Unit Part 2 Key Lessons

Be Seen, Be Heard, Be safe!
How could you use sound and light to stay safe on a long walk in the dark?
Betsy VerHage, Dec. 2017

Key Lesson #1:“The Five Senses” (Day #1)
Objective: Students will be able to list and describe each of the five senses using examples from
the sensory activity completed in class.
Standard(s):
CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest

feelings or appeal to the senses.
CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in small and larger groups.
The Lesson:
What do our five senses tell us about the world around us?
1. Intro:
I will begin the lesson by activating students’ previous knowledge about the five senses.
This will be a way to assess what they know and remember from kindergarten. I will
write their responses on the board. I will ask questions such as “What are some ways that
you use your five senses every day?
I will read My Five Senses, by Aliki aloud to students (before reading, I will tell them
to listen for examples of the five senses so that we can list them at the end).
2. Task:
After reading, I will ask students to recall each of the five senses and we will fill in a
five- column chart (drawn on the whiteboard) with real-life examples of each of the five.
I will explain that today we are going to go on a walk around the school (and outside if
weather permits) and that we will be keeping track of how we are using the five senses
during our walk. I will then give each student their own five-column chart (similar to the
one I used on the board) to fill with their observations throughout the activity.
We will go on a short (15 minute) quiet walk around the school and outside. I will
encourage students to “pay attention to the sights, smells, sounds, feelings, and maybe
even tastes around you.”

As students discover examples of the five senses, they will either draw or write them in
the appropriate column of their chart.
When we get back to the classroom, we will have a “sharing time” where students will
list examples from their charts that we will add to our class chart (on the board).
I will close the lesson by reminding students of our big question and ask them “How
could you use your senses to help you stay safe on a long walk in the dark?” Then I will
ask them to turn to a partner and share how they think their own sense of smell, sight,
sound, taste, or touch could help them in this situation. I will then call on students to
share their examples with the class.
Student Thinking: Students are required to use four levels of Bloom’s Taxonomy in their
thinking.
1) Remember— students must recall examples of the five senses and be able to identify them
both in a book and in the real world.
2) Understand— students are able to demonstrate their understanding of the five senses by
identifying appropriate examples for each.
3) Apply— students are able to use their knowledge of the five senses to come up with their own
examples from around the school and outside.
4) Analyze— students are able to make connections between what they know about the five
senses and how they could use these to help stay safe on a long walk home in the dark (big
question).
Teaching notes:
- As students brainstorm and discuss students’ previous knowledge and add to our chart at the
beginning of the lesson, I will facilitate the conversation by calling on those whose hands are
raised and adding their thoughts to our list/chart.
-If students are struggling to think of ideas and/or examples, I will ask prompting
questions such as, Which senses might you use when brushing your teeth in the morning?
or I may offer examples from my own life.
-Before going on our walk, I will model my expectations for students during this activity (For
example, as I am walking I hear a bird chirping, so I look under the column labeled sound and I
may choose to draw picture of a bird or write “bird chirping."

Materials needed/Created:
-Whiteboard
-Dry erase markers (to draw and fill in chart on board)
-My Five Senses, by Aliki
-Clipboards (one per student)
-Pencils (one per student)
-Chart worksheet (one per student)

Key Lesson #2: “Sound Waves” (Day #3)
Objective: Students will be able to explain, through drawing or writing, how sound waves travel
by a series of vibrations.
Standards:
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make
sound and that sound can make materials vibrate.
CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a
topic, supply some facts about the topic, and provide some sense of closure.
The Lesson:
How does sound travel in waves?

