Grade 1

Science PD

Sound & Light

December 16 , 2020

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Please number your school for breakout groups

1. Broadmeadow (hybrid)
2. Eliot (hybrid)
3. Mitchell (hybrid)
4. Newman (hybrid)�5. Sunita Williams (hybrid)

6. Remote

Post your emoji ☺️🤠🤕🐰

(Hold down CONTROL & COMMAND and then press space bar)

Norms

• Be Present
• The meeting will be recorded and the slideshow posted
• Be Curious
• Use the chat for general questions
• Be Open
• Things will likely change!
• Assume best intentions

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Today’s Goals

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(1) Share & discuss feedback from weather/life cycles

(2) Review sound & light resources, share initial feedback

(3) Plan and prepare for sound & light

(4) Discuss timing of science units

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Zoom BINGO!

• Get a pen/marker and paper
• Put your zoom in gallery view
• Write your answer to the question and hold it up to the screen
• Anyone whose screen has a row, column, or diagonal with all the same responses wins

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1. What was the last thing you had to drink?

2. What type of animal was your first pet?

4. What is one thing you are looking forward to this break?

3. What is your favorite holiday food?

Weather/Life Cycle Feedback Roses & Thorns

Hybrid:

• Students liked planting seeds & grass seeds
• Kits were well organized and helpful
• Hands on activities

Remote:

• Students enjoyed seed walk

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Weather/Life Cycle Feedback-Roses & Thorns

Hybrid

• Not enough weather activities
• Some sunflower seeds didn’t grow
• Challenge with sending notebook back and forth
• Plant models took longer than expected
• Hands-on activities were more challenging to manage due to covid restrictions.
• Concern about overlap with K plants & animals unit

Remote:

• Frustration with links not working **
• Remote activities were repetitive**
• Directions in seesaw activities were too wordy and students would benefit from more concise steps.

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hopes/dreams/helpful ideas for future:

Hybrid/Remote

• separate notebooks for each unit.
• more clear schedule with lesson plans and seesaw lessons easily accessible.
• other ways to showcase thinking in addition to making predictions and recording observations.
• incorporate a STEAM challenge or extension instead

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Weather/Life Cycle Feedback-student assessments

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• All students could explain: Plants have seeds, which have parts to help them grow
• Most students could explain parts of a plant
• 70-80% could explain life cycle of a plant

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Sound & Light Resources

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3 Cheers to Science Center team!

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Resources/Documents

• Hybrid Plan Grade 1 (refer to original lessons)
• Sound & Light Science notebook (hybrid)
• Sound & Light Slides
• Remote Academy Document

What do you know about Sound & Light

• Cut from 10 in person 45 minute lessons to 7 30 minute in person lessons
• Read alouds/videos in remote lessons
• unit culminates with sending a signal with light design challenge
• hybrid lessons repeat
• Remote kits for remote academy students

- new lesson numbers (with old teacher guide links)

- seesaws complete for remote lessons (only include one seesaw)

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Sound & Light standards

1-PS4-3. Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light.

1-PS4-4. Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.

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1-PS4-1. Demonstrate that vibrating materials can make sound and that sound can make materials

vibrate.

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Science pedagogy and Science Talks

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“Imagine a classroom where students have just completed a science investigation and a whole class discussion is underway. Students put forth competing ideas in their clearest and strongest form, even though some ideas may turn out to be more correct than others. Students explain their ideas in detail with evidence. They listen carefully to each other with respect. Students take seriously and evaluate their own and others’ competing ideas. In other words, they are intellectually engaged”

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What are the Tenets

of Science Talks? Chat it!

science talk moves

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• Teacher acts as a guide
• Based around a guiding question/inquiry (e.g. why does the rubber band make sound? do all objects make sound?)
• Students listen actively to each other
• The conversation is focused, coherent, rigorous, and leads to deep conceptual understanding.
• Students are motivated to participate and want to go public with their thinking, feeling like they have a stake in the conversation.
• Science talk video�

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Grade 1 Science

Hybrid Lessons

Sound and Light

Needham Science Center

• Google Slides- Teachers please make a copy *

Sound and Light Extra Resources

Brainpopjr. Sound

Read Aloud: Light is All Around Us

Sending Messages with Light and Sound ebook in Epic

https://watchkin.com/77a9ea4f4b Bear’s Shadow read aloud

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Sound and Light Preparation Lesson 1: At Home

Seesaw Activity:

Listen to the story Listening Walk in seesaw and complete activity in seesaw.

