Elayna Guerrero

Mrs. Jacobs

EDIS 3223

24 March 2021

Scope and Sequence Description

1) The theme and topic of my integrated mini unit is Light.

2) The content areas that will be addressed within the integrated mini-unit are science and

English language arts.

3) The mandated curriculum standards that will be the focus of the integrated mini-unit

are…

 S4P1. Obtain, evaluate, and communicate information about the nature of light

and how light interacts with objects.

a. Plan and carry out investigations to observe and record how light interacts

with various materials to classify them as opaque, transparent, or translucent.

b. Plan and carry out investigations to describe the path light travels from a light

source to a mirror and how it is reflected by the mirror using different angles.

c. Plan and carry out an investigation utilizing everyday materials to explore

examples of when light is refracted.

(Clarification statement: Everyday materials could include prisms, eyeglasses,

and a glass of water.)

 ELAGSE4W7 Conduct short research projects that build knowledge through

investigation of different aspects of a topic.

  ELAGSE4W8 Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes and categorize information and

provide a list of sources.

4) Light develops the interests of my students by taking something they already know some

information about and searching deeper for meaning and understanding. My students

already know that light exists and that it helps us see. Learning more about light during

this mini-unit will broaden my students’ interest in light. At this point, it is as if they do

not know what they do not know. I will also be able to incorporate some of the students

already existing interests into the lessons. The class could experiment with reflection and

refraction by seeing how light interacts with objects they find interest in such as balls,

mirrors, books, and other material things in which my students express interest.

5) The experiences that children have at home with their families help to support my

teaching in the classroom while the students are learning. For example, students have

seen things happen at home that are related to learning about light, however, they may

not connect the experiences to what is being learned in the classroom. I, as the teacher,

could help the students to make those connections to solidify the concepts about light.

Students may have tried to look through a water bottle of a glass of water before. This

experience that they have had at home with their families can be used and related to

learning about how light refracts. Many more experiences at home and with families can

help to solidify and expand on topics that are covered at school. This also helps students

to transfer their knowledge to other subjects as well as to life outside school.

6) Resources that exist to support the teaching and learning of this theme or topic.

 Smart Board, PowerPoint, i-Pad, etc.

  Opaque items: balls, t-shirts, soda cans, hands, etc.

 Translucent items: sunglasses, single sheet of paper, Tupperware etc.

 Transparent items: window, glasses, magnifying glass, glass of water, air etc.

 Paper, pencils, internet, etc.

7) Some community resources that can be used to complement and extend the teaching and

learning of light include businesses with large windows that students can go into and look

through and investigate to find out that they are translucent and refract light as it passes

through it. Other community resources could be stores, doctors offices, and much more

that children can experiment with items they see around them and question people in the

community about what they see as well.

8) Investigating and experimenting with light can develop students socially as they work

with others during the experiment and communicate their findings and wonderings with

each other. This collaboration also helps students develop relationships with each other.

Students can show emotional development as they show pride in their accomplishments

and discoveries as well as disappointment when they get stumped in their experimenting.

Physical development can be seen in the fine motor skills that are enhanced by students

using their hands to manipulate objects as they discover how light interacts with it. They

can also develop their gross motor skills by bending, walking, lifting, and turning their

bodies during experimentation. Students can also develop intellectually/cognitively

through the experimentation that will be done in the three content lessons. This

investigating will allow and urge students to scaffold and alter their thinking as they gain

knowledge, skills, and dispositions as the problem solve to learn about light’s interactions

with the world.

Learning Grouping of Content of Multiple Bloom’s Affective Connections Connections to
Experienc Students standards Intelligences Taxonomy Dimensions of to DAP Theories of
e addressed Cognitive Creativit Creativity and
y Learning

1. Introduction Whole S4P1a Linguistic Hypothesize Curiosity: 7. Children learn in an Constructivist theory
(What is light group -wondering, integrated fashion that (Jean Piaget):
and how do Logical- Justify puzzling about cuts across academic creativity is a type of
things interact Individual mathematical something disciplines or subject problem solving that
with it?) Predict -playing with ideas areas. – The students will depends on the child’s
Musical -following intuition be developing their thinking process.
to see what writing and language Students will
Naturalist happens skills while hypothesize based on
simultaneously how their creative
Imagination and experimenting with and thinking process
fantasy: discovering about light allows them to predict
- the ability to form and the science behind it. how light will interact
rich and varied Both science and ELA with different things.
mental images subject areas will be
(“what if”/ “as if”) covered.
- an intuitive sense
pf what might be or 4. Although general
what something progressions of
might become development and
learning can be
identified, variations due
to cultural contexts,
experiences, and
individual differences
must also be considered.
– The hypotheses that the
students make at first
will be largely influenced
by their experiences,
backgrounds, and
individual differences.

