Science Curriculum. Grade One Unit Three Light and Sound

Transcription

1 Science Curriculum Grade One Unit Three Light and Sound

2 Course Description In unit one, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year. In unit two, students build on the science concepts of weather and how the Sun warms Earth s surface, introduced in kindergarten. They use new tools and methods to enrich observations. Students find out about properties of air by exploring how objects interact with air. Students observe daily changes in air temperature and connect them to the daily movement of the Sun in the sky. They monitor changes in hours of daylight over the seasons and connect them to changing weather conditions. And they find the Moon in the day and night skies and monitor its movement over the month. In unit three, students learn that sound comes from vibrating objects. They explore how to change sound volume and pitch, and develop simple models for how sound travels from a source to a receiver. With light, students also work with sources and receivers. They find out what happens when materials with different properties are placed in a beam of light, and explore how to create and change shadows and reflections. Students explore how to use sound and light devices to communicate information and compare the ways that animals use their senses (ears and eyes) to gather information about their environment. In unit four, students observe firsthand the structures of plants and discover ways to propagate new plants from mature plants (from seeds, bulbs, roots, and stem cuttings). They observe and describe changes that occur as plants grow, and compare classroom plants to those in the schoolyard. They design terrariums (habitat systems) and provide for the needs of both plants and animals living together in the classroom. Students explore variation in the same kind of organism, including variation between young and adults. They learn about the behaviors of parents to help their young (offspring) survive. And they explore structure and function relationships as they sort different kinds of animal and plant structures. Throughout all units, students engage in science and engineering practices by collecting and interpreting data to build explanations and designing and using tools to answer questions. Students gain experiences that will contribute to the understanding of the crosscutting concepts of patterns; cause and effect; systems and system models; and structure and function. 2 Page

3 Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include: 3 Page

4 Pacing Chart This pacing chart is based upon 160 minutes of instruction per cycle (roughly 120 days). Unit 1 Engineering & Design 10 days Unit 2 Weather & Air on Earth 30 days Unit 3 FOSS Sound & Light 40 days Unit 4 FOSS Plants & Animals 40 days Unit Summary In this unit of study, students develop an understanding of the relationship between sound and vibrating materials as well as between the availability of light and the ability to see objects. The idea that light travels from place to place can be understood by students at this level by placing objects beam of light and determining the effect of the different materials. The crosscutting concept of cause and effect is called out as an organizing concept for the disciplinary core ideas. Students are expected to demonstrate grade appropriate proficiency in planning and carrying out investigations, constructing explanations, and designing solutions. Students are also expected to use these practices to demonstrate understanding of the core ideas. Student Learning Objectives construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.] (1-PS4-2) beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.] (1-PS4-3) materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.] (1-PS4-1) beam of light. [Clarification Statement: Examples of 4 Page

5 materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.] (1-PS4-3) materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.] (1-PS4-1) NJDOE Student Learning Objective Essential Questions Content Related to DCI s Sample Activities Resources Investigation 1: Part 1 construct an evidence-based account that objects in darkness can be seen only when illuminated. (1-PS4-2) What causes sound? Vibration is rapid back-and-forth motion. Vibrating objects make sound; sound always comes from a vibrating source. Objects stop making sound when they stop vibrating. Embedded Assessment Students discuss common animals, machines, and objects that make sound. They use cups with rubber bands and flat sticks to produce sound. They focus on the source of the sound and find that is vibrating. Students explore a table fiddle to confirm their observations. They find that sounds always come from objects that are vibrating, and that vibrating objects always make sound. Science notebook entry Making sounds Resource book: Vibrations and Sound 5 Page

6 Investigation 1:Part 2 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) What kind of sounds are easy to identify? Vibrating objects make sound; sound always comes from a vibrating object. Sound can make objects vibrate. Sounds can convey information. Ears are one kind of sound receiver. Embedded Assessment Performance assessment Students practice sound discrimination by listening to the sound that objects make when dropped. They work with a partner to identify objects by the properties of their sound. They investigate how tuning forks and a tone generator make sounds and observe the effect of those sounds on other objects. Science notebook entry: Hearing Sounds Science Resource Book Listen to This 6 Page

7 Investigation 1 Part 3 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) What information does sound give us? Ears are one kind of sound receiver. Sound sources can be natural or human-made. Words can describe the sounds objects make. Students go outside and sit quietly to listen for sounds in the environment. Some sounds are the result of human activities, and some have natural sources. Students attempt to determine the sound source for each environmental sound they identify. Investigation 1 I-Check Benchmark Assessment NGSS Performance Expectation addressed in this investigation Science notebook entry Answer the focus question Online Activity Sorting 7 Page

