Participant Notebook · 2020. 2. 7. · different types of prey (3.3) •When scientists change...

Participant Notebook Supporting Diverse Learner NeedsGrade 4: Vision and Light

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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


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


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



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



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




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

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9



Investigation Notebook

Vision and Light:Investigating Animal Eyes

10


16

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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17

Name: _______________________________________ Date: ________________


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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22

Name: _______________________________________ Date: ________________


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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23

Name: _______________________________________ Date: ________________


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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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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28

Name: _______________________________________ Date: ________________


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


16


29

Name: _______________________________________ Date: ________________


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


17



30

Name: _______________________________________ Date: ________________


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


18


31

Name: _______________________________________ Date: ________________


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?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


19

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


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.

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34

Name: _______________________________________ Date: ________________


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.


22


35

Name: _______________________________________ Date: ________________


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.


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

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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?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


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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


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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.


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?

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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)


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?


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?


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?


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


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


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


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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.

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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


Notes


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Notes

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Participant Notebook · 2020. 2. 7. · different types of prey (3.3) •When scientists change...

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