participant notebook1+pdf… · experiencing the unit • framing with a coherence lens • light...
TRANSCRIPT
-
Participant Notebook Deep-dive and Strengthening Workshop Light and Sound
Grade 1
-
1© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Welcome to the workshopThis Participant Notebook will serve as a resource during today’s workshop.
Light and Sound Grade 1
-
2 Amplify Science © 2018 The Regents of the University of California
Introductions
Framing the day
• Reflecting on our teaching
• Scenario challenge
Experiencing the unit
• Framing with a coherence lens
• Light and Sound instructional sequence and embedded reflection
The story of the unit
• Key concepts and explanations
• Progression of ideas
• Progress Build and End-of-Unit Assessment
Targeted small group work time:
• Deepening content understanding and addressing preconceptions
• Coherent instruction
• Formative assessment and differentiation
• Preparing to teach
Closing
• Questions
• Survey
Demo account for your workshop:
URL: learning.amplify.com (Log in with Amplify)
Temporary account: [email protected]
Password: AmplifyNumber1
Unit-specific workshop agenda
-
3
Grade 1 Light and Sound Participant Notebook© 2018 The Regents of the University of California
Table of Contents
Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Reflecting on Amplify Science implementation . . . . . . . . . . . . . . 6
Self-assessment: How comfortable are you teaching
Amplify Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Light and Sound Unit Map . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Light and Sound Coherence Flowchart . . . . . . . . . . . . . . . . . . . 10
Copymaster and Investigation Notebook pages . . . . . . . . . . . . . 14
Connecting key concepts to chapter explanations . . . . . . . . . . . . 20
Reflecting on the progression of ideas . . . . . . . . . . . . . . . . . . . 21
Light and Sound Progress Build . . . . . . . . . . . . . . . . . . . . . . . . 22
Progress Build and End-of-Unit Assessment . . . . . . . . . . . . . . . . 23
Self-inventory: Choosing an area of focus . . . . . . . . . . . . . . . . . 25
Targeted small group work time . . . . . . . . . . . . . . . . . . . . . . . 27
i. Deepening content understanding and addressing preconceptions . 28
ii. Coherent instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
iii. Formative assessment and differentiation . . . . . . . . . . . . . . . . 36
iv. Preparing to teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Three dimensions of NYSSLS reference . . . . . . . . . . . . . . . . . .. 41
Amplify Science support . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
-
4 Amplify Science © 2018 The Regents of the University of California
Notes
-
5© 2018 The Regents of the University of California
Notes
Grade 1 Light and Sound Participant Notebook
-
6 Amplify Science © 2018 The Regents of the University of California
1. What was a positive moment from teaching your first unit(s)? What was particularly effective in your classroom?
2. What was a challenge you experienced in your first unit(s)? What was an “aha” moment you had while planning or teaching that helped you overcome that challenge?
3. Amplify Science uses a multimodal approach — students do, talk, read, write, and visualize as they construct explanations of phenomena. Describe a time when the multimodal approach helped a particular student or students in your classroom.
Reflecting on Amplify Science implementation
-
7© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Directions:
After each group shares the solution to their scenario, rank your comfort level with the scenario’s category using the statements along the top of the table.
Scenario I am starting to understand
this
I can do this (with a little
help)
I’ve got this! I feel confident
I can teach this to a peer
Scenario 1
Using program resources to deepen content knowledge and find information to answer content questions
Scenario 2
Using formative assessment to inform instruction
Scenario 3
Analyzing student work on the End-of-Unit Assessment
Scenario 4
Understanding the 3-D nature of standards in the unit
Scenario 5
Understanding how ideas build across a chapter and unit
Scenario 6
Preparing to teach a lesson
Self-assessment: How comfortable are you teaching Amplify Science?
-
8 Amplify Science © 2018 The Regents of the University of California
Unit Map
How can we use light and sound to design shadow scenery and sound effects for apuppet theater?
Students take on the dual role of light engineers and sound engineers for a puppet-show company as they investigatecause-and-effect relationships and learn about the nature of light and sound. They apply what they learn to designingshadow scenery and sound effects for a puppet show.
Chapter 1: How do we make brighter or darker areas on a surface?
Students figure out: Without light, we cannot see. Light comes from a source and travels to a surface. Light from thesource must be getting to the surface in order to make some parts of the surface look bright. If there is no light source,a surface looks dark.
How they figure it out: The class attempts, in vain, to make the classroom completely dark, identifying light sources ateach failed attempt. Students read a book about whether one can see in the dark, and then they hunt for light sourcesin their school and in the pictures of a book. Students investigate a series of questions with their own light source (aflashlight), investigating how light gets to a surface.
Chapter 2: How do we make a dark area in a bright puppet show scene?
Students figure out: A dark area is the result of putting an object between a light source and a surface. When an objectblocks a light source, the surface behind the object looks darker. This dark area is called a shadow.
How they figure it out: Students explore by making shadows on different surfaces. They then investigate how to makea dark area on the surface by using different materials to block light from reaching a surface.
Chapter 3: How do we make bright, medium bright, and dark areas in a puppet show scene?
Students figure out: Different materials let different amounts of light pass through. Bright areas are the result of all oralmost all the light passing through an object and reaching a surface. This happens if there is no object or if the object istransparent. Medium-bright areas result when only some of the light passes through and reaches the surface. Darkareas happen because no light passes through an object. Light is blocked, so the surface looks dark.
How they figure it out: Students refine their understanding of how light interacts with different materials and work aslight engineers to plan, make, and test shadow scenery. Based on what they learn, students revise their own shadowscene to meet a set of design goals. Students write explanations of their scenes for the puppet-show company.
Chapter 4: How do we design a sound source to go with a puppet show scene?