8 Investigation 2:Part 1 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) How can we make loud and soft sounds? Vibration is a rapid back-and-forth motion. Vibrating objects make sound/sound always comes from a vibrating source. Volume is how loud or soft a sound is. Students investigate two systems: the one string guitar and the xylophone. They confirm that sounds come from objects that are vibrating, and that vibrating objects always make sound. Sound can be stopped by stopping the object s vibration. The added concept is that sounds can differ in volume over a range from soft to loud. Students find a relationship between the amount of energy used to produce a sound and the volume of the sound. Science notebook entry Changing volume Science Resources Book Animal Ears and Hearing Embedded Assessment 8 Page

9 Investigation 2: Part 2 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) How can we make low-pitched and highpitched sounds? Pitch is how high or low a sound is. Large objects tend to vibrate slower than small objects. High pitched sounds come from objects that vibrate rapidly. Embedded Assessment Performance assessment Students observe the volume and pitch of the table fiddle. They use the one-string guitar and xylophone to change the pitch of the sound. Science notebook entry: Changing pitch The Kalimba Science Resources Book Strings in Motion 9 Page

10 Investigation 2: Part 3 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) How does sound travel from the source to the receiver? A system is made of parts that work together. Sound vibrations travel through objects and the air. Drawings can show how sound travels from a source to the receiver. Students use a spoon-gong system to review their understanding of how to produce sound and to develop a simple model of how sound travels. Science notebook entry Spoon-gong Systems Science Resources Book More Musical Instruments Video All About Sound 10 Page

11 Investigation 2: Part 4 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) How can we use sound to communicate over long distances? Vibrating objects make sound; sound always comes from a vibrating object. Engineers design communication devices. Embedded Assessment Performance assessment Benchmark Assessment Investigation 2 I-Check NGSS Performance Expectations addressed in this investigation Students apply their knowledge of how sounds travel t make a device to send whisper messages over a distance. String-Cup Telephone 11 Page

12 Investigation 3: Part 1 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) What makes a shadow? Light sources are objects or systems that give off light (radiate), such as lamps, flashlights, candles, and the sun. Shadows are the dark areas that result when light is blocked. To make a shadow, you need a light source, an object to block the light, and a surface in back of the object. The size of the shadow on the surface changes as the object moves closer to the light source. Students use a flashlight as a light source to find out what happens when you block light with an object. They determine how to position the light source relative to the object and observe the resulting shape and size of the shadow. Embedded Assessment Science notebook entry Making shadows 12 Page

13 Investigation 3: Part 2 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) How can we use the Sun to create shadows? Shadows are the dark areas that result when light is blocked. The length and direction of a shadow depends on the position of the light source. Shadows change during the day because the position of the Sun changes in the sky. Students continue to explore how to make shadows, this time using a natural source of light, the sun. They go outside to look for shadows and determine what objects are creating those shadows. Science notebook entry Sun and Shadows Science Resource Book Playing in the Light Video Light and Shadows 13 Page

14 Investigation 3: Part 3 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) What happens when different materials block light? Light travels away from a source in all directions. Materials that are opaque block light. Materials that are transparent allow light to pass through them. Materials that are translucent allow some light to pass through them. Students use objects made of different materials to see what happens when they place the objects over the lens of a flashlight. Students find that opaque materials block the light. Transparent materials allow light to travel through the material. Embedded Assessment Benchmark Assessment Investigation 3 I-Check NGSS Performance Expectation addressed in this investigation 1-PS4-3 Light and Materials Video All About Light My Shadow 14 Page

15 Investigation 4: Part 1 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) How can we redirect a light beam? Light sources are objects that give off light (radiate), such as lamps, flashlights, candles, and the Sun. A mirror can be used to redirect light. Light travels in straight lines. Mirrors and Light Beams Students are introduced to a mirror as an opaque object with a reflective surface. They use a flashlight and mirror to redirect a beam of light from their desks to the ceiling. The students will go outside and use the mirror to redirect sunlight onto a wall. Embedded Assessment Performance assessment Mirrors and Light Beams (optional) 15 Page

16 Investigation 4: Part 2 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) What can we see with a mirror? Mirror images are the result of light reflected from a surface. Light travels in straight lines. An image produced by something that reflects, such as a mirror, is always reversed. Students explore how they can use a mirror to see things behind them, to the side of them, and on their face. They use a mirror to study and make a drawing of their own eyes. Students discuss photographs that have images reflected from smooth surfaces such as mirrors, glass, and water. Embedded Assessment Science notebook entry Science notebook entry Reflections Science Resources Book Reflections 16 Page

