Waves and Information
Discovery Education Unit: Wireless Speaker
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
Clarification & Boundary Statements
Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.
Boundary Statement: Assessment does not include electromagnetic waves and is limited to standard repeating waves.
MS-PS4-2: Wave Reflection, Absorption, and Transmission
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. (Structure and Function)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.
Boundary Statement: Assessment is limited to qualitative applications pertaining to light and mechanical waves.
Clarification & Boundary Statements
Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes.
Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and conversion
of stored binary patterns to make sound or text on a computer screen.
Boundary Statement: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: How does music transfer to my ears from my phone and a wireless speaker?
Anchor
Students will generate an initial model and, as a class, a consensus model of sound transmission through the phone-speaker-listener system. The model will be refined throughout the unit as students gather applicable knowledge, using the lens of systems throughout the lesson bundle. After developing their consensus model, students will generate questions about how sound and other signals are transmitted through the sound system and place their questions on the driving question board.
Discovery Education Lesson / Connections to Anchor Phenomenon
Exploring a Speaker / How does music transfer to my ears from my phone and a wireless speaker?
Producing Sound / How does the speaker make sound?
Modeling Sound / How can we represent different sounds made by the speaker?
Sound Transmission / How does sound from the speaker travel through the air to my ears?
Wireless Signal / How does the speaker connect to the cell phone without a wire?
Analog and Digital Signals / How can radio waves from the cell phone carry sound information?
Groovy Sounds Phenomenon - Have students build a paper-pencil-pin phonograph
Local Colorado Phenomena Connections
To address the NGSS standard MS-PS4-3, which involves using mathematical representations to describe a simple model for waves, here are several local Colorado phenomena you can consider:
Rocky Mountain Echoes: Explore how sound waves reflect off mountain surfaces and create echoes in areas like Rocky Mountain National Park.
Avalanche Sound Waves: Investigate how sound waves from avalanches can be detected and measured.
Light Waves at Great Sand Dunes: Study how light waves interact with the sand dunes, creating patterns and reflections, particularly during sunrise or sunset.
Thunderstorms on the Plains: Analyze the propagation of sound waves during a thunderstorm and how they can be used to determine the distance of lightning strikes.
Acoustic Ecology in Estes Park: Examine how sound waves affect wildlife communication in natural habitats.
These phenomena can help students understand wave properties and behaviors in a real-world context.
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
Career Connections
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.
Local Colorado Career Connections
To connect with Colorado-based careers related to waves and information for your 8th grade science class, consider these options:
Broadcasting and Telecommunications: Explore careers in radio, television, and internet services. Companies like Comcast or local radio stations might offer insights into how waves are used for information transmission.
Research and Academia: Contact local universities such as the University of Colorado Boulder, which has research programs in physics and engineering focusing on wave technologies.
Renewable Energy: Wind energy companies, like those working with the National Renewable Energy Laboratory (NREL) in Golden, Colorado, might provide information on how waves (like sound waves) are used in energy solutions.
Medical Imaging: Reach out to hospitals or medical imaging centers in Colorado. Careers in ultrasound technology, which uses sound waves for imaging, could be informative.
Aerospace and Defense: Companies like Lockheed Martin in Colorado work with technologies that involve wave principles for communication and radar systems.
Consider reaching out to these organizations for guest speakers or virtual tours to give students a firsthand look at how waves and information play a role in these fields.
Hands On, Minds On Connections
Discovery
Discovery Hands-On Refurbishments
PASCO
St Vrain Science Center
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Teacher Notes / Assessments
Discovery Hands-On Refurbishments
To Extend Student Learning
7) Designing an Alarm System Additional Remediation, Extension, Differentiation Resources
Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support
Scan Image - X-ray imaging, PET scans, CT scans, and MRIs are various imaging techniques that are used to capture images of the inside of the body. See them all compared to each other.
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 8th 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
Stanford 3D Short Performance Assessments (Ocean Sounds)
NGSS 6-8 Assessment Task (Sound)
CDE: Grade Level Expectations
Prepared Graduates:
Prepared Graduates:
1.4: 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:
Grade Level Expectation:
1-8: A simple wave model has a repeating pattern with specific wavelength, frequency, and amplitude and mechanical waves need a medium through which they are transmitted. This model can explain many phenomena which include light and sound.
1-9: A wave model of light is useful to explain how light interacts with objects through a variety of properties.
1-10: Designed technologies can transmit digital information as wave pulses.
Colorado Department of Education - Middle School Science Standards
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)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
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)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
Stability and Change
Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?
Possible Thinking Maps:
Partial Multi-Flow Map for change (Page 60)
Circle Maps for defining dynamic and static stability (Page 24)
Flow map for evolution of a system (Page 54)
Double Bubble to dynamic and static stability (Page 36)
Page updated
Report abuse