content Standard: Performing on instruments,
aloneand with others, a varied repertoire of music
Achievement Standard f: perform independent instrumental parts
1while other students sing or play contrasting parts
Content Standard 3: Content Standard: Improvising melodies,
variations,
-
and accompaniments
Achievement Standard d: improvise short songs and instrumental
pieces,using a variety of sound sources, including traditional
sounds,nontraditional sounds available in the classroom, body
sounds, andsounds produced by electronic means 2
USA- National Health Education Standards
Standard: HEALTH EDUCATION STANDARD 7 – Students will
demonstrate theability to practice health-enhancing behaviors and
avoid or reduce health risks.
Grade: Pre-K-2
Performance Indicator: 7.2.1. demonstrate healthy practices
andbehaviors to maintain or improve personal health.
Assessment/Rubrics Rubrics:
1. 1st Grade Science: Camera Flip Books
https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encId=kezbzjzhzezozbzn
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Day 3: Sound - Cup Phones (1st GradeScience)Author: Claudia
ShapiroDate created: 03/22/2018 5:58 PM EDT ; Date modified:
04/10/2018 5:12 PM EDT
VITAL INFORMATION
Total Number of Students 22 students (11 male, 11 female)
Area(s) Students Live In Mill Valley, CA (suburb of San
Francisco)
Free/Reduced Lunch None
Ethnicity of Students 22 white
English LanguageLearners
None
Students with SpecialNeeds
1 student with Autism
1 student receiving speech services
6 students receiving reading & math intervention services
(RAMP)
Subject(s) Science
Topic or Unit of Study Sound
Grade/Level Grade 1
Comments
KEY CONCEPTS & STANDARDS
Big Idea & EssentialQuestions
What is sound?
What causes sound?
How does sound travel?
Learning Outcome(s) Students will investigate and be able to
provide evidence thatvibrating materials make sound and sound
creates vibrations.
Summary Students will sing the "Sound" song. Then, in groups of
4-5, studentswill create cup phones out of styrofoam cups using
string and
-
paperclips. With their group, they will experiment with the cup
phoneand work collaboratively and interactively to discover how
soundtravels.
Standards Display: Collapse All Expand All
CA- California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social
Studies, Science,and Technical Subjects
Grade: Grade 1 students:
Strand: Speaking and Listening
Domain:Comprehension and Collaboration
Standard:1. Participate in collaborative conversations with
diverse partnersabout grade 1 topics and texts with peers and
adults in small andlarger groups.a. Follow agreed-upon rules for
discussions (e.g., listening toothers with care, speaking one at a
time about the topics and textsunder discussion).
b. Build on others’ talk in conversations by responding to
thecomments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics
andtexts under discussionher.
CA- Next Generation Science Standards (2014)
Grade: Grade 1
Standard: 1-PS4-1. Plan and conduct investigations to provide
evidence thatvibrating materials can make sound and that sound can
make materialsvibrate.
Standard: 1-PS4-4. Use tools and materials to design and build a
device thatuses light or sound to solve the problem of
communicating over a distance.
USA- NAME- Music Education StandardsNational Association for
Music Education
Grade: Grades K-4From "National Standards for Arts Education".
Copyright ©1994 by Music Educators National Conference (MENC). Used
by permission.The complete National Arts Standards and additional
materials relating to theStandards are available from MENC -- The
National Association for MusicEducation, 1806 Robert Fulton Drive,
Reston, VA 20191.
Content Standard 1: Content Standard: Singing, alone and with
others, avaried repertoire of music
Achievement Standard e: sing in groups, blending vocal
timbres,matching dynamic levels, and responding to the cues of a
conductor
Comments
ASSESSMENTS
Assessment/Rubrics Student understanding will be informally
assessed through whole-group discussion and while the teacher
circles the room to check inwith each group.
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Comments
MATERIALS AND RESOURCES
Instructional Materials(Handouts, etc.) 2 styrofoam cups (per
group)
2 paper clips (per group)1 piece of string/twine (per group)
Attachments:
1. "Sound" Song
Comments
IMPLEMENTATION
Sequence of Activities PREP:
1. Using the sharpened side of a pencil, poke a hole in the
bottomof each styrofoam cup.
2. Cut a piece of string/twine for each group.
SONG:
1. As a whole class, sing the "Sound" song with the
movements.
CUP PHONES:
1. Split students into groups of 4-5.2. Provide each group with
two styrofoam cups, a piece of
string/twine, and two paper clips.3. Choose a student in each
group to start the project.4. Model: String the twine up through
the bottom of one of the
cups.a. The first student strings the twine up through the
bottom
of one cup and then passes the cup and twine to a groupmate.
5. Model: Tie the twine strung through the cup to a
paperclipinside the cup.
a. The next student in the group ties the twine strungthrough
the cup to a paperclip inside of the cup and thenpasses to the next
person in their group.
6. Model: String the other side of the twine up through
thebottom of the other cup.
a. The next person in the group strings the other side of
thetwine up through the bottom of the other cup and thenpasses the
materials to the next student.