Students figure out: Sound has a source, just like light does. Sound is made when an object vibrates. The object thatvibrates is the source of the sound. Like light, sound also travels. Sound travels from the source to our ears. You canstart and stop sound by starting and stopping the vibration of an object.
Unit MapLight and Sound
Planning for the Unit
4
-
9© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
How they figure it out: Working as sound engineers, students hunt for sound sources, investigate how sounds aremade, and explain what vibrates in a particular sound source. They plan, make, and test different ways of making soundeffects. They read a book about sound and share what they learn in a mini-book they create for the puppet-showcompany.
Light and SoundPlanning for the Unit
Unit Map
5
-
10 Amplify Science © 2018 The Regents of the University of California
Light and Sound Coherence Flowchart
Wha
t mak
es s
omet
hing
look
br
ight
or
dark
? (1
.2)
•Lig
ht m
akes
thin
gs lo
okbr
ight
. (1.
2)•Y
ou n
eed
som
e lig
ht to
see
.(1
.2)
•Br
owse
Eng
inee
ring
with
Ligh
t and
Sou
nd r
efer
ence
book
(1.1
)•
Expl
ore
how
to m
ake
the
clas
sroo
m c
ompl
etel
y da
rk(1
.2)
•O
bser
ve a
vid
eo o
f a v
ery
dark
cav
e (1
.2)
•Re
ad C
an Y
ou S
ee in
the
Dar
k? (1
.2)
Whe
re d
oes
the
light
com
e fr
om
that
mak
es s
urfa
ces
look
bri
ght o
r da
rk?
(1.3
-1.4
)
•All
light
com
es fr
om a
sou
rce.
(1.4
)
•Sea
rch
for
light
sou
rces
aro
und
the
scho
ol in
a L
ight
Sou
rce
Hun
t(1
.3)
•W
rite
abo
ut li
ght s
ourc
es (1
.4)
•Re
visi
t Can
You
See
in th
e D
ark?
(1.4
)•
Prac
tice
usin
g ca
use
and
effe
ct to
expl
ain
ever
yday
sce
nari
os (1
.4)
•U
se E
xpla
natio
n La
ngua
ge F
ram
eto
exp
lain
bri
ght a
reas
in C
an Y
ouSe
e in
the
Dar
k? (1
.4)
•Use
Exp
lana
tion
Lang
uage
Fra
me
to e
xpla
in b
righ
t and
dar
k ar
eas
(1.5
)•S
hare
d W
ritin
g to
exp
lain
the
Chap
ter
1 Q
uest
ion
(1.5
)
Cen
tral P
heno
men
onIn
vest
igat
ion
Que
stio
nsE
vide
nce
sour
ces
and
refle
ctio
nK
ey c
once
pts
With
out l
ight
, we
cann
ot s
ee. L
ight
com
es fr
om a
sou
rce
and
trav
els
to a
sur
face
. Lig
ht fr
om th
e so
urce
mus
t be
gett
ing
to th
e su
rfac
e in
ord
er to
mak
e so
me
part
s of
the
surf
ace
look
bri
ght.
If th
ere
is n
o lig
ht s
ourc
e, a
sur
face
lo
oks
dark
.
Ligh
t and
Sou
nd: P
uppe
t-Th
eate
r En
gine
ers
Chap
ter
1 Q
uest
ion
Inve
stig
atio
n Q
uest
ions
Key
conc
epts
Evid
ence
sou
rces
an
d re
flect
ion
oppo
rtun
itie
s
Expl
anat
ion
that
st
uden
ts c
an m
ake
to a
nsw
er th
e Ch
apte
r 1
Que
stio
n
Appl
icat
ion
of k
ey
conc
epts
to p
robl
em
Prob
lem
stu
dent
s w
ork
to s
olve
How
do
we
mak
e br
ight
er o
r da
rker
are
as?
How
can
we
use
light
and
sou
nd to
des
ign
shad
ow s
cene
ry a
nd s
ound
eff
ects
for
a pu
ppet
thea
ter?
Wha
t mak
es a
sur
face
look
bri
ght o
r da
rk?
(1.5
) (Re
vise
d fr
om 1
.2)
•Whe
n lig
ht fr
om a
sou
rce
gets
to a
surf
ace,
the
surf
ace
look
s br
ight
.(1
.5)
•Inv
estig
ate
how
to m
ake
surf
aces
look
bri
ght (
1.5)
•D
iagr
am li
ght m
akin
g a
surf
ace
brig
ht (1
.5)
-
11© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Light and Sound Coherence Flowchart cont.
How
do
we
stop
ligh
t fro
m g
ettin
g to
one
par
t of a
sur
face
? (2
.1-2
.3)
•Whe
n lig
ht is
blo
cked
by
an o
bjec
t, th
e su
rfac
e be
hind
the
obje
ct lo
oks
dark
, and
we
call
this
a s
hado
w. (
2.2)
•Whe
n lig
ht is
blo
cked
by
a m
ater
ial,
the
surf
ace
behi
nd th
e m
ater
ial l
ooks
dar
k, a
nd w
e ca
ll th
is a
sha
dow
.(2
.3) (
Revi
sed
from
2.2
)
•Exp
lore
how
to m
ake
shad
ows
of d
iffer
ent s
hape
s an
d si
zes
arou
nd th
e cl
assr
oom
(2.1
)•U
se E
xpla
natio
n La
ngua
ge F
ram
e to
exp
lain
how
sha
dow
s w
ere
form
ed (2
.1)
•Dra
w a
nd w
rite
eng
inee
r’s n
otes
abo
ut m
akin
g sh
adow
s (2
.1)
•Rea
d W
hat M
ade
This
Sha
dow
? (2
.2)
•Eng
age
in k
ines
thet
ic B
lock
ing
Mod
el to
sho
w h
ow s
hado
ws
are
mad
e by
blo
ckin
g lig
ht (2
.2)
•Sor
t sha
dow
car
ds (l
ight
sou
rce,
blo
ckin
g ob
ject
, sha
dow
) (2.
