Post on 26-Feb-2021
Participant Notebook Supporting Diverse Learner NeedsGrade 4: Vision and Light
New York City Schools
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Supporting Diverse LearnersUnit-specific workshop agenda
Reflections and Framing the Day
Defining Diverse Learners
Understanding Opportunities for Supporting Diverse
Learners
Analyzing Formative Assessment Data and Embedded
Differentiation Strategies Planning to Teach
Closing
1
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
2
Amplify Science © 2018 The Regents of the University of California
Unit Map
Why is an increase in light affecting the health of Tokay geckos in a Philippine rainforest?
Working as conservation biologists, students figure out why a population of Tokay geckos has decreased since theinstallation of new highway lights in the rain forest. Students use their understanding of vision, light, and informationprocessing to figure out why an increase in light in the geckos’ habitat is affecting the population. Then students turntheir attention to humans by designing their own investigations in order to learn more about how our senses help ussurvive.
Chapter 1: How does a Tokay gecko get information about its environment?
Students figure out: In order to survive, a gecko must avoid predators and find prey. To do this, geckos use structuresto get information from their environment. For instance, a gecko uses its ears to hear if there is a predator nearby andits vision to watch for predators.
How they figure it out: Students do hands-on investigations with their own senses to learn that information travels tothem from their environment. They read about what senses different animals use to find their food. Through a MysteryBox activity, students learn that we need light to see.
Chapter 2: How does light allow a Tokay gecko to see its prey?
Students figure out: First, light travels from a source to the gecko’s prey. Then, it reflects off the prey and travels to thegecko’s eyes. As it travels from the prey to the gecko’s eyes, it carries information about the prey.
How they figure it out: Students use the Vision and Light Simulation to explore the path of light from a source to anobject and to an animal’s eye, a process that is necessary for the animal to see. Students confront several commonmisconceptions about the role of light in vision by improving inaccurate models of how light reaches the eye.
Chapter 3: How does a Tokay gecko know that it is looking at its prey?
Students figure out: Light from a source reflects off the prey and travels to the Tokay gecko’s eyes. The light enters theeye through the pupil and then reaches light receptors. The light receptors respond to the light and send informationfrom the light to the brain. The brain processes this information and forms an image. By comparing the image tomemories, the gecko can recognize what it is looking at and make a decision that might help it survive.
How they figure it out: Through research in the Simulation and Handbook of Animal Eyes, students learn that lightenters the eye through the pupil and then reaches light receptors. These light receptors respond and send informationto the brain. Students return to the Simulation to investigate how a predator knows if it’s looking at prey or at an animalthat would be toxic to eat.
Unit MapVision and Light
Planning for the Unit
4
3
© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
Chapter 4: How could more light at night make it hard for a Tokay gecko to see its prey?
Students figure out: When light gets to a Tokay gecko’s eyes, the gecko’s light receptors respond and send informationto the brain. The brain processes this information to form an image. Since the highway lights were installed, there ismuch more light at night. Tokay geckos have light receptors that form clear images in very low-light conditions, so theextra light at night makes it difficult for them to form clear images of their prey.
How they figure it out: Students use an informational text to learn that different animals sense information in differentways due to having specialized receptors with varying sensitivities. Students use the Simulation along with a digitalmodel to compare the vision of nocturnal and diurnal animals in differing amounts of light. They build physical modelsof nocturnal and diurnal eyes and use them to explain the role of light in vision and survival.
Chapter 5: How do our senses help us understand our environment?
Students figure out: By designing an investigation that only changes one variable at a time, it’s possible to understandhow human structures and receptors inform our senses and help us survive.
How they figure it out: Using a jigsaw approach, groups of students design, conduct, and share the results of hands-oninvestigations into one of three human senses: hearing, smell, or touch. The shared results of multiple investigationsallow students to learn about other senses and to compare the results of multiple investigations.
Vision and LightPlanning for the Unit
Unit Map
5
4
Amplify Science © 2018 The Regents of the University of California
Vision and Light Coherence Flowchart
How
do
anim
als
use
thei
r se
nses
to g
et in
form
atio
n ab
out t
heir
env
iron
men
t? (1
.1-1
.4)
•Ani
mal
s ha
ve d
iffer
ent s
truc
ture
s th
at a
llow
them
to g
et in
form
atio
n fr
om th
eir
envi
ronm
ent.
