Grade 1 - Jackie and Angelica

Unit: Waves-Light and Sound

Science Stuff (from Standards document): Learning Standards: Science Stuff

1. Students who demonstrate learning can:

  • Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
  • Make observations (firsthand or from media) to construct an evidence-based account that objects can be seen only when illuminated.
  • Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
  • Use tools and materials to design and build a device that uses light or sound to solve the problem of
    communicating over a distance.

2. Disciplinary Core Ideas:

  • Wave Properties: Sound can make matter vibrate, and vibrating matter can make sound. 
  • Electromagnetic Radiation: 1. Objects can be seen if light is available to illuminate them or if they give off their own light. 2. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) 
  • Information Technologies and Instrumentation: People also use a variety of devices to communicate (send and receive information) over long distances. 

Essential Questions for Unit:

  1. Can we ever see in the dark?
  2. Have you ever heard sounds in a quiet room?
  3. How do you communicate with someone far away from you? 

Big Ideas/Enduring Understanding for Unit:

  1. There is sound in the quietest of places 
  2. There is light in the darkest of places 
  3. Imagine a world without Wi-Fi 

Performance Tasks for Unit:

  1. You are in the middle of the woods at night. What would you use to see in the dark? Draw what you would use and explain how it allows you to see in the dark? 

Instructions: Students will be given a worksheet with at least three empty boxes and a text box with lines next to each of the empty boxes. I will explain to the students that they will have to draw an image of what they can use to see in the dark if they were in the middle of the woods at night. As for the text box near the image they drew, they will write 2-3 sentences that explains how the image they drew would allow them to see in the dark. 

  1. Imagine you can see sound waves. What would they look like? Where would you find bigger or smaller sound waves? Do they have a color?

Instructions: Students will take out their science notebooks for this task. In their notebook they will write at least five sentences that explain what they would see if they had the ability to see sound waves. Students will also be able to use color pencils in their notebook so they can draw some images that can represent sounds waves from their point of view. With color pencils, they would able to artistically express what sound waves look like. Are they thin or thick? Wavy or straight? What color are they?  

  1. Find a way to communicate with your partner across the room using only light or sound. What method did you use and how does it relate to light or sound?  

Instructions: Students will work with a partner for this task. One person would go to one part of the classroom and the other would go to the opposite side of the classroom. Students have the opportunity to use any materials that are in the classroom as long as they use light or sound to communicate with their partner from across the room. Students might have more than one way of communicating with their partner as they perform this task, so they will have a sheet of loose leaf paper to write down what they used to complete the task. On the paper they will write what materials they used. whether they used light or sound to communicate with their partner, and if what they used worked as a form of communication. At the end of the task, they will have present to the class their results of the task. 

    • Lilly Davis
      Lilly Davis

      I think that your essential questions are perfect for a first grader. They are easy questions that they can digest and understand, and will be able to answer by the end of the unit. The big ideas directly correlate to the essential questions which is good because that way by the end of the unit, each student will be able to answer all of these. The only suggestion I have is maybe for the third big idea, when it is explained in the lesson it should be put in a simple way because it is first grade, and some of them might not know what Wi-Fi is even though we live in a society full of it. 

      • Mikaela Fernandes-Dix
        Mikaela Fernandes-Dix

        I really liked your essential questions but think you guys should maybe relate your big ideas more to your essential questions. I think they do relate but don't think your third big idea makes sense with your unit topic. Maybe instead of saying "Imagine a world without Wifi" your big idea can be more about the part about the distance idea. Just an idea for you guys to look over though! overall, I really like your ideas so far and think you will come up with a great unit plan!

        - Mikaela Fernandes-Dix

        • Kealy Costigan
          Kealy Costigan

          These questions are great! I am interested in what you are asking and stopped to think about it as I read. The wi-fi question is funny because I can see all of their faces when they think about. You can explain that wifi means videos, facetime, internet, apps, imessage etc. 

          • Rachel Scarano
            Rachel Scarano

            I really like your questions! They're actually questions I am still wondering the answer for. Also, the standard about how vibration still makes sound is really intriguing. Although some may think talking about technology with 1st graders is too much, children these days know so much about it. I used to babysit for children that were in preschool that could use an iPad better than me. I would be curious to see what the children would think about a world with no wifi. I cant wait to see your whole unit plan!

            • Rochelle Cadogan
              Rochelle Cadogan

              Your questions and big ideas are great, I really enjoyed thinking about some responses students can come up with for the third big idea. Children today were born into a world of technology, they know how to operate devices better than most adults. It would be interesting to see how students would feel about living in a world without todays technology.

              • Kayla Armstrong
                Kayla Armstrong

                You have great performance tasks. I find it interesting that wifi is apart of the science of the learning curriculum because of the advancement in technology. Your essential questions are great starters to the discussion and a great lead to the big ideas. "how do you communicate with someone far away?" showing kids the importance of wifi and what they do without wifi. 

                • Samantha Kappmeier
                  Samantha Kappmeier

                  I think that your questions and big ideas are great and there can be various responses elicited from your students that will be very interesting that can be contributed to a larger group discussion that can lead to even more questions, which is something they will be doing in an elementary school classroom that we ourselves are doing in a college classroom. 

                  • Gerald Ardito
                    Gerald Ardito

                    Jackie and Angelica,

                    You did some interesting work with your Performance Tasks. I was especially struck by your having your students use multiple ways to express themselves.

                    I had asked that you create student facing directions for these Performance Tasks, and I do not see these. Am I missing something?