2)•D
raw
and
wri
te to
exp
lain
how
sha
dow
s fo
rmed
in W
hat M
ade
This
Sha
dow
? (2
.2)
•Inv
estig
ate
how
diff
eren
t mat
eria
ls b
lock
ligh
t usi
ng In
vest
igat
ion
Kits
(2.3
)
•Des
ign,
test
, and
eva
luat
e a
cuto
ut to
form
a d
ark
area
in th
e pu
ppet
sce
ne (2
.4)
•Dia
gram
how
the
desi
gned
cut
out b
lock
s lig
ht in
the
pupp
et s
cene
(2.5
)•U
se E
xpla
natio
n La
ngua
ge F
ram
e an
d W
ritin
g Pl
anne
r to
exp
lain
the
Chap
ter
2 Q
uest
ion
(2.5
)
Cen
tral P
heno
men
onIn
vest
igat
ion
Que
stio
nsE
vide
nce
sour
ces
and
refle
ctio
nK
ey c
once
pts
A da
rk a
rea
is th
e re
sult
of p
uttin
g an
obj
ect b
etw
een
a lig
ht s
ourc
e an
d a
surf
ace.
Whe
n an
obj
ect b
lock
s a
light
so
urce
, the
sur
face
beh
ind
the
obje
ct lo
oks
dark
er. T
his
dark
are
a is
cal
led
a sh
adow
.
Chap
ter
2 Q
uest
ion
Inve
stig
atio
n Q
uest
ion
Key
conc
epts
Evid
ence
sou
rces
an
d re
flect
ion
oppo
rtun
itie
s
Expl
anat
ion
that
st
uden
ts c
an m
ake
to a
nsw
er th
e Ch
apte
r 2
Que
stio
n
Appl
icat
ion
of k
ey
conc
epts
to p
robl
em
Prob
lem
stu
dent
s w
ork
to s
olve
How
do
we
mak
e a
dark
are
a in
a b
righ
t pup
pet s
how
sce
ne?
Ligh
t and
Sou
nd: P
uppe
t-Th
eate
r En
gine
ers
How
can
we
use
light
and
sou
nd to
des
ign
shad
ow s
cene
ry a
nd s
ound
eff
ects
for
a pu
ppet
thea
ter?
-
12 Amplify Science © 2018 The Regents of the University of California
Light and Sound Coherence Flowchart cont.
How
do
mat
eria
ls m
ake
area
s on
a s
urfa
ce th
at a
re n
ot d
ark?
(3.1
)
•Inv
estig
ate
and
com
pare
mat
eria
ls th
at d
o no
t blo
ck li
ght u
sing
Inve
stig
atio
n Ki
ts (3
.1)
•Rea
d Le
t’s T
est!
(3.2
)•O
rgan
ize
and
anal
yze
resu
lts o
f the
inve
stig
atio
n in
Let
’s Te
st! (
3.2)
•Eng
age
in k
ines
thet
ic P
assi
ng T
hrou
gh M
odel
to s
how
how
bri
ght a
nd m
ediu
m b
righ
t are
as a
re m
ade
(3.2
)•U
se E
xpla
natio
n La
ngua
ge F
ram
e to
exp
lain
bri
ght,
med
ium
bri
ght,
and
dark
are
as (3
.2)
•Dia
gram
ligh
t pas
sing
thro
ugh
mat
eria
ls to
cre
ate
brig
ht a
nd m
ediu
m b
righ
t are
as o
n a
surf
ace
(3.3
)•R
evis
it En
gine
erin
g w
ith L
ight
and
Sou
nd to
find
exa
mpl
es o
f sol
utio
ns e
ngin
eers
cre
ated
that
req
uire
com
plet
ely
bloc
king
or
part
ially
blo
ckin
g lig
ht (3
.3)
•Whe
n al
l lig
ht p
asse
s th
roug
h a
mat
eria
l, th
e su
rfac
e be
hind
the
mat
eria
l loo
ks b
righ
t. (3
.3)
•Whe
n so
me
light
pas
ses
thro
ugh
a m
ater
ial,
the
surf
ace
behi
nd th
e m
ater
ial l
ooks
med
ium
bri
ght.
(3.3
)
•Pla
n, m
ake,
and
test
pup
pet s
cene
ste
ncils
to c
reat
e ar
eas
of v
aryi
ng b
righ
tnes
s (3
.4)
•Rev
isit
Let’s
Tes
t! to
figu
re o
ut h
ow e
ngin
eers
iter
ate
on d
esig
ned
solu
tions
(3.5
)•T
est a
nd r
evis
e pu
ppet
sce
ne s
tenc
ils to
mee
t des
ign
goal
s, th
en d
iagr
am s
olut
ions
(3.5
)•U
se E
xpla
natio
n La
ngua
ge F
ram
e to
com
pose
ora
l and
wri
tten
exp
lana
tions
for
the
Chap
ter
3 Q
uest
ion
(3.6
)
Cen
tral P
heno
men
onIn
vest
igat
ion
Que
stio
nsE
vide
nce
sour
ces
and
refle
ctio
nK
ey c
once
pts
Diff
eren
t mat
eria
ls le
t diff
eren
t am
ount
s of
ligh
t pas
s th
roug
h. B
righ
t are
as a
re th
e re
sult
of a
ll or
alm
ost a
ll th
e lig
ht p
assi
ng th
roug
h an
obj
ect a
nd r
each
ing
a su
rfac
e. T
his
happ
ens
if th
ere
is n
o ob
ject
or
if th
e ob
ject
is
tran
spar
ent.
Med
ium
bri
ght a
reas
res
ult w
hen
only
som
e of
the
light
pas
ses
thro
ugh
and
reac
hes
the
surf
ace.