7. Model: Tie the twine strung through the cup to the
otherpaperclip inside the cup.
a. The next group member ties the twine strung through the
https://file.taskstream.com/file/bo7luwUbt2h0H3g7hvMbtgf3Mohk1ldWw803vY4ybf2cM9cs20cRbk5xabNsb285OekknwcFk7x6sWakouvcDpqxavcLtewj2A2w8wodYg248bcRpjfmuZqgjdjbZ8adqmdU8ivg2cX6h0q0C9lqn7WankgabJq/fcae22ed-1d9a-4673-b0fc-c6da9c0ac4b3_Sound_Song.pdf
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cup to the other paperclip inside of the cup.8. Taking turns
with their group mates, students explore how the
cup phones work.9. Ask students to think about what they notice
as they are
experimenting.10. Circle the room to evaluate student progress
and discoveries.
WRAP UP:
1. As a whole group, discuss what students noticed while
theyplayed with their cup phones.
a. What did they hear and feel when they were talking
andlistening?
b. What did they see while the others in their group talked?
Grouping StrategiesWhole groupGroups of 4-5 students
DifferentiatedInstruction
The "Sound" song incorporates the Guided Oral Practice
GLADstrategy of chants and songs. Key concepts and vocabulary
areembedded into the lyrics to help students gain familiarity
andcomfort with domain-specific academic vocabulary in a
low-pressureenvironment. Logical movements/motions are included
with thewords to help students remember the meaning of
domain-specificvocabulary (i.e. vibrations, pitch, volume,
etc.)
Each step of the Cup Phone activity is modeled for the class
toscaffold each student as they craft their phone. Students are
welcometo ask their fellow group members for help if they aren't
able to get astep on their own.
Comments
REFLECTIONS
Prior to Lesson
Post-Lesson
Comments
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Day 8: Light - Camera Flip Books (1st GradeScience)Author:
Claudia ShapiroDate created: 03/24/2018 3:10 PM EDT ; Date
modified: 03/24/2018 3:55 PM EDT
VITAL INFORMATION
Total Number of Students 22 students (11 male, 11 female)
Area(s) Students Live In Mill Valley, CA (suburb of San
Francisco)
Free/Reduced Lunch None
Ethnicity of Students 22 white
English LanguageLearners
None
Students with SpecialNeeds
1 student with Autism
1 student receiving speech services
6 students receiving reading & math intervention services
(RAMP)
Subject(s) Science
Topic or Unit of Study Light
Grade/Level Grade 1
Comments
KEY CONCEPTS & STANDARDS
Big Idea & EssentialQuestions
How does light work?
How does light behave when it hits various materials?
Learning Outcome(s) Students will be able to determine what
happens when objects madeof various materials are placed in the
path of light.
Summary Students use plastic wrap, waxed paper, construction
paper, andaluminum foil to create cut-out cameras and explore how
lightbehaves when it hits various materials. Then, students make
flipbooks to demonstrate and explain how the light interacts with
each
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material.
Standards Display: Collapse All Expand All
CA- California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social
Studies, Science,and Technical Subjects
Grade: Grade 1 students:
Strand: Speaking and Listening
Domain:Comprehension and Collaboration
Standard:1. Participate in collaborative conversations with
diverse partnersabout grade 1 topics and texts with peers and
adults in small andlarger groups.a. Follow agreed-upon rules for
discussions (e.g., listening toothers with care, speaking one at a
time about the topics and textsunder discussion).
b. Build on others’ talk in conversations by responding to
thecomments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics
andtexts under discussionher.
Standard:2. Ask and answer questions about key details in a text
read aloudor information presented orally or through other media.a.
Give, restate, and follow simple two-step directions.
Standard:3. Ask and answer questions about what a speaker says
in order togather additional information or clarify something that
is notunderstood.
CA- Next Generation Science Standards (2014)
Grade: Grade 1
Standard: 1-PS4-3. Plan and conduct an investigation to
determine theeffect of placing objects made with different
materials in the path of a beamof light.
Comments
ASSESSMENTS
Assessment/Rubrics Rubrics:
1. 1st Grade Science: Camera Flip Books
Comments
MATERIALS AND RESOURCES
Instructional Materials
https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encId=atcqcycwctc4cqcn
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(Handouts, etc.) 4 cut out cameras from previous lesson (per
student)1 piece of 10x17 construction paper (per student)3 stickers
(per student)Tape
Attachments:
1. Image: Flip Book Flap Example
2. Image: Flip Book Flaps
3. Image: Flip Book Front
4. Image: Flip Book Overview
Comments
IMPLEMENTATION
Sequence of Activities PREP:
1. Fold the 10x17 construction paper in half long-ways and
cutthe top half into three flaps.
2. Label the flaps as Transparent, Translucent, and Opaque.
FLIP BOOKS:
1. To review the domain-specific vocabulary
(transparent,translucent, opaque, reflective), ask students to
share whatthey remember from the previous day's lesson about what
theycould or could not see through each camera. Connect
studentobservations with the vocab definitions and practice
repeatingthem as a class.