How can we use sound to communicate and stay safe?
1. Intro:
-We will begin by recalling yesterday’s learning. I will ask students, “Who can remind me of
some of the waves we talked about in class yesterday?
-After students have shared their thinking I will ask them to remind me of the five senses
that we talked about two days ago. After students have correctly listed all of the five
senses, I will tell them that today we are going to focus on the sense of sound.
-Next, I will ask, “Who can tell me how you hear? Do you know how sounds get to your
ears?” I will let the question linger a bit, and then I will ask students to turn to a partner
and share what they think.
-After students have shared, I will tell them that sounds travel to our ears in waves!
-We will watch this BrainPop Jr. clip on sound waves:
https://jr.brainpop.com/science/energy/sound/
2. Task:
-After watching the video, I will briefly reiterate its main points (sound waves travel by
bouncing off objects or air particles and into other objects/air particles. We hear them
when they hit our eardrum and their message is sent to the brain).

-I will explain that today we will be acting out the way that sound waves move by vibrations. I
will ask, “Who can remind me from the video, what the word vibration means?” Students will
answer and then I will write the word vibration on the whiteboard and have them copy it in their
vocabulary journals.”
-Next, I will ask, “What other objects do you know of that vibrate?”
Students will answer, and then I will ask them to act out the word “vibration” for a partner using
movement.
-Then I will have students draw a picture to go along with the term vibration in their journals
-From there, we will begin our sound wave simulation. I draw the name of one student to be the
SOURCE (where the sound comes from) and another student to be the RECEIVER (person who
hears the sound). The SOURCE person will go to one end of the room, and the RECEIVER will
be located at the other end. The students in the middle will act as objects, people, or air particles
for the sound wave to bounce off of and move through. Then, I will act as the sound wave—
moving up and down from the receiver, lightly tapping students on the way in order to show how
I bounce off of air particles and make my way to the ear.
-I will be sure to note that sound waves don’t necessarily hit every single air particle or
object and that sometimes there are objects that may send them in different directions or
block them (such as a wall or a door). I will briefly explain that this is why we can’t
always hear what the teacher is saying in the classroom next to us. There is a wall
blocking the sound.
-Next, I will ask students to either draw a picture or write 3 sentences in their science journals to
show what they learned about how a sound wave travels from the source to a receiver.
-I will finish the day by asking students to think about how they could use sound to stay safe on a
long walk home in the dark. How could you use sound to let other people know you are there?”
What might you use to make sounds? What kind of sounds might you make?
- We will discuss some examples as a class.
thinking.
1) Remember— students must recall the meaning of volume and pitch.
2) Understand— students can explain how volume and pitch are related to the height of the wave
(amplitude) and wavelength.

3) Apply— students use their knowledge of volume and pitch to draw sound waves based on
sounds made by various instruments.
4) Analyze— students are able to examine the information they have learned about sound waves
and relate it to the question of “How could you use sound and light to stay safe on a long walk
home in the dark?”
Teaching notes:
- I will facilitate whole-group discussions by calling on those whose hands are raised and
acknowledging/commenting on their thoughts
-If students are struggling to think of ideas and/or examples, I may prompt them with
questions or examples.
-I will facilitate participation in the sound wave simulation activity by drawing names at random
to decide who will be the source and receiver. I will begin by acting as the sound wave tapping
students as I travel from the source to receiver. After I have done this, I will select students to
take turns “being the wave.”
-As students complete this activity, I will also facilitate by summarizing and taking note of what
is going on. For example, “Look at Suzie bumping into Gabe and being pushed from Gabe into
Sally, and then Greta, etc. This is similar to how waves move because they bump into one person
or object, causing it to vibrate and bump into another.”
-For the writing/drawing activity at the end of the lesson, I will facilitate by walking
around and observing students’ work, asking guiding questions, and offering suggestions. This
time will predominantly be for quiet work.
-Projector/Computer for showing video

-Video Clip: https://jr.brainpop.com/science/energy/sound/
-Science journals (1 per student)
-Vocabulary chart handout (1 per student)
-Ear photo (for “receiver” to hold)
-Megaphone photo (for “source” to hold)
-Whiteboard/ dry erase markers

Key Lesson #3: “Volume and Pitch” (Day 5)
Objective: Students will be able to illustrate a sound wave when given information about its
pitch or volume.
Standards:
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make
sound and that sound can make materials vibrate.
The Lesson:
Why do some sounds sound different than others?