Dar
k ar
eas
happ
en b
ecau
se n
o lig
ht p
asse
s th
roug
h an
obj
ect.
Ligh
t is
bloc
ked,
so
the
surf
ace
look
s da
rk.
Chap
ter
3 Q
uest
ion
Inve
stig
atio
n Q
uest
ion
Key
conc
epts
Evid
ence
sou
rces
an
d re
flect
ion
oppo
rtun
itie
s
Expl
anat
ion
that
st
uden
ts c
an m
ake
to a
nsw
er th
e Ch
apte
r 3
Que
stio
n
Appl
icat
ion
of k
ey
conc
epts
to p
robl
em
Prob
lem
stu
dent
s w
ork
to s
olve
How
do
we
mak
e br
ight
, med
ium
bri
ght,
and
dark
are
as in
a p
uppe
t sho
w s
cene
?
Ligh
t and
Sou
nd: P
uppe
t-Th
eate
r En
gine
ers
How
can
we
use
light
and
sou
nd to
des
ign
shad
ow s
cene
ry a
nd s
ound
eff
ects
for
a pu
ppet
thea
ter?
-
13© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Light and Sound Coherence Flowchart cont.
Wha
t hap
pens
whe
n so
met
hing
sta
rts
mak
ing
a so
und?
(4.1
-4.3
)
•All
soun
d co
mes
from
a s
ourc
e. (4
.1)
•A s
ourc
e m
akes
a s
ound
bec
ause
par
t of i
t is
vibr
atin
g. (4
.3)
•Sea
rch
for
soun
d so
urce
s ar
ound
the
scho
ol in
a S
ound
Sou
rce
Hun
t (4.
1)•I
nves
tigat
e ho
w o
bjec
ts s
tart
to m
ake
soun
ds in
Sou
nd S
ourc
e St
atio
ns (4
.1)
•Sea
rch
for
soun
d so
urce
sol
utio
ns in
Eng
inee
ring
with
Lig
ht a
nd S
ound
(4.1
)•O
bser
ve a
vib
ratin
g ob
ject
mak
ing
soun
d (4
.2)
•Inv
estig
ate
vibr
atio
n by
rev
isiti
ng S
ound
Sou
rce
Stat
ions
(4.2
)•R
ead
Wha
t Vib
rate
s? (
4.2)
•Rev
isit
Wha
t Vib
rate
s? to
iden
tify
wha
t par
ts o
f a s
ound
-mak
ing
obje
ct v
ibra
te (4
.3)
•Con
stru
ct e
xpla
natio
ns o
f how
obj
ects
in th
e So
und
Sour
ce S
tatio
ns m
ade
nois
e by
wri
ting
I Hea
r a S
ound
. Wha
tVi
brat
es?
min
i-boo
ks (4
.3)
Cen
tral P
heno
men
onIn
vest
igat
ion
Que
stio
nsE
vide
nce
sour
ces
and
refle
ctio
nK
ey c
once
pts
Soun
d ha
s a
sour
ce, j
ust l
ike
light
doe
s. S
ound
is m
ade
whe
n an
obj
ect v
ibra
tes.
The
obj
ect t
hat v
ibra
tes
is th
e so
urce
of t
he s
ound
. Lik
e lig
ht, s
ound
als
o tr
avel
s. S
ound
trav
els
from
the
sour
ce to
our
ear
s. Y
ou c
an s
tart
and
sto
p so
und
by s
tart
ing
and
stop
ping
the
vibr
atio
n of
an
obje
ct.
Chap
ter
4 Q
uest
ion
Inve
stig
atio
n Q
uest
ion
Key
conc
epts
Evid
ence
sou
rces
an
d re
flect
ion
oppo
rtun
itie
s
Expl
anat
ion
that
st
uden
ts c
an m
ake
to a
nsw
er th
e Ch
apte
r 4
Que
stio
n
Appl
icat
ion
of k
ey
conc
epts
to p
robl
em
Prob
lem
stu
dent
s w
ork
to s
olve
How
do
we
desi
gn a
sou
nd s
ourc
e to
go
with
a p
uppe
t sho
w s
cene
?
Ligh
t and
Sou
nd: P
uppe
t-Th
eate
r En
gine
ers
How
can
we
use
light
and
sou
nd to
des
ign
shad
ow s
cene
ry a
nd s
ound
eff
ects
for
a pu
ppet
thea
ter?
How
do
we
mak
e di
ffer
ent v
ibra
tions
to m
ake
diff
eren
t kin
ds o
f sou
nds
for
our
pupp
et s
how
sce
nes?
(4.4
)*
•Pla
n an
d m
ake
soun
d so
urce
s to
acc
ompa
ny p
uppe
t sce
nes
(4.4
)•T
est a
nd r
evis
e so
und
sour
ces
base
d on
des
ign
goal
s (4
.4)
•Com
plet
e I H
ear a
Sou
nd. W
hat V
ibra
tes?
min
i-boo
ks w
ith a
n ex
plan
atio
n of
des
igne
d pu
ppet
sce
ne s
ound
sou
rce
(4.5
)
*Thi
s In
vest
igat
ion
Que
stio
n gu
ides
app
licat
ion
of k
ey c
once
pts
to th
e pr
oble
m.
Inve
stig
atio
n Q
uest
ion
-
14 Amplify Science © 2018 The Regents of the University of California
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Directions: Sort your cards into three columns.
Blocking object Light source Shadow
Shadow Cards Sorting Mat
Light and Sound—Lesson 2.2
Name: _____________________________________ Date: ________________
This page is a copymaster and can be found in Digital Resources.
-
15© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Investigation Notebook
Light and Sound:Puppet-Theater Engineers
-
16 Amplify Science © 2018 The Regents of the University of California
Name: _____________________________________ Date: ________________
Light and Sound—Lesson 2.28
What Made This Shadow?