(1.3
)•S
ound
and
sce
nt c
an c
arry
info
rmat
ion
abou
t the
env
iron
men
t to
an a
nim
al. (
1.3)
•Ani
mal
s ha
ve d
iffer
ent s
truc
ture
s th
at a
llow
them
to g
et in
form
atio
n fr
om th
eir
envi
ronm
ent,
whi
ch h
elps
them
sur
vive
. (1.
4) (R
evis
ed fr
om 1
.3)
•Lig
ht, s
ound
, and
sce
nt c
an c
arry
info
rmat
ion
abou
t the
env
iron
men
t to
an a
nim
al. (
1.4)
(Rev
ised
from
1.3
)
•Exp
lore
how
sen
ses
help
peo
ple
get i
nfor
mat
ion
abou
t obj
ects
in th
eir
envi
ronm
ent (
1.2)
•Rea
d In
vest
igat
ing
Anim
al S
ense
s (1
.3)
•Inv
estig
ate
how
info
rmat
ion
abou
t obj
ects
can
be
bloc
ked
from
the
sens
es th
roug
h a
full-
clas
s de
mon
stra
tion
(1.3
)•O
bser
ve v
ideo
s of
ani
mal
s an
d pl
ants
usi
ng s
ense
s to
hel
p th
em s
urvi
ve (1
.4)
•Inv
estig
ate
wha
t is
need
ed to
see
obj
ects
insi
de a
Mys
tery
Box
(1.4
)
•Wri
te a
bout
how
ani
mal
s ge
t inf
orm
atio
n fr
om th
eir
envi
ronm
ent (
1.4)
•Dis
cuss
how
a T
okay
gec
ko g
ets
info
rmat
ion
abou
t its
env
iron
men
t (1.
4)
In o
rder
to s
urvi
ve, a
gec
ko m
ust a
void
pre
dato
rs a
nd fi
nd p
rey.
To
do th
is, g
ecko
s us
e st
ruct
ures
to g
et in
form
atio
n fr
om th
eir
envi
ronm
ent.
For
inst
ance
, a g
ecko
use
s its
ear
s to
hea
r if
ther
e is
a p
reda
tor
near
by a
nd it
s vi
sion
to
wat
ch fo
r pr
edat
ors.
Visi
on a
nd L
ight
: Inv
esti
gati
ng A
nim
al E
yes
Chap
ter
1 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 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
doe
s a
Toka
y ge
cko
get i
nfor
mat
ion
abou
t its
env
iron
men
t?
Why
is a
n in
crea
se in
ligh
t aff
ectin
g th
e he
alth
of T
okay
gec
kos
in a
Phi
lippi
ne r
ain
fore
st?
5
© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
Vision and Light Coherence Flowchart cont.
How
doe
s lig
ht a
llow
an
anim
al to
see
som
ethi
ng?
(2.1
-2.5
)
•Lig
ht n
eeds
to g
et to
an
obje
ct fo
r an
ani
mal
to s
ee th
e ob
ject
. (2.
3)•L
ight
nee
ds to
ref
lect
off
an
obje
ct a
nd g
et to
the
eye
for
an a
nim
al to
see
the
obje
ct. (
2.4)
•Rea
d ab
out a
n an
imal
’s ey
e in
Han
dboo
k of
Ani
mal
Eye
s (2
.1)
•Use
the
Sim
to in
vest
igat
e ho
w li
ght a
llow
s an
ani
mal
to g
et in
form
atio
n fr
om it
s en
viro
nmen
t (2.
1)•R
evis
it th
e Ch
apte
r 1
Mys
tery
Box
inve
stig
atio
n (2
.2)
•Cre
ate
digi
tal m
odel
s to
sho
w h
ow li
ght a
llow
s an
obs
erve
r to
see
som
ethi
ng in
the
Mys
tery
Box
, and
how
the
tran
sfer
of i
nfor
mat
ion
can
be b
lock
ed (2
.2)
•Rea
d I S
ee W
hat Y
ou M
ean
(2.3
)•R
etur
n to
the
Sim
to fu
rthe
r in
vest
igat
e ho
w li
ght a
llow
s an
ani
mal
to g
et in
form
atio
n fr
om it
s en
viro
nmen
t (2.
4)•C
ritiq
ue in
accu
rate
mod
els
abou
t how
ligh
t allo
ws
anim
als
to s
ee th
ings
(2.4
)•M
odel
new
idea
s ab
out t
he M
yste
ry B
ox, u
sing
a d
igita
l too
l (2.
