Waves: Light and Sound

Contributor
Sue Bishop, Erika Olvey and Annie Grammer
Type Category
Instructional Materials
Types
Unit
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

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Most Recent Review

5 Copyright infringement

Reviewed by: Helen Lukes (Independence, IA) on 9/12/2017 11:56:56 AM

Hello~ My name is Helen Lukes and I am the writer and owner of the SOUND song. I shared it on Teachers Pay Teachers, with the hope that those who use it would use the honor system. Instead, I have found that the three of you, Sue Bishop, Erika Olvey and Annie Grammar, have taken credit for my original song. I have tried to find contact information for one/all of you, to no avail. On multiple websites and in multiple documents, you have added, "By Sue Bishop, Erika Olvey and Annie Grammar" into my original document. I am hopeful that one of you will contact me so that we can make this right. While I am happy to share the song that I created - made up in the middle of the night when there was no resource for teaching sound vocabulary to my students - I am not happy that the three of you, Sue Bishop, Erika Olvey and Annie Grammar, have taken credit for my work. Helen M. Lukes hlukes@Independence.k12.ia.us

Description

This is an 11 lesson unit that addresses all of the Waves: Light and Sound Performance Expectations. It includes a parent letter, 11 lessons, 5 assessments and multiple, explicit connections to other content areas. 

From the unit description:

During the study of light and sound waves students will develop their science skills through inquiry, prediction, observation, exploration, discussion and recording. These lessons focus on students collaboratively problem solving, discovering and investigating to find answers and solutions. They will answer questions such as; What happens when materials vibrate? What objects can be used to communicate over a distance? What happens when light is blocked or when materials of different kinds are placed in the path of a beam of light? Each lesson includes Science and Engineering Practices, Disciplinary Core Ideas and Crosscutting Concepts which are a part of Next Generation Science Standards. These lessons were designed to allow students to make their own predictions and observations while testing and recording their findings. The lessons were planned using the 5-E Learning Cycle Model. Each lesson is broken down into the following categories; Engage, Explore, Explain, Extend and Evaluate. The lessons may take 1-2 thirty minute sessions. Suggestions are included as to how to break the lessons down. Each lesson contains pertinent information to assure that all of the standards are addressed. Student journal pages are included after each lesson. There are 3 performance assessments included in the student journal. Make sure to keep the student journals until those have been recorded on the final assessment page.

Intended Audience

Educator
Educational Level
  • Grade 1
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

Performance Expectations

1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.

Assessment Boundary: none

This resource is explicitly designed to build towards this performance expectation.

Comments about Including the Performance Expectation
Each lesson includes the NGSS Performance Expectations as well as the foundation boxes cut and pasted into the document. In each foundation box, the Practice, Core Idea or Crosscutting Concept addressed in that lesson is highlighted.

Science and Engineering Practices

This resource is explicitly designed to build towards this science and engineering practice.

Comments about Including the Science and Engineering Practice
As part of this unit, there are multiple lessons that have students investigate light and sound and collect data in multiple trials.

This resource is explicitly designed to build towards this science and engineering practice.

Comments about Including the Science and Engineering Practice
Most lessons are very explicit in their use of observation. Throughout the unit students keep a journal to record observations and data. All student pages are included and age appropriate.

Disciplinary Core Ideas

This resource is explicitly designed to build towards this disciplinary core idea.

Comments about Including the Disciplinary Core Idea
This unit includes opportunities and directions for students to create their own devices to communicate over distances. They also have a "code-breaking" activity to expand on knowledge in a performance assessment.

This resource is explicitly designed to build towards this disciplinary core idea.

Comments about Including the Disciplinary Core Idea
The Core Idea is explicitly addressed and built upon in each of the lessons as they progress through the unit.

Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.

Comments about Including the Crosscutting Concept
All student activities that require data collection, explicitly look at cause and effect within the tests. When teaching the lesson, the teacher should make sure to have students use the language of "cause and effect" when asking students questions or asking them to describe their findings.

Resource Quality

  • Alignment to the Dimensions of the NGSS: This unit, when taken as a whole, is incredibly comprehensive and allows students to experience the phenomena of light and sound in an age appropriate and NGSS aligned way. There are multiple ways to engage in content and all of the items in the foundation boxes, as well as each Performance Expectation is fully addressed when the entire unit is complete.

  • Instructional Supports: Multiple student work pages, teacher background and assessment rubrics are available as part of this unit. A teacher could print and use this unit and feel confident in their assessment of student knowledge related to NGSS Performance Expectations.

  • Monitoring Student Progress: There are multiple methods used to monitor student progress through student journal and question stems.

  • Quality of Technological Interactivity: There is limited use of media/computer technology in this unit, however students work with basic forms of technology throughout ( flashlights etc.)