2. Pass out a flip book to each student.3. Model: Tape the left
side of the "Transparent" camera (plastic
wrap) to the "Transparent" flap of the flip book. Lift open
thecamera and place a sticker on the book under where the
lenssits.
a. Students tape the left side of the "Transparent"
(plasticwrap), "Translucent" (waxed paper), and
"Opaque"(construction paper) cameras to the corresponding flaps,and
place stickers on the flaps where the lenses would sit.
b. Students may take home their "Reflective" camera toexplain to
their families what they learned.
4. Under each flap, students complete the following
sentenceframes: "(All/some/no) light passes through the camera.I
(can/can't) see the sticker...(clearly/but it's blurry/etc.)"
Grouping Strategies Independent work
DifferentiatedInstruction
Domain-specific vocabulary is reviewed through whole
classdiscussion. The activity is then modeled and a completed
example isprovided. Sentence frames scaffold all students in
understanding andarticulating how light interacts with various
materials.
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Comments
REFLECTIONS
Prior to Lesson
Post-Lesson
Comments
-
1st Grade Science: Camera Flip Books
✔ ➕✔ ➕
✔✔
➖➖
Score/Level
Cut-out CameraCreation
Student correctlycreated all four cut-outcameras using
plasticwrap (transparent),waxed paper(transluscent),construction
paper(opaque), and tin foil(reflective).
Student correctlycreated some of thecut-out cameras usingthe
provided materials.
Student was unable tocorrectly create any ofthe cut-out
cameras.
Flip Book Creation Student placed allcameras correctly on
theflip book in theappropriate place:plastic wrap on"transparent",
waxedpaper on "transluscent",and construction paperon "opaque".
Student placed somecameras correctly onthe flip book in
theappropriate place.
Student was unable toplace any camerascorrectly on the flipbook
in theappropriate place.
ConceptualUnderstanding
Student successfullycompleted the sentenceframes: "___ light
passesthrough. "I ___ see thesnowflake..." using theword bank words
"all","some", "no", "can","can't", "clearly","blurry", "fuzzy"
Student successfullycompleted somesentences frames.
Student was unable tosuccessfully completeany sentence
frames.
�Export to Word
https://w.taskstream.com/RubricWizard/RubricPrintViewWithSession/PrintView?encLegacyRubricId=ptcqcycwctc4cqcn&mode=Default&isFakePrint=False&isAnon=False&downloadType=Word
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to the tune of “London Bridge”
Sound is made of vibrations,
vibrations, vibrations Sound is made of vibrations,
hmmm, hmmm, hmmm, hmmm. (place hand on throat to feel
vibration)
Pitch is either high or low, high or low, high or low,
Pitch is either high or low, high or low.
(Up on tippy-toes, then down to the floor)
Volume means it’s loud or soft, loud or soft, loud or soft,
Volume means it’s loud or soft, loud or soft.
(LOUD is said loudly, soft is said softly)
Sound is made of vibrations, vibration, vibrations
Sound is made of vibrations, hmmm, hmmm, hmmm, hmmm.
(place hand on throat to feel vibration)
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Activity Sheet
9
What’s the Buzz?What’s the Buzz? Get what you need.
• toilet paper tubes • waxed paper • aluminum foil • plastic
wrap • rubber bands • scissors • sharpened pencil • plastic comb
(optional—for Dig Deeper activity on back of sheet)
Make a kazoo. Use a pencil to make a small hole about two •
inches from one end of the cardboard tube.
Cut a square of waxed paper that’s an inch or • two wider than
the end of the tube.
Wrap the waxed paper tightly over the end of • the tube where
you made the hole. Hold it in place with a rubber band, making sure
you don’t cover the hole you made. Trim off any excess waxed paper
with scissors.
Play it! Place the open end of the kazoo lightly over your mouth
and say, “AAHHH!” What happens? Now sing or hum a tune into it. Try
making different kinds of sounds to see what causes the loudest
buzzing.
1
2
3
Experiment. Touch the waxed paper with your fi nger while • you
play the kazoo. What do you notice?
Cover the hole with your fi nger while you play • the kazoo.
What happens? Does the hole make it easier or harder to play it?
Why?
Make more kazoos, changing one thing (called • a variable).
Instead of waxed paper, try tin foil or plastic wrap. Predict which
material you think will make the best sound. Test it out. Were your
predictions right?
4
Make an instrument that anyone can play—a kazoo—and get the buzz
on sound vibrations!
TM/©
2009 WG
BH Educational Foundation.
Chew on This! All sound is made up of vibrations (rapid
back-and-forth movement), which produce sound waves that travel
through the air to our ears. When you play a kazoo, air carries the
sound waves from your mouth down the tube, making the waxed paper
vibrate. You can feel those vibrations if you touch the waxed
paper.
tin foil
waxed paper
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My Light and
Shadow
Mini– Book
Written and Illustrated by: _______________________
I go outside and stand with the sun behind me. My shadow is
in
__________ of me.
I play until 12:00 noon. My shadow is very __________.
When I go inside the sun is in front of me, so my shadow is
____________
me.