4)
•Use
Exp
lana
tion
Card
s to
dis
cuss
the
Chap
ter
2 Q
uest
ion
(2.5
)•W
rite
exp
lana
tions
to a
nsw
er th
e Ch
apte
r 2
Que
stio
n (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
Firs
t, lig
ht tr
avel
s fr
om a
sou
rce
to th
e ge
cko’
s pr
ey. T
hen,
it r
efle
cts
off t
he p
rey
and
trav
els
to th
e ge
cko’
s ey
es. A
s it
trav
els
from
the
prey
to th
e ge
cko’
s ey
es, i
t car
ries
info
rmat
ion
abou
t the
pre
y.
Visi
on a
nd L
ight
: Inv
esti
gati
ng A
nim
al E
yes
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
doe
s lig
ht a
llow
a T
okay
gec
ko to
see
its
prey
?
Why
is a
n in
crea
se in
ligh
t aff
ectin
g th
e he
alth
of T
okay
gec
kos
in a
Phi
lippi
ne r
ain
fore
st?
6
Amplify Science © 2018 The Regents of the University of California
Vision and Light Coherence Flowchart cont.
How
do
an a
nim
al’s
stru
ctur
es a
llow
it to
see
its
prey
? (3
.1-3
.3)
How
do
anim
als
know
how
to r
eact
whe
n th
ey g
et
info
rmat
ion
abou
t the
ir e
nvir
onm
ent?
(3.3
-3.5
)
•Aft
er fo
rmin
g an
imag
e, th
e br
ain
com
pare
s th
eim
age
to m
emor
ies.
The
n an
ani
mal
can
mak
e a
deci
sion
that
cou
ld h
elp
it su
rviv
e. (3
.4)
•Rea
d ab
out h
ow a
nim
als
know
how
to r
eact
whe
nth
ey g
et in
form
atio
n ab
out t
heir
env
iron
men
t in
Han
dboo
k of
Ani
mal
Eye
s (3
.3)
•Dis
cuss
rea
ctio
ns to
imag
es a
nd s
ound
s fr
om a
nen
viro
nmen
t (3.
4)•C
reat
e di
gita
l mod
els
to r
epre
sent
how
an
anim
alge
ts in
form
atio
n fr
om it
s en
viro
nmen
t (3.
4)•P
artic
ipat
e in
Thi
nk-W
rite
-Pai
r-Sh
are
abou
t the
Inve
stig
atio
n Q
uest
ion
(3.4
)
•Obs
erve
sou
nds
from
Afr
ican
sav
anna
h (3
.1)
•Use
the
Sim
to in
vest
igat
e ho
w e
ye a
nd b
rain
stru
ctur
es a
llow
ani
mal
s to
see
(3.1
)•R
ead
abou
t how
var
ious
bod
y st
ruct
ures
func
tion
toge
ther
to a
llow
an
anim
al to
see
in H
andb
ook
ofAn
imal
Eye
s (3
.1)
•Rea
d an
d di
scus
s Cr
ow S
cien
tist (
3.2)
•Use
the
Sim
to in
vest
igat
e ho
w a
nim
als
reco
gniz
edi
ffer
ent t
ypes
of p
rey
(3.3
)
•Whe
n sc
ient
ists
cha
nge
only
one
var
iabl
e in
an
inve
stig
atio
n, th
ey c
an fi
gure
out
if it
mak
es a
diff
eren
ce. (
3.2)
•Lig
ht r
ecep
tors
in th
e ey
e re
spon
d to
ligh
t and
sen
din
form
atio
n to
the
brai
n. T
he b
rain
pro
cess
es th
isin
form
atio
n to
form
an
imag
e. (3
.3)
•Cre
ate
mod
els
to s
how
how
ani
mal
s pr
oces
s in
form
atio
n fr
om li
ght (
3.5)
•Use
Exp
lana
tion
Card
s to
dis
cuss
the
Chap
ter
3 Q
uest
ion
(3.5)
•Wri
te e
xpla
natio
ns to
ans
wer
the
Chap
ter
3 Q
uest
ion
(3.5
)
Cen
tral P
heno
men
onIn
vest
igat
ion
Que
stio
nsE
vide
nce
sour
ces
and
refle
ctio
nK
ey c
once
pts
Ligh
t fro
m a
sou
rce
refle
cts
off t
he p
rey
and
trav
els
to th
e To
kay
geck
o’s
eyes
. The
ligh
t ent
ers
the
eye
thro
ugh
the
pupi
l and
then
rea
ches
ligh
t rec
epto
rs. T
he li
ght r
ecep
tors
res
pond
to th
e lig
ht a
nd s
end
info
rmat
ion
from
the
light
to
the
brai
n. T
he b
rain
pro
cess
es th
is in
form
atio
n an
d fo
rms
an im
age.