Which sounds may be best best for communicating with others on a long walk home in the dark?
1. Intro:
-Students will review previous day’s learning by answering the question: What does it mean to
communicate? with their table groups.
-Groups will “show and tell” about the communication devices that they created during
yesterday’s lesson.
2. Direct Teaching:
-I will begin by asking students the following questions:
• “Have you ever noticed that some sounds sound different than others?”(students respond)
• “What are the different types of sounds that you have heard?” (students give examples)
• “Why do you think some sound are louder than others?”
• “What do you think the sound waves look like for louder sounds?” (have a student come
up and draw on the board)
• “What do you think the sound waves might look like for softer sounds?” (have a student
come and draw)
• “Which type of sound would you need to make to communicate with others on a long
walk home in the dark: loud or soft?”

After students have answered, I will explain that when we talk about how loud or soft a sound is,
we are talking about volume. A high volume makes a loud sound, and a low volume makes a soft
sound. Then I will explain that loud sounds have tall waves and soft sounds have shorter waves.
In science, wave height is known as amplitude.
-I will draw an example of a loud wave and a soft wave on the board. These drawings will allow
students to visualize the the way that a loud sound wave looks compared to a soft sound wave.
-Next, I will ask the following questions:
“Can you think of some sounds that are high and squeaky?” (students answer)
“Can you think of sounds that are low and rumbly?” (students answer)
“What do you think the high and squeaky sound waves might look like?” (student draws)
“What do you think the low and rumbly sound waves might look like?” (student draws)
“Which type of sound would you need to make in order to communicate with others on a
long walk home in the dark: high and squeaky, or low and rumbling?”
After students have answered, I will explain that when we talk about high or low a sound is, we
are talking about pitch. A high pitched wave makes a squeaky sound (like a whistle), and a low
pitch wave makes a rumbling sound (like thunder). Then I will explain that the waves in high-
pitched sounds are very close together, but in low pitched sounds they are further apart.
-I will draw an example of three waves on the board— a high pitched wave, and a low
pitched wave.
-Students will watch this online simulation of sound waves: https://phet.colorado.edu/en/

simulation/legacy/sound
3. Task (to be done in the music room)
I will provide five different musical instruments for students to explore. There will be one
instrument at each table group and students will rotate tables every five minutes. At each table
students must take turns passing around the instrument and playing it. Once each person has
played, students will decide if the instrument made a naturally high or low pitched sound, and
whether they believe it was loud or soft. Then they will create a wave drawing(s) that
corresponds to this particular instrument. Each instrument is pictured on a chart, and there is
room for a drawing below. The tier 1 chart will also list whether a student must listen for pitch or
volume for the given instrument.
This is a tiered task based on the complexity of student responses:

Tier 1: The student chooses to listen for either pitch or volume when playing each
instrument. After listening to the sound quality, he/she will draw one wave that will either
represent volume (by height/amplitude) or pitch (by wavelength). This is a tier one task
because it meets the lesson’s objective which states that Students will be able to
illustrate a sound wave when given information about its pitch or volume.
Tier 2: The student draws two waves for each instrument played (one wave to represent
sound and one wave to represent pitch) and labels each wave according to the quality it
represents (either volume or pitch). This is a tier 2 task because students must listen
for both volume and pitch of each instrument and apply what they have heard by
creating two separate wave drawings— one for pitch and one for volume
Tier 3: The student draws one sound wave for each instrument which represents both
volume (shown by height) and pitch (shown by wavelength). This is a tier 3 task
because students must not only listen for both volume and pitch of a sound wave,
but they must also apply this knowledge of volume and pitch to draw a single wave
that accurately represents both of these qualities through its amplitude and
wavelength.
4. Closing activity:
After students have rotated through all five stations, we will gather on the rug for a class
discussion. I will ask: If you wanted to communicate on a long walk home in the dark, which of
these instruments would be best for you to use, and why? (i.e, what volume/pitch combination
would be most effective in getting someone’s attention on your walk?) First, I will have students
“think, pair, share,” with a partner, and then we will discuss as a class.
thinking.
1) Remember— students remember the difference between volume and pitch.
2) Understand— students will be able to explain how volume is related to the height (amplitude)
of a wave, and pitch is related to its length (wavelength).
3) Apply— students will use their knowledge of the correspondence between volume and height
as well as pitch and wavelength to draw pictures of sound waves based on the quality of their
sound.
4) Analyze— students will experiment with a variety of instruments and decide which they
believe will be most effective for communicating on a long walk home in the dark.