2. Supporting Whole group S4P1a Linguistic Assemble Curiosity: 3. Play promotes joyful Vygotsky: theorizes
Lesson 1 -wondering, learning that fosters self- that a hands-on,
(Exploring Small group ELAGSE4W Interpersonal Collect puzzling about regulation, language, interactive
objects 7 something cognitive and social environment is
interactions Logical- Describe -playing with ideas competencies as well as children’s opportunity
with light) ELAGSE4W mathematical -following intuition content knowledge to work together.
8 Compare to see what across disciplines. – The Students will be
Spatial happens students will be playing experimenting with
Contrast as they investigate and light hands-on and
Naturalist experiment to discover working together to
Classify Complexity: how light passes through problem solve.
-seeking many objects.
different Triarchic Theory of
alternatives 6. Children’s motivation Creativity (Robert J.
-seeing missing to learn is increased Sternberg): students
parts and sensing when will use three types of
how to move their learning abilities while
between what is environment fosters their learning;
and what could be sense of synthesizing,
belonging, purpose, and analyzing, and
Risk-Taking: agency. Curricula and practicing as they
- a willingness to teaching methods build investigate and
express ideas to on each child’s assets by experiment with
others connecting their objects that are
- the courage to experiences in the school opaque, translucent,
expose self to or learning and transparent.
criticism or failure environment to their
- the confidence to home and community Bronfenbrenner: The
follow a hunch and settings. interactions,
‘invest’ in a connections, and
humble idea influences that the
environments outside
of school have on a
child is very
important as they can
use these experiences
to scaffold the new
knowledge of how
light passes through
objects.
3. Supporting Whole group S4P1b Linguistic Assemble Curiosity: 3. Play promotes joyful Vygotsky: theorizes
Lesson 2 -wondering, learning that fosters self- that a hands-on,
(Exploring Small group ELAGSE4W Interpersonal Collect puzzling about regulation, language, interactive
reflection) 7 something cognitive and social environment is
Logical- Describe -playing with ideas competencies as well as children’s opportunity
ELAGSE4W mathematical -following intuition content knowledge to work together.
8 Classify to see what across disciplines. - The Students will be
Spatial happens students will be playing experimenting with
Manipulate as they investigate and light hands-on and
Naturalist experiment to discover working together to
Complexity: how light reflects off of problem solve.
-feeling challenged objects.
to do things in a Triarchic Theory of
detailed way 6. Children’s motivation Creativity (Robert J.
-seeking many to learn is increased Sternberg): students
different when will use three types of
alternatives their learning abilities while
-seeing missing environment fosters their learning;
parts and sensing sense of synthesizing,
how to move belonging, purpose, and analyzing, and
between what is agency. Curricula and practicing as they
and what could be teaching methods build investigate and
on each child’s assets by experiment with
Risk-Taking: connecting their objects that reflect
- a willingness to experiences in the school light.
express ideas to or learning
others environment to their Bronfenbrenner:
- the courage to home and community students will be able
expose self to settings. to use the knowledge
criticism or failure and skills that they
- the confidence to have learned at home
follow a hunch and and in the community
‘invest’ in a and from other people
humble idea to build on to what
they learn about
reflection in school.

4. Supporting Whole group S4P1c Linguistic Assemble Curiosity: 3. Play promotes joyful Vygotsky: theorizes
Lesson 3 -wondering, learning that fosters self- that a hands-on,
(Exploring Small group ELAGSE4W Interpersonal Collect puzzling about regulation, language, interactive
Refraction) 7 something cognitive and social environment is
Logical- Describe -following intuition competencies as well as children’s opportunity
ELAGSE4W mathematical to see what content knowledge to work together.
8 Classify happens across disciplines. - The Students will be
Spatial students will be playing experimenting with
Manipulate as they investigate and light hands-on and
Naturalist Complexity: experiment to discover working together to
-feeling challenged how light refracts off of problem solve.
to do things in a objects.
detailed way Triarchic Theory of
-seeking many 6. Children’s motivation Creativity (Robert J.
different to learn is increased Sternberg): students
alternatives when will use three types of
-seeing missing their learning abilities while
parts and sensing environment fosters their learning;
how to move sense of synthesizing,
between what is belonging, purpose, and analyzing, and
and what could be agency. Curricula and practicing as they
teaching methods build investigate and
Risk-Taking: on each child’s assets by experiment with
- a willingness to connecting their objects that refract
express ideas to experiences in the school light.
others or learning
- the courage to environment to their Bronfenbrenner:
expose self to home and community students will use their
criticism or failure settings. experiences and
- the confidence to connections within
follow a hunch and 9. Used responsibly and the community to
‘invest’ in a intentionally, technology back up and scaffold
humble idea and interactive media can on to the discoveries
be valuable tools for made about refraction
supporting children’s in the classroom.
development and
learning.

5. Closing Whole group S4P1(all) Linguistic Hypothesize Risk-Taking: 8. Development and Triarchic Theory of
- a willingness to learning advance when Creativity (Robert J.
ELAGSE4W Logical- Synthesize express ideas to children are challenged Sternberg): students
8 mathematical others to achieve at a level just will use two of the
 Justify - the courage to beyond their current three types of abilities
Bodily- expose self to mastery and when they while learning;
kinesthetic Conclude criticism or failure have many opportunities synthesizing and
to reflect on and practice analyzing as they
Naturalist Imagination and newly acquired skills. – draw conclusions
fantasy: The students will be about how all of the
Musical - the ability to form reflecting on their objects’ interactions
rich and varied original hypothesis and with light are similar
mental images discoveries they have and different.
(“what if”/ “as if”) made through
- an intuitive sense experimentation to draw Bronfenbrenner:
pf what might be or conclusions about light. students will draw
what something This process will conclusions using
might become challenge them to think their home experience
and achieve beyond their and influences, as
current mastery. well as what they
learned about light to
synthesize a final
conclusions about
how light interacts
with the world.