EDIS 3415 Lesson Sequence
Fall 2020
Candidate’s Name: Grade: Title of the Lesson Sequence:
Heather White 1st grade Light and Sound
Standard (s): Resources/Materials:
S1P1. Obtain, evaluate, and communicate information to investigate light and sound. Monday:
Objective (s):
- Students will be able to explain how light is required to make objects visible.
- Students will be able to compare different sources of light.
- Students will be able to explain that vibrating materials can make sound and that sound can make materials vibrate.
- Students will identify emergency alert lights and/or sounds and understand how it communicates over a distance.
- Students will identify a soft or loud sound.
- Students will understand how light refracts and reflects.
link:
[Link]
essons/communication-over-distances-
video-for-kids/
Tuesday:
- recording worksheet
-Tuning fork
-bowl of water
-plastic cups
-covering material
-rubber bands
-marbles and paper clips
Wednesday:
-Flashlight
-Mirror
-Small cardboard boxes
-Hole punches
-recording worksheet
Thursday:
-iPads
-highlighters, crayons, or markers
-word search
Friday:
[Link]
v=Er0lHlXVCIE
Monday:
-Pictures of different lights
-Different sounds
-Interactive notebooks
5E Cycle-Identify D Opening Activity: Work Session: Closing Activity: Assessment: Modifications/Differe
the “E” a ntiation Strategies:
y
:
- Students will be given 10 - Students will receive a -Students will watch a Choral Response- Differentiation: Students
Engage 1 minutes to sort the different handout. The handout video from Generation In response to a cue, will be provided with
will be named, “What’s Genius called all students will various delivery formats
pictures to the correct
that sound?” They will “Communication Over respond verbally at such as a video, group
sorting mat. Each student the same time. The discussion and worksheets.
listen to different Distances,” which will
will have a light and sound provide a review over response will be the Students also can be given
sounds, i.e., an alarm
sorting mat on their desk. It clock, whistle, whisper, light and sound. students answering more than 10 minutes to
will contain boxes for the band, baby bird, cat review questions complete the sorting mats
students to place the from the day, such if needed.
purring, a baby crying
as, Is a fire a natural
correct picture to the mat. and a small bell. They
or artificial light? Is
For example, the light mat will identify the sound a light bulb a natural
will have pictures of a lamp, they think they are or artificial light?
moon, light bulb, fire, sun, hearing as well as depict And is a baby crying
etc. The sound mat will have if the sound is a loud or a soft or loud
a soft sound. sound? Is a whisper
pictures of a bell, radio,
- Students will receive a a soft or loud
drum, telephone, etc.
handout. The handout sound?
- After 10 minutes are given will be named, “Lights
to the students to work On!” They will look at
independently, they will different pictures such
assess their prior knowledge as a flashlight, lightning
by going over the correct bolt, lamp, fire, lightning
places for the pictures on bugs, light bulb, stars,
the sorting mat. etc. They will decide
whether the light is a
natural light or an
artificial light.
- Students will observe the - Students will experiment - Students will Observation- Walk Differentiation: Students
Explore 2 teacher put a tuning fork in a on their own exploring review sound around the will be provided with
bowl of water. They will record sound. through an classroom and various delivery formats
what they observed by drawing - Students will be asked to interactive observe students as such as hands on and group
what they saw happen. (A place covering materials anchor chart. they experiment discussion. Students can be
tuning fork serves as a useful over a plastic cup and to with sound to check assisted/guided by the
illustration of how a vibrating make sure it is tight. for learning. The teacher to help them
object can produce sound.) They will be asked to teacher will make complete the experiment if
secure the covering note of students who needed.
seem to understand
material with a rubber
that sound is
band. Place the objects
produced when an
(marbles and paper object vibrates and
clips) on top of the cup. students who seem
They will be instructed to be struggling with
to get down CLOSE to the main concept of
the cup and say their the experiment.
name and record what
happens.
Explore 3 - Students will observe the - Students will each get a - Students will Observation- Walk Differentiation: Students
teacher shining a flashlight small cardboard box. review light around the will be provided with
onto a mirror. The beam of They will place small through an classroom and various delivery formats
light will reflect off of the beads into the box. They interactive observe students as such as hands on and group
mirror. Students will record will use a hole punch to anchor chart. they experiment discussion. Students can be
what they observed by drawing poke 1 hole into the box with light to check assisted/guided by the
what they saw happen. and look into the box. for learning. The teacher to help them
Students will record teacher will make complete the experiment if
note of students who needed.
what they see. Students
seem to understand
then will use the hole
that light is needed
punch to poke more to observe the
holes into the box and objects in their
look into the box and boxes and students
record what they who seem to be
observed. struggling with the
- After experimenting, main concept of the
they will explain experiment.
whether they need light
to see objects. They will
be asked to use
evidence from their
experiment.
- The teacher will start with - The teacher will review - Students will Observation- The Differentiation: Students
Explain 4 asking 2 questions to the class vocabulary words that use a word teacher will use will be provided with
to assess what they have they have used during search and PowerPoint to various delivery formats
learned. activities throughout the highlight or observe each such as partner discussions,
- 1. Sound is created when week with the class: color their student’s work that group discussion, lecture,
matter is? Explain. reflect, refract, sound, vocabulary was assigned to technology and
- 2. Light travels in a what type light, pitch, volume, words. them. On the independent work.
of line? Does it refract and electricity, waves, and - Together, as PowerPoint, they are
able to listen to the
reflect? Explain. shadow. a class, there
words and
- Students will work with a - They will independently will be a
definitions and drag
partner and discuss the use their iPads to match discussion on each definition to
answers to the questions the correct vocabulary explaining the correct term.
together. description to the the The work from each
- Partners will share answers. correct term. vocabulary student is available
words. for the teacher to
observe.
- Review will take place on - Students will work - The students Oral Questioning- Differentiation: Students
Elaborate 5 everything they have learned independently on will have When asking the will be provided with
about light and sound through worksheets over light reviewed students extension various delivery formats
class discussion. and sound. They will light and questions, the such as group discussion,
review all they have sound and teacher will independent work, and a
learned: Loud and soft should begin determine from the video.
sound worksheet, light to responses if the
energy sort worksheet, understand class seems to
understand the
sources of light the content.
concept of light and
worksheet. - The students
sound.
will then
watch a video
that explains
in more
detail how
light and
sound work.
- The students
will be asked
if they think
that a paper
towel roll
would be a
good way to
alert us of an
emergency?
Why or why
not? If not,
what would
be a good
emergency
alert?
- Ask students
how do light
and sound
keep us safe?
Ask students
what type of
sounds do we
hear at
schools, in
the
community
and why?
Why do alert
signals use
flashing
lights?
6 - Students will listen to different - In a science interactive - Students will Journal Entry- Differentiation: Students
Evaluate sounds and work with a notebook, students will share either students record in a will be provided with
partner to determine if it is a draw pictures of sound their sound journal their various delivery formats
soft or loud sound and what makers and label where or light understanding of the such as group discussion,
the sound is. or how the sounds are picture to the topic, concept, or independent work, and
- Students will observe different made. class and will lesson taught. The partner work.
lights and determine with a - Next, they will draw a explain their teacher reviews the
partner if the light is natural or light source and tell how picture. entry to see if the
student has gained
artificial. shadows are made.
an understanding of
the topic, lesson, or
concept that was
taught. In this case,
the teacher uses the
pictures they drew
in their interactive
notebook to
determine if they
understand.