17 Investigation 4: Part 3 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) What can be seen with no light? Light is necessary for animals to see. Animal eyes receive light from objects and transfer the light to the brain to interpret as vision. Animal eyes are not all the same. There are different sizes, shapes, and placements on the head. Students investigate what they can see in the dark, using a small closed box. On the back wall of the box is a card with four images of different shapes and colors. At first, students cannot see anything. As they gradually allow more light into the box, students find that they can first detect shapes and then color. They read about the process of seeing and compare a variety of animal eyes. Embedded Assessment Notebook entry-eyes and Seeing Science Resources Book Seeing the Light Video Light and Darkness 17 Page

18 Investigation 4: Part 4 construct an evidencebased account that objects in darkness can be seen only when illuminated. (1- PS4-2) How can we communicate with light? Light travels in straight lines. Light can be used to communicate over long distances. Flashing lights of different colors communicate different information. students review how to redirect light using one mirror. They design a way to redirect light with two mirrors. Students explore ways to communicate long distances, using light. Embedded Assessment Benchmark Assessment Investigation 4 l-check NGSS Performance Expectations addressed in this investigation Notebook-Designing with Light Science Resources Book Communicating with Light 18 Page

19 What s the Buzz?-make a kazoo-(resource File) Unit Project (Choose 1) Making Shadows -(Resource File) What It Looks Like in the Classroom In this unit of study, students plan and conduct investigations and make observations as they explore sound and light energy. Students describe the relationships between sound and vibrating materials and the availability of light and the ability to see objects. They also investigate the effect on a beam of light when objects made of different materials are placed in its path. Throughout the unit, students will use their observations and data as evidence to determine cause-and-effect relationships in the natural world. Students begin this unit by observing objects with and without available light. They need opportunities to observe a variety of objects in both illuminated and non-illuminated settings. For example, observations could be made in a completely dark room, or students can use a pinhole box to observe objects. Students can also watch videos of cave explorers deep in the earth, using light from a single flashlight. With experiences such as these, they will come to understand that objects can be seen only when illuminated, either from an external light source or by when they give off their own light. Next, students plan and conduct simple what happens to a beam of light when objects made of various materials are placed in its path. Students need the opportunity to explore the interaction of light with a variety of materials, and they should record what they observe with each one. When selecting materials to use, teachers should choose some that allow all light to pass through (transparent), some that allow only a portion of the light to pass through (translucent), some that do not allow any light to pass through (opaque), and some that redirect the beam of light (reflective). Examples could include clear plastic, glass, wax paper, thin cloth, cardboard, construction paper, shiny metal spoons, and mirrors. As students observe the interaction between light and various materials, they should notice that when some or all of the light is blocked, a shadow is created beyond the object. If only a portion of light is blocked (translucent materials), a dim shadow will form, and some light will pass through the object. If all the light is blocked (opaque materials), students will see only see a dark shadow beyond the object. They will also observe that shiny materials reflect light, redirecting the beam of light in a different direction. Students should use their observations as evidence to support their explanations of how light interacts with various objects. Grade 1 Model Science Unit 4: Light and Sound (date ) Instructional Days: 20 4 After investigating light energy, students 19 Page

20 continue to plan and conduct investigations to develop an understanding of some basic properties of sound. Students can use a variety of objects and materials to observe that vibrating materials vibrate. Students need multiple opportunities to experiment with a variety of objects that will make sound. Some opportunities could include: Gently tapping various sizes of tuning forks on a hard surface. Plucking string or rubber bands stretched across an open box. Cutting and stretching a balloon over an open can to make a drum that can be tapped. Holding the end of a ruler on the edge of a table, leaving the opposite end of the ruler hanging over the edge, and then plucking the hanging end of the ruler. Touching a vibrating tuning fork to the surface of water in a bowl. Placing dry rice grains on a drum s surface and then touching the drum with a vibrating tuning fork or placing the drum near the speaker of a portable sound system. Holding a piece of paper near the speaker of a portable sound system. As students conduct these simple investigations, they will notice that when objects vibrate (tuning forks that have been tapped and string, rubber bands, and rulers that have been plucked), sound is created. They will also notice that sound will cause objects to vibrate (sound from a speaker causes rice grains to vibrate on the surface of a drum, the vibrating tuning fork causes ripples on the surface of water, and sound from the speaker also causes paper to move). Students should use these types of observations as evidence when explaining the cause and effect relationship between sound and vibrating materials. Connecting with English Language Arts/Literacy and Mathematics English Language Arts/Literacy To integrate the CCSS for English Language Arts into this unit, students need opportunities to read informational texts in order to gather information about light. Modifications Teacher Note: Teachers identify the modifications that they will use in the unit. The unneeded modifications can then be deleted from the list. Restructure lesson using UDL principles ( Structure lessons around questions that are authentic, relate to students interests, social/family background and knowledge of their community. Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling). Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies). Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences). Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their understandings. Use project-based science learning to connect science with observable phenomena. Structure the learning around explaining or solving a social or community-based issue. Provide ELL students with multiple literacy strategies. Collaborate with after-school programs or clubs to extend learning opportunities. 20 Page

