Curriculum Map for 1st grade Light and Sound

Sophie Williams, Mrs. Duitsman

Lesson 1: Lesson 2: Can you change Lesson 3: How does sound Lesson 4: Can you bend a Lesson 5: How do we
Vibrations/Light Waves sound? travel to our ears? ray of light? communicate with light
10/5/2020 10/7/2020 10/13/2020 10/15/2020 and sound?
10/20/2020
Standards PS1-1-1. PS1-1-1. PS1-1-1. PS1-1-1. PS1-1-1.
PS1-1-2. W.1.5 PS4.A SL.1.3 PS4.A
SL.1.3 SL.1.3 PS1-1-4. PS4.B
SL.1.5 PS4.C
Lesson Students will be able to Students will be able to plan Students will be able to Students will be able to Student will be able to
Objectives understand and explore and build a rubber-band box investigate and explore investigate and explore investigate how to
the differences between to investigate how to how sound travels to our how to bend a ray of communicate using light
transparent, translucent, change the volume and ears. light. and sound.
and opaque. pitch of sound.
Integration Speaking and Listening – Speaking and Listening- Speaking and Listening – Speaking and Listening – Speaking and Listening –
Explain the concept of Explain the concept of The students will listen as The students will listen as The students will be able to
vibrations and light changing sound and they learn about how I explain how you can listen to the different
waves while the students demonstrate how to use the sound travels to our ear. bend a ray of light. examples of how light and
think about and inquire rubber bands to explore Engage/Explore – The Explore/Elaborate – The sound communicates and
about the content. volume and pitch. students will have the students will use a they will brainstorm their
Engage – Students will Engage/Explore - students opportunity to create and mirror, paper and a own examples as well.
engage through feeling will engage through taking explore the vibrations that flashlight to explore the Elaborate/Explain – The
the vibrations on their turns plucking the rubber are made when they hit a concept of reflection. students will elaborate and
throats as they hum. Use bands and listening to the metal spoon with a pencil. Engage – The students explain how different
lights to see different different sound that they Elaborate – I will be able to will engage in the lesson versions of light and sound
objects. make. elaborate on the principles through answering communicate to us.
Explore – Students will Elaborate-Students will taught through the video questions that relate to Crosscutting Concepts –
explore sounds by elaborate on the and through explanation as the topic and through Patterns and cause and
listening quietly to their observations that they make I model how to make a engaging in the materials effect.
surroundings. Students by drawing and writing on metal spoon vibrate. The to learn more about the
will discuss different their worksheet. students will be able to concept on their own.
sounds that they heard Crosscutting concepts – elaborate on their Crosscutting concept –
 and observe the Patterns and cause and observations as they Cause and Effect
vibrations on their throat effect explore the vibrations
as they hum. themselves.
Crosscutting concept – Crosscutting concepts –
Cause and effect Patterns and cause and
effect
Literacy Light is All Around Us by Student Investigation Sheet: How the Ear Works: Student Investigation Communication over
Resources Wendy Pfeffer Predict, Plan, Observe YouTube Video Sheet: Predict, Plan, Distances
Observe
Laws of Reflection:
YouTube Video
Assessmen The students will draw a Students will demonstrate Students will demonstrate Students will After playing the video
t Plan picture answer the their understanding of their understanding of demonstrate an about different ways that
questions, “How can you volume and pitch as they vibrations and sound as understanding of the light and sound
change sound and bend make their own rubber- they hit the metal spoon concepts as they answer communicate with us, I will
light?” This will be done band box. I will walk around with their pencil. As they questions such as, ‘What invite the students to turn
on paper. I will also be the classroom and ask the do so, I will walk around must reflect in order for to their partners and share
using oral assessment students if they know which the classroom and ask you to see yourself?’, the things that they
through questions that I rubber band makes a lower questions to address their ‘What source of light learned from the video. As
ask to get them thinking. pitch and which one makes understanding of the made it easier for you to they do so, I will walk
I will also give the a higher pitch. I will also use concept. These questions see in the mirror?’, around the classroom and
students each three a worksheet that invites the include: ‘What made the ‘Where have you seen listen to make sure that
different cups and ask students to circle the sound spoon vibrate?’, ‘Will the objects that reflect?’ In they are understanding the
them to look at the cups in each pair that has a spoon sound different addition, the students concepts. I will also allow
and use their flashlights greater volume. when the string is tied will fill out the student the students to listen to
to figure out which one is around it than it does investigation sheet to different sounds and
transparent, which one is without the string?’ etc. In make predictions about discuss what the different
translucent and which addition, I will invite the what happens when they sound communicate. In
one is opaque. We will students to draw a picture bend light, and make a addition, I will have the
have an oral discussion of how sound travels from plan for bending the light students write down some
about what they learned. my voice as the teacher to to hit a certain target. of the light and sound
their ears. objects that they think can
communicate.