Seesaw Listening Walk

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Learning Goal(s)

1. Students recognize they use their ears to hear sound.
2. Students record observations

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Sound and Light Preparation Lesson 2: At Home

Seesaw Activity:

1. Listen to the story Oscar and the Bat by Geoff Waring in seesaw. Oscar and the Bat Seesaw

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Learning Goal(s)

• Students recognize they use their ears to hear sound.
• Students will communicate ideas using basic evidence

Sound and Light Lesson 1: In School

1. Observe: We will go on a listening walk to notice sounds.

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2. Record: Use your science notebook:

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• Check off sounds you hear
• Draw sounds in the blank boxes.

Learning Goal(s)

• Students recognize they use their ears to hear sound.
• Students record observations

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Sound and Light Lesson 2: In School-Slide 1 of 3

Observing sounds with our senses.

Materials: � Tongue Depressors

Cups

Rubber Bands

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Tongue depressor on table.

Rubber band around cup.

Learning Goal(s)

• Students will be able to test how sounds are made with different materials.
• Students will begin to identify that sound is made by vibrating materials
• Students will begin to explain that vibrating materials make sound

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Sound and Light Lesson 2: In School-Slide 2 of 3

Record: Use your science notebook.

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What did you see?

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Feel?

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Hear?

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Did you notice any vibrations?

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Sound and Light Lesson 2: In School-Slide 3 of 3

Optional Teacher Tuning Fork Demonstration.

Predict: Tap a tuning fork. Put the tuning fork in the water. What will happen?

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Place tuning fork in water.

Tap tuning fork on a table.

What do you notice? Do you see vibrations?

Sound and Light Remote Lesson 1: At Home

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Seesaw Activity:

Listen to Mystery Science: The Secret of Sounds and do head harp activity in seesaw.

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The Secret of Sounds

Learning Goal(s)

• Students will be able to test how sounds are made with different materials.
• Students will begin to identify that sound is made by vibrating materials
• Students will begin to explain that vibrating materials make sound

Sound and Light Remote Lesson 2: At Home

Seesaw Activity:

Watch Generation Genius video “Introduction to Sound” and complete an activity in Seesaw.

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Introduction to Sound

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Reflection questions:

• What is vibration?
• How can you make sound?

Learning Goal(s)

• Students will be able to test how sounds are made with different materials.
• Students will begin to identify that sound is made by vibrating materials
• Students will begin to explain that vibrating materials make sound

Sound and Light Lesson 3: In School-Slide 1 of 4

Spoon Gong Instructions:

1. Place the spoon gong cup near your ear.
2. Tap the spoon with a pencil.
3. Listen to the sound in the cup.

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Explore:

• Move the cup away from your ear.�Tap the spoon with a pencil.

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• Tap the spoon, then touch the string.

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Spoon gong cup

Learning Goal(s)

• Students will be able to test how sounds are made with different materials.
• Students will begin to identify that sound is made by vibrating materials
• Students will begin to explain that vibrating materials make sound

Sound and Light Lesson 4: In School-Slide 2 of 4.

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Share: Use your science notebook to record what you noticed.

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What did you see?

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Feel?

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Hear?

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Did you notice any vibrations?

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Vibration-Speaker-Rice

Prediction: What will happen to the rice when the sound is on?

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Record:

Draw and label in your science notebook.

