Light And Sound Unit

Unit Plan Overview Unit: Light and Sound

Teacher: Tara Perry Stage 1- Desired Results

Connections to Context: ● The teacher ratio is 28:1 ● The students are 16% proficient in math and 47% proficient in ELA. ● The diversity score is 65%. ● The school population eligible for free lunch is 49%. ● Teach both Montessori curriculum and state curriculum. ● Only two blocks from Downtown Grand Rapids

(How does this fit with students’ experiences, the school goals, and the larger societal issues? How does this fit with the broader curriculumwhat has come before and what will come after?)

Established Goals ● 1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. ● 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. ● 1-PS4-4 Use tools and materials to design and build a device that uses

Transfer Students will be able to independently use their learning to… ● Define what light is. ● Define what sound is. ● Discuss uses of light and sound as they notice them in their everyday lives ● Work with peers on projects ● work to change problems with light and sound in their lives (What kinds of long-term independent accomplishments are desired?)

Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS choose the large questions that do Students will understand that… not have just one answer ● Light is energy that moves in waves which are Students will keep considering… straight lines. ● How can you hear? ● Colors are determined by the amount of energy ● How does sound travel? the color has. ● What does light do? ● Light can be artificial (street posts, cell phone ● How does light travel? light, cars, buildings) and it can be natural (the ● What do you know about using light? sun and the moon). ● What happens to light when it strikes different ● Sound is a type of energy made up of vibrations. objects and materials? ● Sounds will change when the frequency of ● Why are sound and lights important in our lives? vibrations change. ● How are lights and sounds produced? (What thought-provoking questions will foster inquiry, meaning● Light moves faster than sounds. making and transfer?) ● Light and sounds make our lives easier through electricity, music, etc.. (What specifically do you want students to understand? What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Cognitive Objectives Physical Development Objectives Socio-emotional Objectives The students will be able to… The students will be able to… The students will be able to… ● define what light is. ● Present their project to the ● describe why natural light is ● define what sound is. better for humans than class through demonstration. ● describe how light travels. artificial light. ● Shake the eggs consistently at ● identify what colors have low ● predict what might happen if different speeds to see how it and high energies. we use too much light in the impacts sound. ● give an example of how light future. travels through photos. ● illustrate how they use sound and light everyday.

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum

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light or sound to solve the problem of communicating over a distance. R12: Central Ideas Identify or determine a main idea and the key details that support it. 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.

https://www.michigan.gov/documents/md e/K-12_Science_Performance_Expectations_ v5_496901_7.pdf (What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21​st​ century skills, core competencies- will this unit address? Include source and identifying number)

Evaluative Criteria Presentation criteria: ● Content- Amount of information ● Content- Clarity and accuracy of information ● Design- Layout and Organization ● Design- Creativity and Originality ● Behavior- Attitude and Presentation ● Teamwork- Overview Graded on a four level scale: 4: Distinguished, 3: Proficient, 2: Apprentice, 1: Novie, 0: Incomplete or not about the topic (What criteria will be used in each assessment to evaluate attainment of the desired, results?)(rubric required) (Regardless of the format of the assessment, what qualities are most important?)

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Answer comprehension questions after reading the book. Experiment with refraction glasses and what different colors are made up of. apply their prior knowledge to drawing a sound or light model (end of unit) individually..

(What discrete skills and processes should students be able to use?)

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list how they can cut down on their light and sound usage.

(What values and commitments and attitudes should students acquire or wrestle with?)

(What facts and basic concepts should students know and be able to recall?)

Stage 2- Evidence Students will show their learning by… ​(summative assessment) PERFORMANCE TASK(S): ● Students will show their learning by putting together a presentation at the end of the unit with group members to present to the class. (How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

OTHER EVIDENCE: ● third grade students- written test ● Students will show their learning by filling out worksheets that define light, sound and their characteristics.

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum

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Students be able to work together in partners and groups appropriately. Students be able to define what light and sound are. Students be able to discuss about why light and sound are important in are everyday lives.

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Students will write in a journal/piece of paper why light and sound are important to them. Students will draw and visualize how shadows are made and how waves move.

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum

Stage 3- Learning Plan Pre-assessment- due (What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)

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I will ask students to define what light is using complete sentences and capitals. I will ask students to define what sound is in complete sentences and capitals. I will ask students to draw any light source and add lines to show how the light is moving. I will ask students to explain what they know about making sounds. I will ask students to describe as a group why sounds and light are important in are lives. We will write down ideas together and they will choose the one the most relates to their own idea, or they can come up with their very own. ● I will ask students to define if the color red has high or low energy. ● I will ask students to far two sources of natural light and two sources of artificial light. ● I will ask students individually to write why they think natural or artificial light is better for the world. ● I will ask students to describe how we hear sounds. (Toward which goal does each Learning Events Progress Monitoring learning event build?) Acquisition

Student success at transfer, meaning, and acquisition depends upon their participation in these learning events…

Meaning Transfer

Initiating or Introductory Phase​: ● Students will as a class come up with a preliminary definition for light using prior knowledge and descriptive words. (M/A) ● Students will as a class come up with a preliminary definition for sound using prior knowledge and descriptive words. (M/A) Developmental Phase ● Students in pairs will experiment with light through participating in stations to gain a better understanding and come up with their own definition. They will do experiments, worksheets, and readings. (T/M/A) ● Students will in pairs will experiment with sound through participating in sound stations to gain a better understanding and come up with their own definition.They will do experiments, worksheets, and readings. (T/M/A) ● Students individually will write a journal about the best kind of light, how they use light, and what they can do to encourage others in their community to use natural light. (A/T) ● Students individually work on the real world problem presented to them a create a sound or light model for how they would correct the problem. (A/M) ● The whole class after the stations will come together and make a classroom definition for light and sound. (A/M/T)

● (How will you monitor students’ progress toward acquisition, meaning, and transfer during lesson events?) (Formative Assessment)

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We will ask them questions in group discussions to gain a better understanding of if they are following what we are teaching ● We will use check for understanding sheets which allow students to check where they are at, but also allows us to review them and see what they say ● We will look at their journal entries, group projects, and assignments to see how they are doing

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(How will students monitor their own progress toward acquisition, meaning, and transfer?)(Assessment as learning)(rubric?)

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum

Culminating Phase ● Students in groups of three will work together to construct a solution to a sound or light real world problem and then present it to the class. (A/T/M) ● Third Grade students will be assessed with a written test. (M/A)

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Will will give students a pre-quiz and post quiz.The post quiz will only be graded for third graders,, but the other students will self check with a peer and if there are variations then we will go over it as a class. ● Students will present their project to the class and talk about what they learned, and what they still have questions about. ● (What are potential rough spots and student misunderstandings?) ● Students may struggle with concepts because they have never heard of waves or different energy levels all around us. Having an upper level class peer I hope will help with this.

● (How will students get the feedback they need?)

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Through peer discussions, self checks, and teacher feedback on journals, quizzes, and discussions. Also self monitoring during experiments will guide them into the correct direction.

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum