Lights & Sound
Mystery Science Unit: Lights & Sounds
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 5 The Sun Sleuth: “Finding a Voice”
(1-PS4-2: Illumination and Darkness)
Mystery Science 1st Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
1-PS4-1: Sound and Vibrating Materials
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. (Cause and Effect)
Clarification & Boundary Statements
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.
Boundary Statement: none
1-PS4-2: Illumination and Darkness
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. (Cause and Effect)
Clarification & Boundary Statements
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.
Boundary Statement: none
Clarification & Boundary Statements
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).
Boundary Statement: Assessment does not include the speed of light.
1-PS4-4: Communication Device Design
Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. (Connection to Engineering and Technology)
Clarification & Boundary Statements
Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string
“telephones,” and a pattern of drum beats.
Boundary Statement: Assessment does not include technological details for how communication devices work.
Anchor Phenomenon / Local Colorado Phenomenon Connections
Lights & Sounds Anchor
The anchor phenomenon for this unit is based around two animals that are found in the Everglades, and how each of them communicate.
Lights & Sound - Mystery Science Lesson / Connections to Anchor Phenomenon
Sound & Vibrations / How do they make silly sounds in cartoons?
Sounds & Vibrations / Where do sounds come from?
Light, Materials, Transparent & Opaque / What if there were no windows?
Light & Illumination / Can you see in the dark?
Light, Communication & Engineering / How could you send a secret message to someone far away?
Lights, Sounds & Communication / How do boats find their way in the fog?
Light & Sound / What do we see and hear in the Everglades at night?
Local Colorado Phenomena Connections
For first-grade science focusing on light and sound, here are some local Colorado phenomena you can explore:
Rocky Mountain Echoes: Visit or discuss the echoes heard in the Rocky Mountains. This can help illustrate how sound travels and reflects.
Chimney Rock Moonlight: Investigate how moonlight illuminates the ancient structures at Chimney Rock, showing how light can bounce off surfaces.
Garden of the Gods Shadows: Observe the changing shadows cast by the rock formations in the Garden of the Gods, helping students understand light direction and shadow formation.
Thunderstorms on the Plains: Discuss the sounds of thunderstorms common in Colorado, emphasizing how sound travels through different mediums.
Sunlight on Snow: Explore how sunlight reflects off snow in the mountains, making it bright and sometimes blinding, demonstrating light reflection.
These examples can be used to create engaging lessons that connect science concepts to students' local environment.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
1st Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 1st Grade Student Notebook
Lights & Sounds - In this unit, students investigate light and sound! They explore how materials vibrate and how vibrating materials can make sounds. They also investigate light and illumination and use those investigations to create simple devices that allow them to communicate across a distance.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
Sound and Light - Enhancement Kit for 1st Grade Mystery Science Lights & Sound Unit. This kit provides experiences that help students develop an understanding of how to observe and manipulate the phenomena of sound and light. They explore these dimensions of the natural world using simple tools and musical instruments. The driving question for the module is how do sound and light interact with objects?
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
3-4. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how waves are used to transfer energy and information.
Grade Level Expectation:
3.1 Sound can make matter vibrate and vibrating matter can make sound.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
STEM Student Explore Boards
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
To make connections between the science of light and sound and careers in Colorado, consider the following possibilities:
Audio Engineer: Professionals working in music studios or radio stations. They use their understanding of sound to manipulate audio for recording, mixing, and broadcasting.
Lighting Technician: Those employed in theater productions or events. They apply knowledge of light to design and operate lighting systems for shows and performances.
Meteorologist: Based in TV or research facilities. These scientists study weather patterns, which include understanding sound waves in relation to weather phenomena like thunder.
Electrician: Practitioners specializing in lighting installations for residential or commercial projects. They need a thorough understanding of light systems and safety.
Photographer or Videographer: Utilize light manipulation to capture images and videos, often working in studios or on location across Colorado's scenic landscapes.
Acoustical Consultant: Advises architects and engineers on sound behavior in buildings, focusing on optimizing acoustics for various environments like concert halls or recording studios.
These career connections can help students see the real-world applications of their science lessons. If you're interested in using a Space to explore these careers interactively with students, you might consider creating a role-playing activity.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
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