Directions:
1. Choose three Shadow Cards that go together.2. Place one card in each column.3. Write the name of the blocking object and the light source
on the lines.
Blocking object Light source Shadow
The ___________ blocks light from
the ___________,
so it makes this
shadow.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
-
17© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Name: _____________________________________ Date: ________________
10 Light and Sound—Lesson 2.3
Testing Materials
Directions:
1. For each material, circle Yes if the material blocked light or circle No if the material did not block light.
Material Did the material block light?
cardboardYes
No
clear plasticYes
No
foamYes
No
foilYes
No
tinted plasticYes
No
wax paperYes
No
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
-
18 Amplify Science © 2018 The Regents of the University of California
Name: _____________________________________ Date: ________________
Writing Planner: Explaining the Dark Area
Directions:
1. Circle the words for the material, the light source, and the effect.
2. Write the words that you circled on the blank lines to complete the sentence.
Material Light source Effect
foil foam
cardboardflashlight
dark bright
The ________________________________________ blocks light
from the ________________________________________, so the
surface looks _____________________________________.
Light and Sound—Lesson 2.5© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
1
-
19© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Name: _____________________________________ Date: ________________
Writing Planner: Explaining the Dark Area (continued)
Effect Light source Material
dark brightflashlight
foil foam
cardboard
The surface looks _______________________________, because
light from the __________________________________ is blocked
by the _____________________________________________.
Light and Sound—Lesson 2.5© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
2
-
20 Amplify Science © 2018 The Regents of the University of California
Ch Key concepts Explanation
1 Light makes things look bright. (1.2)
You need some light to see. (1.2)
All light comes from a source. (1.4)
When light from a source gets to a surface, the surface looks bright. (1.5)
Puppet scene: Students consider how they would make a specific surface bright for the puppet company. They show how they can shine a flashlight on a wall to make the wall look brighter.
Explanation: Without light, we cannot see. Light comes from a source and travels to a surface. Light from the source must be getting to the surface in order to make some parts of the surface look bright. If there is no light source, a surface looks dark.
2 When light is blocked by a material, the surface behind the material looks dark, and we call this a shadow. (2.3)
Puppet scene: Students decide what they would like to represent as a dark object in their puppet scene, for example, a mountain or a house. Students select an opaque material (cardboard, foam, aluminum foil) and design a cutout in the shape of the object they chose for their puppet scene.
Explanation: A dark area is the result of putting an object between a light source and a surface. When an object blocks a light source, the surface behind the object looks darker. This dark area is called a shadow.
3 When all light passes through a material, the surface behind the material looks bright. (3.3)
When some light passes through a material, the surface behind the material looks medium bright. (3.3)
Puppet scene: Students assemble their completed puppet scene stencils. They use clear plastic for the background to create a bright sky on the projected scene. They use their opaque cutout from Chapter 2 to create a dark area. They select a semi-transparent material (tinted plastic, wax paper) to design cutouts for medium-bright areas and objects.
Explanation: Different materials let different amounts of light pass through. Bright areas are the result of all or almost all the light passing through an object and reaching a surface. This happens if there is no object or if the object is transparent. Medium-bright areas result when only some of the light passes through and reaches the surface. Dark areas happen because no light passes through an object. Light is blocked, so the surface looks dark.
Connecting key concepts to chapter explanations
Light and Sound
Directions:
1. For each chapter, read the key concepts, then the explanation.
2. With a partner, discuss how the key concepts connect to the explanation.
3. Make annotations about the connections.
-
21© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Reflecting on the progression of ideas
Directions:
Part 1: Reflecting on the progression
1. Using the key concepts and explanations, reflect on how ideas build throughout the unit.
2. With your group, discuss the following questions:
• Which ideas are revisited over multiple chapters?
• What new ideas are added in each chapter?
3. Make notes about the progression of ideas in the space below.
Part 2: Creating a visual
1. With your group, use the provided materials to create a visual to represent your ideas. You can use words or pictures, or a mix of both. The following questions may help you plan your visual:
• How can you represent the new information that is added throughout the progression?
• How can you represent foundational ideas that are revisited throughout the unit?
-
22 Amplify Science © 2018 The Regents of the University of California
A Progress Build describes the way in which students’ explanations of the central phenomenon should develop anddeepen over the course of a unit. It is an important tool in understanding the design of the unit and in supportingstudents’ learning. A Progress Build organizes the sequence of instruction, defines the focus of the assessments, andgrounds inferences about students’ understanding of the content, specifically at each of the Critical JunctureAssessments found throughout the unit. A Critical Juncture is the differentiated instruction designed to addressspecific gaps in students’ understanding. This document will serve as an overview of the Light and Sound: Puppet-Theater Engineers Progress Build. Since the Progress Build is an increasingly complex yet integrated explanation, werepresent it below by including the new ideas for each level in bold. Depending on the standards for a given grade level,a unit may include additional supporting content; however, the Progress Build serves as the conceptual core of the unit.
In the Light and Sound unit, students will learn to construct scientific explanations of how light from a single lightsource interacts differently with different materials to produce areas with varying levels of brightness. In addition to theideas in the Progress Build, students learn that when audible sound is heard, it is because part of the sound source isvibrating.
Prior knowledge (preconceptions): There is no significant prior knowledge assumed. Students have likely had somedirect or indirect experience with turning on and off overhead lights, lamps, or flashlights. They may also have someexperience observing or creating shadows.
Progress Build Level 1: Light from a source makes surfaces visible and look brighter.
Anything that is visible has light getting to it from a source. If no light from a source is present, there is no light to get toanything, so nothing is visible (you can’t see anything). When light from a source gets to a surface, it looks brighter thanwithout the light.
Progress Build Level 2: Some materials can block light from reaching a surface.
