Unit Overview/Outline - Rylee Marchbanks, Kyla McCartney, Alexis Montanez

Title of Unit and Essential Question:

Briefly, what do you expect the students to “DO” in this unit?

Performance Expectations Science and Engineering Practice, SEP Disciplinary Core Idea, DCI Cross Cutting Concept, CCC
(PE)

SEP:​ Make observations (firsthand or from media) to construct an evidence-based account for
natural phenomena.
1-PS4-2 Make observations to construct an
evidence-based account that objects in DCI:​ Objects can be seen if light is available to illuminate them or if they give off their own
darkness can be seen when illuminated. light.
CCC:​ Cause and Effect: Simple tests can be designed to gather evidence to support or refute
student ideas about causes.

SEP:​ Plan & conduct investigations collaboratively to produce evidence to answer a question.

1-PS4-3: Plan & conduct investigations to DCI:​ Electromagnetic Radiation - Some materials allow light to pass through them, others allow
determine the effect of placing objects made only some light through, and others block all the light and create a dark shadow on any surface
with different materials in the path of a beam beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam.
of light.
CCC:​ Cause & Effect - Simple tests can be designed to gather evidence to support or refute
student ideas about causes.
 1-PS4-4: Use tools and materials to design and
build a device that uses light or sound to solve SEP: ​Use tools and materials provided to design a device that solves a specific problem.
the problem of communicating over a distance. DCI:​ People also use a variety of devices to communicate (send and receive information) over
long distances.
CCC:​ Influence of Engineering, Technology, and Applications of Science: People depend on
various technologies in their lives; human life would be very different without technology.

Lesson Author’s Lesson Title and What the students will learn. Activity or Investigation Assessment
Number Initials Essential or Driving (NOT an SLO)
Question

1 KM How can objects be seen Students will learn different Students will be given different
in the dark? methods for how to see objects boxes with black interior, and Students will complete the
in the dark. They will investigate evaluate how these objects can be “Help! It’s Dark!” exit ticket
objects that need an external seen in the dark. They will as a way to show that they can
source of light to be seen in the construct explanations as to why draw an example of an
dark, and objects that give off these objects need to be, or don’t artificial and natural light.
their own light. need to be seen, in the dark. They will also argue why light
is important in the dark.

2 KM How can I see objects in Students will learn that they are A pair of students will be given Students will draw a situation
the classroom? able to see objects in the three objects. They will time each in real life where they would
classroom because there is light. other for how long it takes each need light to see because it is
They will also learn that objects person to see the object in front dark. They should include a
are hard to see when it is dark. of them once the lights are turned source of light in their
off. drawing.
3 RM Waves: Light & Sound - Students will learn that different Students will create three Students will be shown three
What materials does light materials allow different levels different light barriers in groups.. different materials and they
travel through? of light to pass through. One will be made of transparent must identify which one would
material, another of cardboard, be the best lampshade for their
and one would be a mirror. They bedroom.
will draw pictures of what
happens to the level of light that
passes through.

4 RM Is All The Light in Sight? Students will learn that Students will design their own They will answer the question
translucent, transparent, and experiment, in table groups, of how much light passes
opaque materials are all different where they will test translucent, through each object on the
types of barriers that affect the transparent, and opaque materials back of their shadow art. This
amount of light that passes in order to identify which allows art will serve as a way to
through. the most light and which allows assess their understanding of
the least light to pass through. the three different materials.

5 LM Communicating using Students will learn that Light is Students will design their own Students will identify 2
light used in various forms such as “Color Code” that light will pass examples of light that
stoplights, lighthouses, business through to communicate a communicates a message and
signs, sirens, and etc. in order for message in order to get them to explain the message it is
us to be able to communicate the other side of the classroom. signifying. They will also
messages. create their own message
using light communication in
the form of a stoplight.

6 LM Communicating with Students will learn that people Students will collaborate in teams Students will create a morse
light: People use light to communicate in to create a morse code with light. code with light and decode
everyday situations such as They will use flashlights to another’s teams morse code.
driving, in the classroom, in the communicate their morse code They will identify another way
navy, etc. message with another team. that light can be used to
communicate and explain how
it is used.
Assessment:
Students will create a diagram showing how light travels from the sun, to the tree. Once it hits the tree, the light travels in a scattered appearance
and lights up the path for ants to find food. This shows conceptual knowledge of how light travels through barriers, communicates location of food, and
why it is important for light to be visible.