Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

1-PS4-1

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]

1-PS4-4

Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.]

K-2-ETS1-1

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

SCIENCE AND ENGINEERING PRACTICES (SEP)

Asking Questions and Defining Problems

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

Ask questions based on observations to find more information about the natural and/or designed world(s).
Ask and/or identify questions that can be answered by an investigation.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

DISCIPLINARY CORE IDEAS (DCI)

PS4.A: Wave Properties

Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1)

PS4.C: Information technology and instrumentation

People use a variety of devices to communicate over long distances (1-PS4-4)

ETS1.A: Defining and Delimiting Engineering Problems

A situation that people want to change or create can be approached as a problem to be solved through engineering.
Asking questions, making observations, and gathering information are helpful in thinking about problems.
Before beginning to design a solution, it is important to clearly understand the problem.

CROSSCUTTING CONCEPTS (CCC)

Cause and Effect

Simple tests can be designed to gather evidence to support or refute student ideas about causes.
Events have causes that generate observable patterns.

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Common Core State Standards (CCSS)

CCSS ELA SPEAKING & LISTENING

CCSS.ELA-LITERACY.SL.1.1.B
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

CCSS ELA WRITING

CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

California English Language Development (ELD) Standards

CA ELD

Part 1.1.3: Offering and supporting opinions and negotiating with others in communicative exchanges

EMERGING

EXPANDING

BRIDGING

P1.1.3 Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X), as well as open responses in order to gain and/or hold the floor.

P1.1.3 Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X), as well as open responses in order to gain and/or hold the floor, elaborate on an idea, and so on.

P1.1.3 Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X), and open responses in order to gain and/ or hold the floor, elaborate on an idea, provide different opinions, and so on.

In addition to the standard above, you may nd that you touch on the following standards in this lesson as well:

P1.1.1: Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics
P1.1.5: Listening actively to spoken English in a range of social and academic contexts
P1.1.10: Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
P1.1.11: Supporting own opinions and evaluating others’ opinions in speaking and writing