Anything that is visible has light getting to it from a source. If no light from a source is present, there is no light to get toanything, so nothing is visible (you can’t see anything). When light from a source gets to a surface, it looks brighter thanwithout the light. If an object is between the source and a surface, the light from the source may not pass through,and the surface is not as bright (darker) as when the light reaches it.
Progress Build Level 3: Some materials allow all or some light to pass through them.
Anything that is visible has light getting to it from a source. If no light from a source is present, there is no light to get toanything, so nothing is visible (you can’t see anything). When light from a source gets to a surface, it looks brighter thanwithout the light. If an object is between the source and a surface, the light from the source may not pass through, andthe surface is not as bright (darker) as when the light reaches it. Different materials can allow different amounts oflight to pass through them to reach a surface beyond. They can allow almost all light, some light, or no light topass through. If they allow some light through, the surface looks brighter, but not as bright as with all the light.
Progress Build
Progress BuildLight and Sound
Planning for the Unit
6
-
23© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Directions:
1. Refer to the Light and Sound End-of-Unit Assessment Questions and image of a sample stencil scene below.2. Write expected responses to show how students at each level of the Progress Build would respond to the
question from the assessment:
• We have been working as light and sound engineers to make solutions for the puppet-theater company. One thing they asked us to do is to explain how the stencils we made work. I am going to ask you to explain to me how each part of your stencil works, just like you would explain it to them.
• Why do these different areas of the wall look dark, bright, and medium bright?
Progress Build and End-of-Unit Assessment
Light and Sound
-
24 Amplify Science © 2018 The Regents of the University of California
Summary of Progress Build level*
Describe how a student would respond to the prompt
1: Light from a source makes surfaces visible and look brighter.
2: Some materials can block light from reaching a surface.
3: Some materials allow all or some light to pass through them.
*For a more detailed description of each Progress Build level, refer to the Light and Sound Progress Build in your Participant
Notebook, or digitally in the Unit Guide.
Progress Build and End-of-Unit Assessment cont.
-
25© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Directions:
Use the statements to help guide your areas of strength and support.
Statements I don’t I try I do
i. Understanding of content
1) I can identify my own gaps in content knowledge before teaching a unit.
2) I can explain what students will learn and how they will learn throughout the unit.
3) I can explain how students will demonstrate understanding of science content along the Progress Build.
ii. Coherence
4) I can identify the variety of modalities students engage in to collect evidence from multiple sources.
5) I support students in my class, through my instruction and classroom setup, to understand how the activities they engage in help them answer questions and solve the unit problem.
6) I can pace activities to move students towards meeting the goal(s) of the lesson.
iii. Formative assessment and differentiation
7) I use Amplify Science assessments to monitor students’ progress along the Progress Build.
8) I utilize differentiation information in the Lesson Brief to plan for lesson modifications.
9) I adjust instruction in response to learners’ needs, styles, and interests.
iv. Preparing to teach a lesson
10) I use the Materials and Preparation tab in the Lesson Brief as I am planning and preparing for my lessons.
11) I know how to access student-facing resources to plan my lessons and how to display them for students during instruction (Investigation Notebook pages; additional copymasters, digital resources).
12) I can identify common student challenges and prepare to address those challenges.
Self-inventory: Choosing an area of focus
-
26 Amplify Science © 2018 The Regents of the University of California
-
27© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Targeted small group work time
i. Deepening content understanding and
addressing preconceptions
ii. Coherent instruction
iii. Formative assessment and differentiation
iv. Preparing to teach
-
28 Amplify Science © 2018 The Regents of the University of California
Goal: Deepen understanding of unit content as it relates to student alternative conceptions. Plan to leverage your deep content understanding to address student preconceptions during the unit.
Step 1: Getting ready
Self-reflection: You’ve engaged with your unit’s content deeply during today’s workshop. Use the space below to record any new science concepts you learned today, and to list any questions you still have related to the concepts you’ve worked with today.
Anticipating student need: Thinking about the concepts students will learn in this unit, reflect on what you think will be particularly challenging or confusing for students. Consider what preconceptions or alternate conceptions you think students might have related to this content, and ideas you think are particularly abstract or complex. Use the space below to record your ideas.
Deepening content understanding and addressing preconceptions
-
29© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Step 2: Deepening understanding of unit content
Why develop content understanding?
Teachers who have a deep understanding of the content they’re teaching are more effective at addressing student preconceptions and alternate conceptions, and effectively support student learning with accurate explanations and precise language (Brown & Borko, 1992; Cohen, 1988; Roth, Anderson, & Smith, 1986).
Directions:
1. Locate the Science Background document in your unit’s Unit Guide.
2. Read the document. If you’d like, you can assign different sections to different members of the group, and have group members summarize their section to the group.
3. Use the space below to make notes.
Deepening content understanding and addressing preconceptions cont.
-
30 Amplify Science © 2018 The Regents of the University of California
Deepening content understanding and addressing preconceptions cont.
Step 3: Reflecting on student alternate conceptions
How do I find information about preconceptions and alternate conceptions?*
The Assessment Guide that accompanies the Pre-Unit Assessment lists common student preconceptions related to your unit’s content. This information was gathered through review of academic literature, cognitive labs with students, and field tests of the units. Note in the Amplify Science program, “preconceptions” and “alternate conceptions” are used interchangeably.
*In some units, there is also information about preconceptions in the Science Background document.
Directions:
1. Navigate to your unit’s Pre-Unit Assessment lesson (Lesson 1.1).2. Download the Assessment Guide from Digital Resources. Read this document.3. Focus on the “Common preconceptions, contrasted with accepted science understandings” section at the end
of the document. Reflect on which preconceptions seem most relevant to you and your students.4. List 2-3 of these preconceptions in Table 1 below. Then, go back to the Science Background document. Use the
space in the table to record ideas from the science background that address the preconceptions you chose.