By
com
pari
ng th
e im
age
to m
emor
ies,
the
geck
o ca
n re
cogn
ize
wha
t it i
s lo
okin
g at
and
mak
e a
deci
sion
that
mig
ht h
elp
it su
rviv
e.
Visi
on a
nd L
ight
: Inv
esti
gati
ng A
nim
al E
yes
Chap
ter
3 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 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
doe
s a
Toka
y ge
cko
know
that
it is
look
ing
at it
s pr
ey?
Why
is a
n in
crea
se in
ligh
t aff
ectin
g th
e he
alth
of T
okay
gec
kos
in a
Phi
lippi
ne r
ain
fore
st?
7
© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
Vision and Light Coherence Flowchart cont.
Why
do
diff
eren
t ani
mal
s ne
ed d
iffer
ent a
mou
nts
of li
ght t
o se
e w
ell?
(4.2
-4.5
)
•Diff
eren
t ani
mal
s ca
n ha
ve li
ght r
ecep
tors
with
diff
eren
t sen
sitiv
ities
. The
bra
in c
anno
t for
m a
cle
ar im
age
if th
ere
isto
o m
uch
or to
o lit
tle li
ght f
or th
e ty
pe o
f rec
epto
rs a
n an
imal
has
. (4.
4)
•Com
pare
rea
ctio
n of
ski
nk a
nd T
okay
gec
ko to
ligh
t (4.
1)•R
ead
Seei
ng L
ike
a Sh
rimp
and
Smel
ling
Like
a S
nake
(4.1
)•C
ompa
re w
hat d
iurn
al a
nd n
octu
rnal
ani
mal
s se
e du
ring
day
and
nig
ht (4
.2)
•Cre
ate
digi
tal m
odel
s to
sho
w w
hat d
iffer
ent a
nim
als
see
unde
r th
e sa
me
light
con
ditio
ns (4
.2)
•Gat
her
evid
ence
abo
ut h
ow a
nim
als
see
in H
andb
ook
of A
nim
al E
yes
(4.2
)•U
se th
e Si
m to
inve
stig
ate
now
diff
eren
t pre
dato
rs s
ee th
eir
prey
in d
iffer
ent a
mou
nts
of li
ght (
4.3)
•Use
mod
elin
g to
ol to
exp
lore
how
ligh
t rec
epto
r se
nsiti
vity
aff
ects
wha
t an
anim
al s
ees
(4.4
)•W
rite
abo
ut h
ow li
ght r
ecep
tor
sens
itivi
ty a
ffec
ts w
hat a
n an
imal
see
s (4
.4)
•Bui
ld a
nd o
rally
exp
lain
phy
sica
l mod
els
of a
nim
al v
isio
n (4
.5-4
.6)
•Wri
te e
xpla
natio
ns to
ans
wer
the
Chap
ter
4 Q
uest
ion
(4.6
)
Cen
tral P
heno
men
onIn
vest
igat
ion
Que
stio
nsE
vide
nce
sour
ces
and
refle
ctio
nK
ey c
once
pts
Whe
n lig
ht g
ets
to a
Tok
ay g
ecko
’s ey
es, t
he g
ecko
’s lig
ht r
ecep
tors
res
pond
and
sen
d in
form
atio
n to
the
brai
n. T
he
brai
n pr
oces
ses
this
info
rmat
ion
to fo
rm a
n im
age.
Sin
ce th
e hi
ghw
ay li
ghts
wer
e in
stal
led,
ther
e is
muc
h m
ore
light
at
nig
ht. T
okay
gec
kos
have
ligh
t rec
epto
rs th
at fo
rm c
lear
imag
es in
ver
y lo
w-li
ght c
ondi
tions
, so
the
extr
a lig
ht a
t ni
ght m
akes
it d
iffic
ult f
or th
em to
form
cle
ar im
ages
of t
heir
pre
y.
Visi
on a
nd L
ight
: Inv
esti
gati
ng A
nim
al E
yes
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
cou
ld m
ore
light
at n
ight
mak
e it
hard
for
a To
kay
geck
o to
see
its
prey
?
Why
is a
n in
crea
se in
ligh
t aff
ectin
g th
e he
alth
of T
okay
gec
kos
in a
Phi
lippi
ne r
ain
fore
st?
8
Amplify Science © 2018 The Regents of the University of California
Vision and Light Coherence Flowchart cont.