21 Future Learning By the end of Grade 2, students understand that: Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces. By the end of Grade 4, students understand that: An object can be seen when light reflected from its surface enters the eyes Interdisciplinary Connections English Language Arts/Literacy To integrate the CCSS for English Language Arts into this unit, students need opportunities to read informational texts in order to gather information about light and sound. With adult guidance, they identify the main topic and retell key details from texts and ask and answer questions about key details. Students should also participate in shared research and writing projects. They can gather information from a variety of preselected, grade-level appropriate texts and resources, and use that information to answer questions about light and sound. In pairs or small groups, students can use pictures and words to create simple books about vibration (sound) and illumination (light). The students writing should include facts about the topic and have a sense of closure. Throughout the unit of study, students need multiple opportunities to share their experiences with light and sound in collaborative conversations with adults and peers, in small and large group settings. Mathematics N/A 21 Page

22 Unit Vocabulary back and forth motion compare ear hear identify information listen loud observe pluck property soft sound sound receiver sound source table fiddle tuning fork vibrate vibration communicate direction (away, toward) gentle guitar hard high-pitched instrument Kalimba length low-pitched medium-pitched message pitch spoon-gong system string system travel volume xylophone block dark flashlight light source opaque shade shadow sun sunlight translucent transparent angle eye light detector mirror redirect reflect reflection vision Educational Technology Standards A.1, B.1, C.1, D.1, E.1, F.1 Technology Operations and Concepts Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. Creativity and Innovation Synthesize and publish information about a local or global issue or event on a collaborative, web-based service. Communication and Collaboration Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions. Digital Citizenship 22 Page

23 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Research and Information Literacy Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. Critical Thinking, Problem Solving, Decision Making Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure. Career Ready Practices Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 23 Page

24 Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings. Appendix A: NGSS and Foundations for the Unit construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.] (1-PS4-2) beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror). [Assessment Boundary: Assessment does not include the speed of light.] (1-PS4-3) materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.] (1-PS4-1) The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: 24 Page

25 Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Planning and Carrying Out Investigations investigations collaboratively to produce evidence to answer a question. (1- PS4-1),(1-PS4-3) Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (1-PS4-2) Use tools and materials provided to design a device that solves a specific problem. (1-PS4-4) Connections to Nature of Science Scientific Investigations Use a Variety of Methods Science investigations begin with a question. (1- PS4-1) Scientists use different ways to study the world. (1-PS4-1) PS4.A: Wave Properties Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1) PS4.B: Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light. (1-PS4-2) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (1-PS4-3) PS4.C: Information Technologies and Instrumentation People also use a variety of devices to communicate (send and receive information) over long distances. (1-PS4-4) Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. (1- PS4-1),(1-PS4-2),(1-PS4-3) Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science, on Society and the Natural World People depend on various technologies in their lives; human life would be very different without technology. (1-PS4-4) English Language Arts Mathematics Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1-PS4-2) W.1.2 Participate in shared research and writing projects (e.g., explore a number of howto books on a given topic and use them to write a sequence of instructions). (1-PS4-1),(1- MP.5 Use appropriate tools strategically. (1-PS4-4) 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-PS4-4) 1.MD.A.2 Express the length of an object as a whole number of length units, by 25 Page

26 PS4-2),(1-PS4-3) layering multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. (1-PS4-4) W.1.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-1),(1- PS4-2),(1- PS4-3) W.1.8 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-1),(1- PS4-2),(1- PS4-3) SL.1.1 Rubric(s): See assessment session of the Investigations Guide, pages Field Trip Ideas: Liberty Science Center, Franklin Institute, Thomas Edison National Historic Park 26 Page