Teaching notes:
- I will facilitate whole-group discussions by calling on those whose hands are raised and
acknowledging/commenting on their thoughts
-I will facilitate participation in the pitch/volume activity by traveling between groups of

students to check in with them, make sure they are following directions, listen to their
conversations, and scaffold their thinking through guiding questions.
-I will facilitate the tiered task by assigning students to the appropriate leveled task based on
their ability. I will be continually observing and evaluating student performance throughout the
lesson and assigning higher level tasks as needed.
-Projector/Computer for showing simulation

-Whiteboard/dry erase markers (for drawing waves)
-Simulation: https://phet.colorado.edu/en/simulation/legacy/sound
-Musical instruments for activity
-Chart for drawing waves (1 per student)

Key Lesson #4: “Light: Reflection and Refraction” (Day 7)
Objective: Students will be able to explain the difference between reflections and refractions and
carry out an experiment to test whether or not certain materials reflect light.
Standards:
1-PS4-2. Make observations to construct an evidence-based account that objects can be seen
only when illuminated.
1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made
with different materials in the path of a beam of light.
CCSS.MATH.CONTENT.1.MD.C.4 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.
The Lesson:
How can we use light to keep us safe on a long walk home in the dark?
1. Intro:
-Read The Science of Light Waves, by Robin Johnson (to review what we learned yesterday
about light waves) and introduce the concept of reflection/absorption
-Define the term “reflection” in our vocabulary journals using both words and a drawing.
2. Task
-Reflection photo walk: I will set out reflection photographs on each table around the room and
students will rotate around to the different photos. I will ask them to notice what kind of surfaces
or materials light reflects off of (glass, metal, water, etc.).
I will ask students a couple of questions:

1.“What did you observe about which types of surfaces reflected the light?”
2. Based on what you know about the surfaces that reflect light, can you predict which
kind of surfaces might not reflect it?

-Reflection Experiment:
*Students will work with a group of 3 to complete this activity. Each group will be given one
flashlight and four three by three inch flat squares (made of different materials including
cardboard, tin foil, wax paper, and clear plastic wrap.
1. I will begin the experiment by introducing the four main materials we will be testing:
cardboard, tin foil, wax paper, and plastic wrap. Then I will ask students to make a prediction
(and record it in their science journals) for what they believe will happen when the light hits each
of these materials. For the purpose of this activity, students will be predicting either “reflect” or
“not reflect.” However, some students may notice that light goes through materials such as
plastic wrap, so I would use this as a teachable moment to discuss transparency.
2. Before beginning the experiment, I will model what students must do to complete the
experiment and collect data.
We will turn the lights off so that the room is as dark as possible. You will take turns
shining the flashlight on each of the given materials, but each of you must record your
observations in a chart either in the form of writing or drawing. After you have tested and
recorded data for all four materials, you may come up to my scrap bin and choose one
more to experiment with (clear glass, a stone, fabric square, etc.)
3. Before I allow students to begin experimenting and collecting data, I will remind them to think
about how light reflections could be used to help us stay safe on a long walk home in the dark.
(This experiment will likely take over 15 minutes for students to complete, so we will
discuss results briefly after most groups have finished, but the majority of the concluding
work and conversation will take place during tomorrow’s lesson.)
Student Thinking: Students are required to use six levels of Bloom’s Taxonomy in their
thinking.
1) Remember— students remember the meaning of the terms “reflection” and “absorption.”
2) Understand— students will be able to give examples of reflective materials based on those
shown in class as well as in The Science of Light Waves read-aloud.
3) Apply— students will use their knowledge of reflection and absorption to decide whether or
not a material or object is made of reflective material.
4) Analyze— students will test a variety of materials to determine whether or not a surface is
reflective.