•Rev
isit
Inve
stig
atin
g An
imal
Sen
ses
to fo
cus
on th
e im
port
ance
of c
ontr
ollin
g va
riab
les
in a
n in
vest
igat
ion
(5.1
)•P
lan
how
to in
vest
igat
e a
hum
an s
ense
(5.1
)•C
ondu
ct a
n in
vest
igat
ion
of a
hum
an s
ense
(5.2
)•S
hare
inve
stig
atio
n re
sults
(5.2
)
Cen
tral P
heno
men
onIn
vest
igat
ion
Que
stio
nsE
vide
nce
sour
ces
and
refle
ctio
nK
ey c
once
pts
Stud
ents
can
mor
e in
depe
nden
tly d
esig
n an
inve
stig
atio
n th
at o
nly
chan
ges
one
vari
able
at a
tim
e to
figu
re o
ut
how
hum
an s
truc
ture
s an
d re
cept
ors
info
rm o
ur s
ense
s an
d he
lp u
s su
rviv
e.
Chap
ter
5 Q
uest
ion
Prob
lem
stu
dent
s w
ork
to s
olve
in
Chap
ter
5
How
do
our
sens
es h
elp
us u
nder
stan
d ou
r en
viro
nmen
t?
Visi
on a
nd L
ight
: Inv
esti
gati
ng A
nim
al E
yes
How
do
hum
an s
ense
s he
lp h
uman
s su
rviv
e in
thei
r en
viro
nmen
ts?
Prac
tice
that
st
uden
ts c
an d
o in
re
spon
se to
the
Chap
ter
5 Q
uest
ion
Opp
ortu
niti
es to
en
gage
in p
ract
ices
an
d ap
ply
key
conc
epts
9
© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
Investigation Notebook
Vision and Light:Investigating Animal Eyes
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Amplify Science © 2018 The Regents of the University of California
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Name: _______________________________________ Date: ________________
Vision and Light—Lesson 1.4
Exploring the Mystery Box
1. Follow the directions in each part to answer the questions below.
Part 1When it is your turn, look through the eyehole of the Mystery Box. What do you see? Write your answer below and draw it in the box.
___________________________________________________________________
___________________________________________________________________
Stop here until your teacher says to go to Part 2.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
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© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
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Name: _______________________________________ Date: ________________
Vision and Light—Lesson 1.4
Exploring the Mystery Box (continued)
Part 2 When given the signal, work with your group to figure out the answer to this question: What do you need in order to see the “food” that is inside the box?
___________________________________________________________________
___________________________________________________________________
With your group, decide one thing you will change about the Mystery Box so that you can see what is inside. Make this change, and then look through the hole to find out if you can see what is inside.
What did you change?
___________________________________________________________________
___________________________________________________________________
What kind of information did you observe about the object inside the box?
___________________________________________________________________
___________________________________________________________________
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Amplify Science © 2018 The Regents of the University of California
22
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.1
1. Use the Vision and Light Simulation to figure out how light allows apredator to see its prey.
2. Use what you observe to answer the questions below.
Investigation 1
Open the Sim. What did you observe when the light is on?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Now turn the light off and observe what happens when the light is off. What did you observe when the light is off?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Investigation 2
Restart the Sim. Change the direction of light by dragging the lamp along the track. What did you observe when the light travels in a different direction?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Investigating Light
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13
© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
23
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.1
Reflecting on Investigations 1 and 2
What are your ideas now about how light allows a predator to see its prey?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Draw a picture in the box below if it helps you describe your ideas.
Investigating Light (continued)
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Amplify Science © 2018 The Regents of the University of California
27
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.3 (optional)
Getting Ready to Read: I See What You Mean
1. Before reading the book I See What You Mean, read thesentences below.
2. If you agree with the sentence, write an “A” on the line before thesentence.
3. If you disagree with the sentence, write a “D” on the line before thesentence.
4. After you read the book, see if your ideas have changed. Be ready toexplain your thinking.
________ All light stops when it reaches an object.
________ Light comes from a source and then floats around.
________ Only shiny things, like spoons and mirrors, reflect light.
________ We see because light reflects off objects and travels to our eyes.
________ Light carries information about objects, such as what color and shape they are.
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© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
28
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.3
Asking Questions When Reading: I See What You Mean
1. As you read the book, record questions you have in the first column.2. If you find the answers to your questions as you read, record your
answers in the second column.
QuestionInformation from the book that helps answer my question
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Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.3 (optional)
Some words can mean more than one thing. For each word in the chart:
1. Read the sentence from the book I See What You Mean that usesthe word.
2. Read the two meanings the word can have.3. Decide which meaning the word has in the sentence from the book and
circle that meaning.