1. What did you see?
2. What did you hear?
3. Did you observe vibration?

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Sound and Light Lesson 4: In School-Slide 3 of 4

Teacher Demonstration

Sound and Light Lesson 4 In School-Slide 4 of 4

Teacher Demonstration

Share:

• What happens to the rice when the sound is on?

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• What happens to the rice when the sound is loud?

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• What happens to the rice when the sound is soft?

Sound and Light Lesson 4: In School-Slide 1 of 2

Light

Share:

What do you know about light?

Create an idea web.

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Learning Goal(s)

• Students will be able to demonstrate that light can pass through, be blocked or be redirected by objects
• Students will identify differences between opaque, translucent, and transparent objects

Sound and Light Lesson 4: In School-Slide 2 of 2

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Each student will get 1 bag of objects, from group 1 or group 2.

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In your notebook, predict what will happen when you shine your flashlight on the objects.

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Group 1 objects

Group 2 objects

Sound & Light Remote Lesson 3: At Home

Seesaw Activity:

Mini Sound Assessment and Activities

Learning Goal(s)

• Students will be able to demonstrate that light can pass through, be blocked or be redirected by objects
• Students will identify differences between opaque, translucent, and transparent objects

Sound & Light Remote Lesson 4: At Home

Seesaw Activity:�Listen to the story Oscar the Moth and complete a light scavenger hunt: Oscar and the Moth

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Learning Goal(s)

• Students will be able to iidentify light sources

Sound and Light Lesson 5: In School-Slide 1 of 3

Let’s explore more! How do opaque objects block light?

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Predict what will happen when the light hits the golf tee.

Learning Goal(s)

• Students will observe the behavior of light and shadows
• Students will identify that shadows are created when objects block light

Sound and Light Lesson 5: In School-Slide 2 of 3

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Shadow Pictures

Match the shadow picture on the cards using a flashlight and a golf tee. Draw a label a picture of how you created long and short shadows.

Sound and Light Lesson 5: In School-Slide 3 of 3

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Share

How were the shadows created?

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Could you position the flashlight so there was a long shadow or a short shadow?

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Could you position the flashlight so that there was no shadow?

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Was the shadow different when the flashlight was close?

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When do you see shadows in nature?

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Light and Sound Lesson 6: In School-Slide 1 of 2

Experimenting with Mirrors

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How do mirrors work?

• Do mirrors block light?
• Do mirrors let light go through?
• Does it do something else?

Learning Goal(s)

• Students will observe and identify how light can be redirected by objects

Sound and Light Lesson 6: In School-Slide 2 of 2

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Experiment with a mirror and flashlight.

Can you use the mirror to:

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1. Redirect light onto the ceiling?

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• Redirect light onto floor? Wall?

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• Use two mirrors to shine light around an object?

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Sound and Light Remote Lesson 5: At Home

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Seesaw Activity:

Watch Mystery Science video “What if There Were No Windows?” and make a stained glass window: What if there were no windows?

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Reflection Questions:

1. How does light pass�through different materials?

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Learning Goal(s)

• Students will be to explain that light can pass through, be blocked, or be redirected by objects
• Students will be able to identify differences between opaque, translucent, and transparent
• Students will observe how various materials let light pass through

Sound and Light Remote Lesson 6: At Home

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Seesaw activity:

Watch “Shifting Shadows” video, trace shadows and observe how they change over time: Shifting Shadows

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Learning Goal(s)

• Students will observe how shadows change over time
• Students will observe that shadows are dark areas that results from light being blocked.
• Students will share and record observations

Sound and Light Lesson 7: In School, Day 1- Slide 1 of 3

Read: Sound and Light ebook Page 69-76

User Name: sciencecenter@needham.k12.ma.us

Password: Sciencecenter

Sending Signals with Sound

Learning Goal(s)

• Students will apply what they learned about light to design a device that sends a light signal over a distance
• Students will plan, create and improve a device that sends light over a distance

Sending Signals with Light Design Challenge Problem:

Help Alex plan a sleepover party. Alex wants to invite three friends by sending them a secret light signal.Use the map and materials below to send the signal.

