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| In this unit, students explore the driving question of How Can I Read Under the Covers When It’s Dark? In a series of investigations, students develop and revise models of how light interacts with transparent, translucent, opaque, and reflective materials. Students work to figure out that we need a light source to read under the covers at night. Students also investigate how opaque objects can create shadows and how some reflective objects can act as mirrors. |
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| In Lesson 1 of the Reading Under Cover unit, students try reading under forts made of different materials. In Lesson 2, students build on their initial investigations with the forts to investigate how light interacts with opaque, translucent, and transparent materials. To extend the focus on opaque materials, students investigate shadows in Lessons 3 and 4. After various investigations, students develop models in Lesson 5 of how light interacts with opaque, translucent, and transparent materials. In Lesson 6, students then apply their understanding of the different materials to find ways to read under the blankets in the dark. In Lessons 7 and 8, students investigate how light interacts with reflective materials and develop models of what happens. Finally, students develop informational texts in Lesson 9 to share their understanding with others. | It is hard to read in bed at night under the covers because there is no light source. We can only see things in darkness when light shines on them. We know this because when it was dark under the opaque covers in the classroom, we had to use a flashlight to see our books. However, more light was able to pass through the translucent and transparent covers, so it was easier to read under those covers. |
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| MI: Common Core Essential Elements ELA (2015) Reading (Informational Text) RI.1.2. Identify the main topic and retell key details of a text. RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas. RI.1.7. Use the illustrations and details in a text to describe its key ideas. RI.1.8. Identify the reasons an author gives to support points in a text. RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity. RI.1.10. With prompting and support read informational texts appropriately complex for grade 1. Production and Distribution of Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Presentation of Knowledge and Ideas. SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 1-PS4-2 Make observations to construct an evidence-based account that objects can be seen only when illuminated. 1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Copyright © 2001-2015 State of Michigan | By the end of this unit, students will be able to: - • Construct an evidence-based explanation that objects in darkness can be seen only when illuminated.
- • Plan and conduct investigations to explore transparent, translucent, opaque, and reflective objects.
- • Construct a model that demonstrates how light interacts with transparent, translucent, opaque, and reflective objects.
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| | Each lesson begins with an essential question. Please see Lesson Planner tab. Each lesson also includes multiple opportunities for students to engage in the essential practice of Asking Questions and Defining Problems: Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions. - Ask questions based on observations to find more information about the natural and/or designed world(s).
- Ask and/or identify questions that can be answered by an investigation.
- Define a simple problem that can be solved through the development of a new or improved object or tool.
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| Assessment Statement #1: Students can use observations to make claims with evidence that objects in the dark can only be seen when illuminated by a light source (aligned to 1-PS4-2). Lessons 1, 2, 6, & 9 Assessment Statement #2: Students can plan and conduct an investigation to determine what happens when they place different materials (transparent, translucent, opaque, and reflective) in the path of a beam of light (aligned to 1-PS4-3). Lessons 2, 4, & 7 Assessment Statement #3: Students can develop and use a model to represent what happens when different materials (transparent, translucent, opaque, and reflective) are placed in the path of a beam of light (aligned to 1-PS4-3). Lessons 1, 5, & 8 | |
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