Word Sentence from the book Meaning 1 Meaning 2
mean I see what you mean, but still . . . there must be more to it.
not nice to have in mind
vision It made her wonder—how did vision work anyway?
the ability to see a clear idea of what should happen in the future
reflect The peach reflects light from the lamp.
to cause light to bounce off a material
to think back on something
Multiple Meaning Words
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© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
30
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.3 (optional)
1. Now that you have finished reading I See What You Mean, answer thequestions below.
Would Jayla be able to see the peach if light from the lamp traveled straight to her eyes? Why or why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Would Zoey be able to see the peach if the lamp in the room were not turned on? Why or why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Reading Reflection: I See What You Mean
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Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.3
Think-Write-Pair-Share: Light and Information
1. Look at the projection of pages 18–19 of I See What You Mean.2. Think about how you would answer the question below.3. Record your ideas.4. Share your ideas with your partner.
Jayla can see the peach because light from the peach travels to her eyes. What kind of information about the peach is this light carrying?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
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Amplify Science [ Status of the Class Data Collection and Organizational Tool ]
Teacher: Mr. Saturn Grade Level : 4 Date: 8 /2018 Unit Name: Vision and Light Chapter: 2 Lesson: 2.3, Act. 3
A.) Determine the “Look For’s” for the On the Fly Assessment On-the-Fly Assessment 6: Light Carries Information
B.) Rate the Look -Fors ‘3’ if student demonstrates a strong understanding ‘2’ if student demonstrates some understanding ‘1’- if student demonstrates no understanding
Look Fors Learner A
Learner B
Learner C
Learner D
Look For #1:Student participants in the “Pair” and “Share” routine with a peer.
2 3 2 1
Look For #2:Student recognizes that light carries visual information about an object when it reflects off that object and gets to the eye.
2 1 2 1
Look For #3:Student understands what counts as information. (For example, some students may not think of shape, color, and texture as information about an object.)
2 1 2 2
Look For #4: Student understands the ‘term’ carry; as they may be thinking about observable movement.
2 1 2 2
Look For #5: Student uses vocabulary appropriately (environment, observe, prey, survive, vision)
3 2 1 2
C.) After data are collected for the OTF, analyze the student needs and refer to the NOW WHAT section for ideas on how to respond to your students’ needs.
20
Amplify Science [ Status of the Class Data Collection and Organizational Tool ]
Learner Profiles
Learner A: Enjoys science and math. Loves to tell stories about her many travels and enjoys figuring out phenomena presented. While she finds verbal explanations to be sufficient, she does not find it necessary to elaborate on her ideas through written explanation or written argument. She often shuts down when pushed to provide supporting details in writing.
Learner B: Enjoys reading and writing. When provided a written assignment, he is anxious to provide lengthy written and verbal explanations. Although, this learner enjoys reading, writing and speaking he is challenged by sentence structure, spelling and staying on topic.
Learner C: This new student enjoys expressing himself through art and drawings. He is not a strong reader, yet, as English is his second language. This student has strong comprehension skills and has adapted to using the classroom artifacts to help him construct written explanations.
Learner D: Enjoys solving critical thinking problems and has rich science vocabulary. She works best when provided independent tasks and does not work well in collaborative group settings. She relies on step by step teacher validation and is not likely to complete a task without making sure her answer affirmed by an adult in the room.
21
© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
34
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.4
Reviewing Models About Vision and Light
1. Review Models 2 and 3 with your partner. Discuss how each model isincorrect or incomplete and how each could be improved.
2. On the following page, choose either Model 2 or Model 3. Write abouthow your model is incorrect or incomplete and how it could be improved.
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Amplify Science © 2018 The Regents of the University of California
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Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.4
Reviewing Models About Vision and Light (continued)
I am writing about Model _____.
This model is incorrect or incomplete because
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
In order to show what actually happens when an animal sees an object, I would improve this model by
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Make a drawing if it helps you explain your thinking. Label your drawing.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
23
79
Name: _______________________________________ Date: ________________
Daily Written Reflection
In the last lesson, you and your classmates shared what you read about animal vision. What questions do you still have about the animals that you learned about? List your questions below.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Make a drawing if it helps you explain your thinking. Label your drawing.
Vision and Light—Lesson 4.4 (optional)24
81
Name: _______________________________________ Date: ________________
Think-Write-Pair-Share: Squirrel
1. Think about the question below.2. Record your ideas.3. When your teacher says “share,” share your ideas with your partner.