5) Evaluate— students are able to select examples of reflection that they have experienced in real
life and compare these examples with the results of this experiment.
6) Create— students develop ideas about how to use reflection to answer the big question of
How could you use sound and light to stay safe on a long walk in the dark?
Teaching notes:
- I will facilitate whole-group discussions both at the beginning and end of the lesson by calling
on those whose hands are raised and acknowledging/commenting on their thoughts
-I will facilitate participation in the photo activity by walking around and monitoring student
focus and understanding by asking clarifying questions.
-I will model the experimental process for students so that they are able to see how they will be
expected to use and share the materials as well as how they can record data.
-I will facilitate participation in the experiment by walking around and monitoring groups.
Materials needed/created:
-The Science of Light Waves, book by Robin Johnson

-Vocab journals (one per student)
-Photos for reflection activity (6)
-Flashlights (one per group)
-Tin foil cut into squares
-cardboard cut into squares
-clear plastic wrap cut into squares
-wax paper cut into squares
-Chart for recording evidence (one per student)
-Variety of extra materials for exploration (fabric, construction paper, stone, mirror, etc.)

Key Lesson #5: Shadows (Day #8)
Objective: Students will be able to explain how shadows are made as well as what impacts their
shape and size.
Standards:
1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made
with different materials in the path of a beam of light.
CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a
topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
The Lesson:
How do shadows help us to communicate using light?
-Wrap up conclusion and discussion of yesterday’s reflection experiment.

(students write a one-sentence conclusion in their science journals, guided by me).
1. Intro:
I will begin this lesson with a theoretical question and then a demonstration.
First, I will ask students: “What happens when an object blocks the path of light?”
If students struggle to answer this, I will add an example such as “What would happen if I stood
in front of the flashlight that my friend was shining toward the wall?”
I will invite students to raise their hands and make predictions about what they think will happen
(a shadow would appear)
Then I will draw names for two students who would like to come up front and be part of a
demonstration. I will turn off the lights and have one student shine a flashlight in front of him.
Then I will have the other student stand in the way of the flashlight. I will ask students to tell me
what appears either on the floor or wall as a result of the blocked light (a shadow!)

2. Task
I will read the book Shadows on My Wall, by Tim Young aloud to students. This will help them
relate to their own experiences with shadows.
I will explain that today we are going to explore how shadows are made:
“Each of you will have a partner and your job is to practice making different types of
shadows using a flashlight and a popsicle-stick puppet. One partner will shine the
flashlight on the wall and the other will practice moving the puppet within the beam of
light. What happens to the shape and size of the shadow when the puppet is close to the
flashlight? How about when the puppet moves further away from the flashlight?” (I will
model this process for students with the lights on so that I don’t give away the answers).
I will also explain to students that they must find a way to record their observations
because they will be required to present their findings to me in a form of their choice
after the experiment has finished.
After 5-10 minutes of exploration, I will turn the lights back on and have students show their
findings in the form of their choosing from the think-tac-toe below. Options include:
Make a video on your iPad Pretend you are a news reporter Put on a puppet show where
where you show your results by talking about a shadow your puppets talk about how to
acting out the experiment. discovery. Record yourself telling make their shadows big or small.
about your results.
Write a summary of your results Tell a new partner about what Write a short story about how
in your science journal you and your shadow partner big and small shadows are
discovered. made.
Show me your results by Write a short poem to tell about Pretend you are a teacher and
drawing a picture of each your results. teach your class how to make
shadow. tall or short shadows.
Students will present their findings to me as they finish displaying their results in the form of
their choosing.
Student Thinking:
1) Remember— students will remember what a shadow is and how it is created.
2) Understand— students will describe how shadows are formed using light an an object.