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4 mirrors

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Construction Paper

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FlashLight

Mylar

4 mirror stands

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Alex’s Neighborhood Map

Card Stock for drawing person at last house.

Tissue Paper

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Sound and Light Lesson 7: In School, Day 1-Slide 2 of 3

Sending Signals with Light Design Challenge Set Up:

Alex’s Neighborhood Map

1. Draw a picture of a friend or pet that Alex invited to the party. Put that drawing on the “stand party guest” spot.
2. Stand the supermarket.

Start the light signal at Alex’s House.

Challenge:Design a secret light signal to send to 3 friends.The secret light signal must hit every house that has a balloon. The balloons represent Alex’s 3 party guests.

Activity: Give students the materials. Have students start the challenge.

Sound and Light Lesson 10: In School, Day 1- Slide 3 of 3

Sound and Light Lesson 7: In School, Day 2- Slide 1 of 2

Sending Signals with Sound

Review ideas that worked or did not work from previous day.

Present Challenges:

First Challenge: Use Alex’s Neighborhood map and the materials to design a light signal to 3 friends.

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Second Challenge: Design a light signal that sends a message. Example Date and time.

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Third Challenge: Design your own light signal. Use the map or draw your own map on the back of the paper.

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Sound and Light Lesson 7: In School, Day 2-Slide 2 of 2

Sending Signals with Sound

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Record: Use the map in your Science Notebook and draw how you sent your light signal.

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How did you improve?

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Optional Assessment:

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Sound and Light Lesson 7: In School, Day 2-Slide 3 of 3

Sending Signals with Sound

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Share:

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1. Which challenge did you try.
2. How did you send the light signal?
3. What did you do that worked well?
4. What did you do that did not work?
5. How can you improve your light signals?

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I noticed that when my light hit the construction paper the light did not go through

Sound and Light Remote Lesson 7: At Home

Seesaw Activity:

Listen to the Mystery Science story “Gabrielle and the Tugboat” and tell how you could send a message with sound: Gabrielle and the Tugboat

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Learning Goal(s)

• Students will identify a way to send a message with sound

Sound and Light Remote Lesson 8: At Home

Seesaw Activity:

Complete the light assessment:

Light Assessment

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Learning Goal(s)

• Students will sort objects based on how much light can pass through
• Students will explain how shadows are made

Break out Groups

1. Take 10-15 minutes to review resources
1. Meet with your school based group-
1. What are you excited about? What will students find engaging?
2. How will you support all students?
3. What challenges do you foresee?
4. Do you have any suggestions for adaptations/ improvements?

3. Choose one person to share from your group

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Sound & Light Logistics

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1. For Hybrid- In person and at home activities repeat
2. Week 1 at home is NOT repeated (used as a prep lessons for the gold cohort, but not blue)
3. Science notebooks can stay in school (hybrid)
4. Two materials will need to go home (yarn, frames and tissue paper, chalk)
5. Science notebooks used for remote academy

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Other Resources

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• School weather stations (Newman reporting in 2020-21)
• SC online library
• SC staff! (Lisha Goldberg, Kate Schulein, Jane Borjas, Richard Sutton, Michele Marram, Elaine Kohen)

Email sciencecenter or call 781 455 0475

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Sound & Light Wrap up

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• What are the main themes/goals of the unit?
• What is a next step for you?
• What questions/concerns do you have or what other resources do you need?

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Possible Grade 1 Arc of the year

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Wrap up

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(1) Share & discuss feedback from weather/life cycles

(2) Review sound & light resources, share initial feedback

(3) Plan and prepare for sound & light

(4) Discuss timing of science units

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1. What is one thing you gained from today’s PD?
2. Do you have any burning questions/concerns?

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Thank you!

Let us know your thoughts in the feedback form

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