Unit Overview/Summary - FOCUS: 

Summary

The unit organizes performance expectations with a focus on the theme of observing objects with sight and hearing. Instruction developed from this unit should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations.

Connections between bundle DCIs

The idea that seasonal patterns of sunrise and sunset can be observed, described, and predicted (ESS1.B as in 1-ESS1-2) connects to the concept that the patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted (ESS1.A as in 1-ESS1-1). These ideas also connect to the concept that objects can be seen if light is available to illuminate them or if they give off their own light (1-PS4-2).

The concept of how objects can be seen can also connect to the idea that people also use a variety of devices to communicate (send and receive information) over long distances (PS4.C as in 1-PS4-4). Ideas about communication devices also connect to the concept that sound can make matter vibrate, and vibrating matter can make sound (PS4.A as in 1-PS4-1).

The engineering design idea that a situation that people want to change or create can be approached as a problem to be solved through engineering (ETS1.A as in K-2-ETS1-1) could be applied to different science concepts, such as to the concept that sound can make matter vibrate, and vibrating matter can make sound (PS4.A as in 1-PS4-1), and to the concept that people also use a variety of devices to communicate (send and receive information) over long distances (PS4.C as in 1-PS4-4).

Connections can be made through engineering tasks such as a task in which students identify devices they, or their families, may use that have been created to solve the problem of communicating over long distances, through a task in which students are challenged to create an instrument that uses vibrations to make sound, or through a task in which students try to make something move with vibrations created by sound. Additionally, students could connect these science concepts to the idea that because there is always more than one possible solution to a problem, it is useful to compare and test designs (ETS1.C as in K-2-ETS1- 3). For example, students could test the instruments they created, or they can compare different devices for how well the device allows people to communicate over long distances.

Unit Science and Engineering Practices

Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (K-2- ETS1-1), planning and carrying out investigations (1-PS4-1 and 1-ESS1-2), analyzing and interpreting data (1-ESS1-1), and constructing explanations and designing solutions (1-PS4-2 and 1-PS4-4). Many other practice elements can be used in instruction.

Unit Crosscutting Concepts

Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (1-ESS1-1 and 1-ESS1-2) and Cause and Effect (1-PS4-1 and 1-PS4-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.