3) Apply— students will use their knowledge of shadows to practice making their own shadows
in the classroom using a flashlight and a puppet.
4) Analyze— students will examine shadows of various shapes and sizes and determine how they
are created based on the position of the object in front of them.
5) Evaluate— students will judge the effectiveness of different shapes/sizes of shadows in

helping them to communicate with others in the dark.
Teaching notes:
- I will facilitate whole-group discussions by calling on volunteers who have their hands raised.
-I will select participants the demonstration by drawing names (listed on popsicle sticks).
-I will model how to appropriately use a flashlight for this activity (shining it only on the wall,
below waist level, not in other people’s eyes, etc.).
-I will monitor the exploration by listening to students conversations and paying attention to their
observations about shape, size, and location of various shadows.
-I will present choices for the concluding activity (think-tac-toe) and provide the necessary
materials for completion.
-Shadows on My Wall, by Tim Young

-Flashlights (1 per group)
-Science journals
-whiteboard/marker
-Puppet, created with a popsicle stick and paper cutout (one per group)
-iPads (or other video recording device)
-blank paper (for pictures)
 

Culminating Lesson: Creating a Communication Device (Days 10-12)
Objective: Students demonstrate their understanding of the unit’s main concepts by creating and
presenting a communication device that effectively incorporates sound or light in order to keep
someone safe on a long walk home in the dark.
Standards:
1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve
the problem of communicating over a distance.
CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
The Lesson:
How can I create a communication device that incorporates both sound and light to help me stay
safe on a long walk home in the dark?
1. Intro:
As this is the culminating lesson for our unit, we will begin class today with a jeopardy review
game which will include questions that cover the main content of the unit. Here are a few
examples of questions that may be asked in the game:
1) Show or tell me how sound waves travel?
2) What is a vibration?
3) How are shadows made?
4) What is a reflection? Can you give me an example of a material that reflects light?
5) What is an example of a material that does not reflect light?
6) Can you identify the light source in this diagram?
2. Task
Before I introduce the assessment/project, we will have a class discussion centered around the
big question of “How could you use sound and light to stay safe on a long walk in the dark?”
I will begin by asking students to close their eyes and imagine they are walking home in the dark
and then need to make sound to let people around them know that they are there. What types of
sounds will they need to make to get the attention of those around them? How might they make
these sounds? What sources might they use? After students have thought about this for a minute

or so, I will ask them to turn and tell a partner what they thought about. Then I will have students
share their partner’s thinking and I will list these ideas on the board.
Next, I will ask students to close their eyes again and imagine that they are walking home in the
dark. How might they use light to help them find their way or to let others know they are there?
What might be some light sources they could use? After students have thought for about a
minute, I will ask them to open their eyes and share their ideas with a partner. Then I will ask for
volunteers to share their partner’s ideas and I will list these on the board.
Next, I will explain our job for the next few days:
“Now that you are all experts on light and sound waves, your challenge is to create tool
that you could use to communicate to people around you on a long walk home in the
dark. Your tool can be anything you want it to be, but it has to use either light or sound to
help you communicate in the dark.”
From there, I will show and tell students about the collection of recycled materials that I have for
them in the front of the room, as well as tape, string, markers and crayons, aluminum foil,
construction paper, surface LED’s, and a variety of other useful materials. Then I will tell them
that it is their job to be engineers, to be creative, and to use these materials to solve our problem:
“How could you use sound and light to stay safe on a long walk in the dark?”
(At this point, I will also explain directions based on the rubric (attached).
I will allow students to spend the rest of this first “project day” (day #10) to begin brainstorming,
planning, and searching through materials.
On day #11, students will spend our science time working to assemble their devices.
On day #12 (the last day of the unit), students will add the finishing touches to their projects and
then we will have a brief show-and-tell in which they will present their devices in front of the
class (I will darken the room so that they can demonstrate how they might actually use it in the
dark.)
I will collect finished products at the end of day #12 so that I can grade them according to the
rubric (attached).
Student Thinking:
1) Remember— students will recall definitions and concepts that they have learned throughout
the unit, such as reflection, vibration, communication, etc.
2) Understand— students will show their understanding of light and sound waves by explaining
how their device is used.