Table 1: Reflecting on student alternate conceptions
Preconception (from Assessment Guide) Information from science background that addresses the preconception
-
31© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Deepening content understanding and addressing preconceptions cont.
Step 4: Planning to teach
Now what do I do?
Having a strong content understanding is an important first step to tackling preconceptions and alternate conceptions in your students. Planning for moments in the unit where students might get confused is a helpful next step.
Directions:
1. Select one of the preconceptions you listed on Table 1 to focus more deeply on.2. Use your unit’s Coherence Flowchart to find an activity in the unit where student learning seems to relate to
the preconception. Tip: Investigation Questions and key concepts may help you locate an activity.
3. In the Teacher’s Guide, navigate to this activity’s lesson. Read the lesson.4. Use the space below to make notes about what you’ll listen for during the lesson, and how you might support
students holding that preconception to gather evidence that refines their understanding.5. If you have extra time, find another lesson related to the preconception you chose, and complete the next row
of Table 2.
Table 2: Planning to teach
Preconception:
Lesson What you’ll listen for How you might support students
-
32 Amplify Science © 2018 The Regents of the University of California
Goal: Gain confidence in using a Coherence Flowchart as a tool to see how ideas build across a chapter.
1. As a group, use the Coherence Flowchart for Chapter __ to:
a. Discuss the Chapter __ Question. How does it connect to the unit problem and to what students figure out in Chapter __?
b. Discuss the first Investigation Question. How does this question help students answer the Chapter Question?
2. Individually, use the Coherence Flowchart and Teacher’s Guide to:
a. Consider evidence sources and reflection opportunities:
• Each group member, choose an activity from the first evidence source/reflection opportunity box in the Coherence Flowchart. It is okay if some group members choose the same activity, but make sure that there are a variety of activities chosen. Place a star next to the activity you chose on your Coherence Flowchart.
• In the Teacher’s Guide, navigate to the lesson listed next to your chosen activity and read the Lesson Overview. What is the purpose of the activity you chose to consider?
• Navigate to the activity and then read the steps. What do students do in the activity? How does this activity help students figure out or reflect upon the Investigation Question?
• Check the Teacher Support notes (if applicable). Do any of the notes help you further understand the purpose of the activity? Are there suggestions for deepening students’ experience with the activity or providing more support?
Coherent instruction
-
33© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Coherent instruction cont.
3. As a group, refer to responses in step 2 and to the Coherence Flowchart for Chapter __ to:
a. Discuss evidence sources and reflection opportunities.
• Each group member, share a brief description of the activity you considered and its purpose.
• How do the activities you discussed build on each other and fit together?
• How do the activities support the students in answering the Investigation Question?
b. Discuss the transition to the next question:
• Based on what students figured out, what will they be motivated to wonder next?
• How does this connect to the next question (Investigation Question or Chapter Question) they work with?
-
34 Amplify Science © 2018 The Regents of the University of California
Goal: Gain confidence in using a Coherence Flowchart as a tool to see how ideas build across a chapter.
1. As a group, use the Coherence Flowchart for Chapter __ to:
a. Discuss the Chapter __ Question. How does it connect to the unit problem and to what students figure out in Chapter __?
b. Discuss the first Investigation Question. How does this question help students answer the Chapter Question?
2. Individually, use the Coherence Flowchart and Teacher’s Guide to:
a. Consider evidence sources and reflection opportunities:
• Each group member, choose an activity from the first evidence source/reflection opportunity box in the Coherence Flowchart. It is okay if some group members choose the same activity, but make sure that there are a variety of activities chosen. Place a star next to the activity you chose on your Coherence Flowchart.
• In the Teacher’s Guide, navigate to the lesson listed next to your chosen activity and read the Lesson Overview. What is the purpose of the activity you chose to consider?
• Navigate to the activity and then read the steps. What do students do in the activity? How does this activity help students figure out or reflect upon the Investigation Question?
• Check the Teacher Support notes (if applicable). Do any of the notes help you further understand the purpose of the activity? Are there suggestions for deepening students’ experience with the activity or providing more support?
Coherent instruction cont.
-
35© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Coherent instruction cont.
3. As a group, refer to responses in step 2 and to the Coherence Flowchart for Chapter __ to:
a. Discuss evidence sources and reflection opportunities.
• Each group member, share a brief description of the activity you considered and its purpose.
• How do the activities you discussed build on each other and fit together?
• How do the activities support the students in answering the Investigation Question?
b. Discuss the transition to the next question:
• Based on what students figured out, what will they be motivated to wonder next?
• How does this connect to the next question (Investigation Question or Chapter Question) they work with?
-
36 Amplify Science © 2018 The Regents of the University of California
Goal: Examine embedded formative assessment opportunities in order to plan for differentiated instruction.
Step 1: How do we assess learning?
In Amplify Science, students can demonstrate what they’ve learned through embedded formative assessments (e.g., On-the-Fly Assessments, Critical Juncture Assessments, Student Self-Assessments). These assessments represent the most opportune moments for a glimpse into students’ developing conceptual understanding and their facility with the practices.
First, let’s analyze an embedded assessment opportunity we experienced earlier in the day. During our Light and Sound deep dive sequence, you conducted an investigation to explore whether or not various materials block light.
• Navigate to Light and Sound → Chapter 2 → Lesson 2.3 → Activity 2• Select Embedded Formative Assessment• Select On-the-Fly Assessment 6: Students’ Understanding That Blocking Light Results in Dark Areas• Read the Look for and Now what? sections and then complete the table below.
Light and SoundLesson 2.3, Activity 2
Which disciplinary core ideas, science and engineering practices, and/or crosscutting concepts are being assessed?
What data can be collected from this assessment opportunity?
How could you collect data?
What will this formative assessment opportunity tell you about student understanding?