Squirrels have low-sensitivity light receptors. How does this explain why a squirrel sees well during the day but not at night?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Vision and Light—Lesson 4.425
83
Name: _______________________________________ Date: ________________
Building a Vision Model (continued)
Building a Vision Model Guidelines
Both vision models that your group builds should show the following:
• all the structures involved with animal vision
• whether the light receptors in the eye are high-sensitivity orlow-sensitivity
• an object that the eye is looking at
• what the animal sees in bright light and in low light
The vision models will help you explain your ideas about the following:
• how the light receptors respond in bright light and in low light
• how information about an object is sent to the brain
• what happens when the brain processes information andrecognizes the object
• why different animals need different amounts of light to see well
Materials for Building a Vision Model:
• 20 yellow pom-poms • 4 sheets of construction paper
• 20 hook-and-loop dots • 1 ball
• 1 hook-and-loop strip • markers
• 2 pipe cleaners • masking tape
• 2 feet of yarn • plastic self-sealing bag
• 1 set of Thought Bubble cards
Vision and Light—Lesson 4.426
85
Name: _______________________________________ Date: ________________
Planning Our Vision Model (continued)
Which model will you be building with your partner? (Circle one.)
eye with high-sensitivity receptors eye with low-sensitivity receptors
Draw your Vision Model plan in the box below. Make sure to clearly label all your materials. Also label how each structure in your eye will function. Think about the role that structure plays in allowing an animal to see and know what it is looking at.
Vision and Light—Lesson 4.427
Keeping Diverse Learner Needs in Mind Reflection Tool
Unit Name: ________________________________ Chapter #: _____ Lesson #: _____
Circle the Selected Learner Profile: A B C D
Directions: Reflect on each lesson activity and jot down strategies to support the student you selected from the Learner Profile.
Lesson Activity
My Student May be Challenged by...
Suggestions from the Differentiation Brief
Suggestions from my own Teacher Toolkit
1
2
3
4
5
Take a Moment: How will this activity influence your planning practices?
28
© 2018 The Regents of the University of California
Grade 4 Vision and Light Participant Notebook
Ch Key concepts Explanation
1 Animals have different structures that allow them to get information from their environment, which helps them survive. (1.4)
Light, sound, and scent can carry information about the environment to an animal. (1.4)
In order to survive, a gecko must avoid predators and find prey. To do this, geckos use structures to get information from their environment. For instance, a gecko uses its ears to hear if there is a predator nearby and its vision to watch for predators.
2 Light needs to get to an object for an animal to see the object. (2.3)
Light needs to reflect off an object and get to the eye for an animal to see the object. (2.4)
First, light travels from a source to the gecko’s prey. Then, it reflects off the prey and travels to the gecko’s eyes. As it travels from the prey to the gecko’s eyes, it carries information about the prey.
3 Light receptors in the eye respond to light and send information to the brain. The brain processes this information to form an image. (3.3)
After forming an image, the brain compares the image to memories. Then an animal can make a decision that could help it survive. (3.4)
Light from a source reflects off the prey and travels to the Tokay gecko’s eyes. The light enters the eye through the pupil and then reaches light receptors. The light receptors respond to the light and send information from the light to the brain. The brain processes this information and forms an image. By comparing the image to memories, the gecko can recognize what it is looking at and make a decision that might help it survive.
4 Different animals can have light receptors with different sensitivities. The brain cannot form a clear image if there is too much or too little light for the type of receptors an animal has. (4.4)
When light gets to a Tokay gecko’s eyes, the gecko’s light receptors respond and send information to the brain. The brain processes this information to form an image. Since the highway lights were installed, there is much more light at night. Tokay geckos have light receptors that form clear images in very low-light conditions, so the extra light at night makes it difficult for them to form clear images of their prey.
Connecting key concepts to chapter explanations
Vision and Light
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.
29
Name: _______________________________________ Date: ________________
End-of-Unit Writing: Explaining Why More Light Makes It Harder for a Tokay Gecko to See
Picture 1 shows the Tokay gecko at night before the highway lights were installed.
Picture 2 shows the Tokay gecko at night after the highway lights were installed. The lights are turned on.