3) Apply— students will apply their knowledge of the unit’s main concepts by creating a device
to solve the problem of communicating over a distance.
4) Analyze— students will experiment with the materials provided to test their ideas for a
communication device that uses light and sound.
5) Evaluate— students will defend the value of what they have learned through this unit by
creating a device that supports their knowledge.
6) Create— students will design and assemble their own communication device using their
knowledge of sound and light waves.
Teaching notes:
- I will facilitate the group review game by splitting students into groups and making sure each
group of students has a fair chance to choose and respond to the questions.
-I will facilitate the brainstorming session by randomly selecting student names (on cards or
popsicle sticks) to share ideas.
-I will give instructions for the assessment activity and model how to locate and use the materials
given.
-I will facilitate the design process for students’ communication devices by meeting with them
one-on-one and answering their questions as well as clearing up any misconceptions they may
have about the task.
-I will facilitate the presentation process by giving students instructions on how to be polite
listeners when their peers are showing and explaining their work. I will also model this process
myself so that students have a clear example of my expectations.
-Computer and projector (for review game)

-Jeopardy game (found at: https://www.playfactile.com/)
-Whiteboard/dry-erase markers
-recycled materials such as toilet paper tubes, cardboard, paper cups, etc.
-surface LEDs
-string
-scissors
-masking tape
-markers, crayons, other art supplies
-scratch paper (for brainstorming)


Unit Part 2 Key Lessons

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Unit Part 2 Key Lessons

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Be Seen, Be Heard, Be safe!

Betsy VerHage, Dec. 2017

CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest

Betsy VerHage, Dec. 2017

Betsy VerHage, Dec. 2017

Betsy VerHage, Dec. 2017

How does sound travel in waves?

Betsy VerHage, Dec. 2017

1) Remember— students must recall the meaning of volume and pitch.

Betsy VerHage, Dec. 2017

-Projector/Computer for showing video

Betsy VerHage, Dec. 2017

Why do some sounds sound different than others?

-I will begin by asking students the following questions:

Betsy VerHage, Dec. 2017

-Next, I will ask the following questions:

-Students will watch this online simulation of sound waves: https://phet.colorado.edu/en/

3. Task (to be done in the music room)

This is a tiered task based on the complexity of student responses:

Betsy VerHage, Dec. 2017

1) Remember— students remember the difference between volume and pitch.

Betsy VerHage, Dec. 2017

-I will facilitate participation in the pitch/volume activity by traveling between groups of

-Projector/Computer for showing simulation

Betsy VerHage, Dec. 2017

I will ask students a couple of questions:

Betsy VerHage, Dec. 2017

Betsy VerHage, Dec. 2017

-The Science of Light Waves, book by Robin Johnson

Betsy VerHage, Dec. 2017

How do shadows help us to communicate using light?

-Wrap up conclusion and discussion of yesterday’s reflection experiment.

Betsy VerHage, Dec. 2017

1) Remember— students will remember what a shadow is and how it is created.

Betsy VerHage, Dec. 2017

5) Evaluate— students will judge the effectiveness of different shapes/sizes of shadows in

-Shadows on My Wall, by Tim Young

Betsy VerHage, Dec. 2017

Betsy VerHage, Dec. 2017

Betsy VerHage, Dec. 2017

-Computer and projector (for review game)

Betsy VerHage, Dec. 2017

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