Formative assessment and differentiation
Light and Sound
-
37© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Formative assessment and differentiation cont.
Step 2: Reflecting on differentiated instruction
Based on student responses to embedded formative assessments, you may need to differentiate instruction in the next activity or lesson. Differentiated instruction is a powerful classroom practice that recognizes that students bring a wide variety of skills, talents, and needs to their daily learning. When you differentiate instruction, it enables you to address varying degrees of proficiency and skill while also meeting identifiable differences in learning styles and interests. There are various ways to differentiate instruction—what you teach, how you teach, and/or how students demonstrate their learning.
How do you currently respond to students’ needs, styles, or interests in your classroom?
-
38 Amplify Science © 2018 The Regents of the University of California
Step 3a: Determine strategies to differentiate instruction
First, let’s read about the variety of differentiation strategies which are embedded in the Amplify Science curriculum. Follow the steps below to access the Program Guide:• Navigate to the Science Program Guide using the Global Navigation Bar. • Select Access and Equity.• Choose Differentiation Strategies. • Explore the description and associated strategies for the student groups listed. • Use the space below to record strategies you could use to differentiate instruction for each group of students.
Student population Strategies for support
English learners
Students with disabilities
Standard English learners
Girls and young women
Advanced learners and gifted learners
Students living in poverty, foster children and youth, and migrant students
Step 3b: Review Lesson Brief
Navigate to the 2.3 Lesson Brief and select the drop-down arrow to expand the Differentiation section. Read the Embedded Supports for Diverse Learners. Are there any additional strategies noted in this brief that you would like to capture in the table above?
Formative assessment and differentiation cont.
-
39© 2018 The Regents of the University of CaliforniaGrade 1 Light and Sound Participant Notebook
Step 4: Preparing to differentiate
Now it’s time to draft a plan to implement differentiated instruction.
What is one strategy you just reviewed and/or recorded which you feel most comfortable implementing after the next embedded formative assessment opportunity?
How will you prepare your students for the implementation of this new strategy? (Ex: Expected student behavior for group work, step-by-step directions)
How will you prepare your classroom for the implementation of this new strategy? (Ex: Classroom arrangement, organizing materials)
Formative assessment and differentiation cont.
-
40 Amplify Science © 2018 The Regents of the University of California
Preparing to teach
Directions:1. Navigate to the Chapter 1 landing page in the Teacher’s Guide and read the Chapter Overview.
2. Navigate to Lesson 1.1 and use the table below to guide your planning.
Consider Read
Lesson Purpose
• What is the purpose of the lesson?
• How do the activities in this lesson fit together to support students in achieving this purpose?
Lesson Brief:
• Overview
• Standards
Preparing
• What materials do you need to prepare?
• Is there anything you will need to project?
• Will students need digital devices?
• Are there partner or grouping structures you need to plan for?
• Are there activities you need to practice before showing students?
• Are there space considerations to think about (e.g., outside observation, projections, whole-group floor space)?
• Are there documents in Digital Resources that you need to review (e.g., Assessment Guide)?
Lesson Brief:
• Materials and Preparation
• Unplugged
• Digital Resources
Timing
• How will teaching this lesson fit into your class schedule?
• Will you need to break the lesson into activities over several days?
Teaching the Lesson
• Are there specific steps you have questions about?
• What challenges might you encounter in teaching this lesson, and how might you address these challenges?
Lesson Brief:
• Lesson at a Glance
Instructional Guide:
• Step-by-Step tab
• Teacher Support tab
Supports and Challenges
• What might be challenging for your students?
• What additional supports can you plan for individual students?
Lesson Brief:
• Differentiation
Instructional Guide:
• Teacher Support tab
*If you have additional time, continue planning with Lesson 1.2.
-
41
Three dimensions of NYSSLS reference
3-D learning engages students in using scientific and engineering practices and applying
crosscutting concepts as tools to develop understanding of and solve challenging
problems related to disciplinary core ideas.
Earth and Space Sciences:ESS1: Earth’s Place in the
UniverseESS2: Earth’s SystemsESS3: Earth and Human Activity
Life Sciences:LS1: From Molecules to
OrganismsLS2: EcosystemsLS3: HeredityLS4: Biological Evolution
Physical Sciences:PS1: Matter and its InteractionsPS2: Motion and StabilityPS3: Energy PS4: Waves and their
Applications
Engineering, Technology and the Applications of Science:ETS1: Engineering DesignETS2: Links among Engineering
Technology, Science and Society
1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter
6. Structure and Function
7. Stability and Change
1. Asking Questions and Defining Problems
2. Developing and Using Models
3. Planning and Carrying Out Investigations
4. Analyzing and Interpreting Data
5. Using Mathematics and Computational Thinking
6. Constructing Explanations and Designing Solutions
7. Engaging in Argument from Evidence
8. Obtaining, Evaluating, and Communicating Information
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
-
42 Amplify Science © 2018 The Regents of the University of California
Amplify Support
Program GuideGlean additional insight into the program’s structure, intent, philosophies, supports, and flexibility.my.amplify.com/programguide
Amplify HelpFind lots of advice and answers from the Amplify team. my.amplify.com/help
Customer careSeek information specific to enrollment and rosters, technical support, materials and kits, and teaching support, weekdays 7AM-7PM EST.
800-823-1969
Amplify Chat
When contacting customer care, be sure to:
• Identify yourself as an Amplify Science user.
• Note the unit you are teaching.
• Note the type of device you are using (Chromebook, iPad, Windows laptop, etc.).
• Note the web browser you are using (Chrome or Safari).
• Include a screenshot of the problem, if possible.
• Cc: your district or site IT contact.
-
43© 2018 The Regents of the University of California
Notes
Grade 1 Light and Sound Participant Notebook
-
44 Amplify Science © 2018 The Regents of the University of California
Notes