1. Draw arrows on the pictures to show how information about the preygets to the Tokay gecko so that it can see.
2. Answer the questions on the next page.
1Vision and Light—Lesson 4.630
2
Name: _______________________________________ Date: ________________
How does a Tokay gecko usually see? Why does more light at night make it hard for it to see?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
End-of-Unit Writing: Explaining Why More Light Makes It Harder for a Tokay Gecko to See (continued)
Vision and Light—Lesson 4.631
Grade 4: Unit 2 - Vision and Light Sample Rubric Compilation & Scoring Guide for the End of Unit Assessment (Lesson 4.6)
Criteria 0 1 2 3 4
Causal and Explanatory
Does the explanation go beyond, or add to ,what can be observed to explain why more light made it harder for the Tokay gecko to see?
No or inaccurate explanation
The explanation does not go beyond, or add to what was observed to explain why more light made it harder for the Tokay gecko to see.
The explanation somewhat goes beyond or adds to describing that Tokay geckos can see without the highway light but cannot see with them to propose: how light allows geckos to see or why the amount of light affects the geckos ability to see
The explanation goes beyond or adds to what was observed describing that Tokay geckos can see without the highway lights but cannot see with them to propose: how light allows geckos to see and why the amount of light affects the geckos ability to see.
The explanation goes beyond and adds to what was observed describing that Tokay geckos can see without the highway light but cannot see with them to propose: how light allows geckos to see and why the amount of light affects the geckos ability to see.
Clear and Well Organized Is the explanation written in a way that will allow the audience to understand it?
No or inaccurate explanation
The explanation is not structured in a way that will allow the audience to understand it
The explanation is structured in a way that will somewhat allow the audience to understand it
The explanation is structured in a way that will clearly allow the audience to understand it
The explanation is structured in a way that the audience can clearly understand and includes science appropriate vocabulary
Grounded in Evidence Is the explanation consistent with the relevant science ideas that students have experienced so far?
No or inaccurate explanation
Explanation is not consistent with the understanding that an animal sees when light from a source reflects off of an object and enters the animals eye, no understanding of how the eye and brain work together to allow animals to see, or that light receptors in the eye have different sensitivities and therefore different animals are able to see well with different amounts of light. Addresses one criteria.
Explanation somewhat consistent with the understanding that an animal sees when light from a source reflects off of an object and enters the animals eye, some understanding of how the eye and brain work together to allow animals to see, or that light receptors in the eye have different sensitivities and therefore different animals are able to see well with different amounts of light. Addresses two criteria.
Explanation shows understanding consistent with the understanding that an animal sees when light from a source reflects off of an object and enters the animals eye, understanding of how the eye and brain work together to allow animals to see, and that light receptors in the eye have different sensitivities and therefore different animals are able to see well with different amounts of light. Addresses all criteria.
Explanation shows understanding consistent with the understanding that an animal sees when light from a source reflects off of an object and enters the animals eye, understanding of how the eye and brain work together to allow animals to see, and that light receptors in the eye have different sensitivities and therefore different animals are able to see well with different amounts of light. Addresses all criteria and cites classroom examples or data to support the explanations.
Grounded in Evidence Does the explanation include a description on structures with substructures that serve functions?
No or inaccurate explanation
Explanation does not describe the structure of the eye and how it functions to get light information from the environment or describe light receptors as substructures of the eye and how they respond to the light with the function of sending information to the brain.
Explanation somewhat describes the structure of the eye and how it functions to get light from the environment or describes light receptors as substructures of the eye and how they respond to the light with the function of sending information. to the brain.
Explanation shows understanding by describing the structure of the eye and how it functions to get light from the environment and describes light receptors as substructures of the eye and how they respond to the light with the function of sending information.
Explanation shows understanding by describing the structure of the eye and how it functions to get light from the environment and describes light receptors as substructures of the eye and how they respond to the light with the function of sending information and cites classroom examples or data to support the explanations.
32
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 inachieving 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 andPreparation
• 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 howmight 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.
33
Grade: ___________________ Unit Name:___________________________________________________
Scoring Guide for the End of Unit Assessment (Template)
Criteria 0 1 2 3 4
34
Amplify Science [ Status of the Class Data Collection and Organizational Tool ]
Teacher: Grade Level : Date: Unit Name: Chapter: Lesson:
A.) Determine the “Look For’s” for the On the Fly Assessment On-the-Fly Assessment # ____:
B.) Rate the Look -Fors ‘3’ if student demonstrates a strong understanding ‘2’ if student demonstrates some understanding ‘1’ if student demonstrates no understanding
Students Look For #1 Look For #2 Look For #3 Look For #4 Look For #5
35
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
scihelp@amplify.com
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.
36
© 2018 The Regents of the University of California
Notes
Grade 4 Vision and Light Participant Notebook
37
Amplify Science © 2018 The Regents of the University of California
Notes
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