sw-01-sn week 10 te

Week 10 Storyline: The anchoring phenomenon for the week is why fireflies make light.Students will learn that light can come from different sources. They will explore what thesesources are. This will help them to understand the phenomenon.

Science Standards:1-PS4-2: Make observations to construct an evidence-based account that objects canbe seen only when illuminated.

Science and Engineering Practices:Constructing Explanations and Designing Solutions

Disciplinary Core Ideas:PS4.B: Electromagnetic Radiation

Crosscutting Concepts:Cause and Effect

Integrated Standard Connections:ELA:RI.1.1: Ask and answer questions about key details in a text.RI.1.2: Identify the main topic and retell key details of a text.RI.1.10: With prompting and support, read informational texts appropriately complex forgrade.W.1.2: Write informative/explanatory texts in which they name a topic, supply some factsabout the topic, and provide some sense of closure.W.1.7: Participate in shared research and writing projects (e.g., explore a number of“how-to” books on a given topic and use them to write a sequence of instructions).W.1.8: With guidance and support from adults, recall information from experiences orgather information from provided sources to answer a question.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1topics and texts with peers and adults in small and larger groups.

Math: N/A

Weekly Phenomenon: Why do fireflies make light?

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Vocabulary:source: a thing that something comes from

Let’s Write: Write about some of the light sources in your home.

Weekly Assessment Questions:1. Labeling: Which sources are natural? Which sources are human-made?

Labels: human-made Natural

2. True or false: Humans can make light sources.

3. True or false: Animals cannot make light.

4. Matching: Which light source is large? Which is small?

a. small

b. large

5. True or false: Humans can see using any light source.

Assessment Guide:

Well-Being Questions:● What are your favorite sources of light?● What is a fun way to use light sources?● How can you conserve light energy?● How do you feel when you go outside in the sunshine?

Sources of Light | Week 10

https://studiesweekly.merlinone.net/mx/?path=%2Fcimageid%2F198870

https://studiesweekly.merlinone.net/mx/?path=%2Fcimageid%2F293126

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● What do you think about fireflies?

Student Edition Week 10


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Article Background Information: N/A

Article 1: Sources of LightLexile® measure: 410L-600LWord Count: 11Light has different sources. A source is where something comes from.Phenomenon Lesson Plan (15 minutes):

1. Engage: Read the phenomenon to the students as they follow along by pointing tothe words in the student edition.

2. Watch Video: View the phenomenon video “Firefly,” from related media. Ask thestudents to describe what the firefly is doing. (making light) Ask the students topredict why the firefly makes light. (Answers will vary.) Ask the students how makinglight helps the firefly. (Answers will vary.)

3. Explore: Read “Sources of Light” to the students as they follow along. Ask thestudents what a “source” is. (where something comes from) Write the word “Light”on the board. Ask the students to brainstorm sources of light. (Answers will vary.)Write their answers around the word “Light,” adding pictures to help nonreadersaccess the information.

4. Explain: Give each student the graphic organizer Sources of Light. Tell the studentsto draw and label four sources of light.

Vocabulary:source: a thing that something comes from

Article Assessment Question:1. What is a source?

a. how something movesb. how something is madec. where something goes tod. where something comes from

Materials/Kit Needed:Graphic organizer Sources of Light


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Online Related Media (Explore More):Video “Firefly”


Article 2: Natural Sources (taught with “Human-Made Sources” and “Sort the Pictures”)Lexile measure: 210L-400LWord Count: 21Light can come from natural sources. It comes from the sun and stars. Light comes fromsome living and nonliving things.

Lesson Plan (30 minutes):1. Engage: Read “Natural Sources” and “Human-Made Sources” to the students as

they follow along in the student edition. Ask the students what it means for a sourceto be natural. (A natural source comes from nature.) Ask the students what it meansfor a source to be human-made. (A human-made source is made by humans.)

2. Explore: Have the students look at the light sources on the board. Draw a sunaround the sources that the students identify as natural and a flashlight aroundthose they identify as human-made.

3. Explain: Instruct the students to sort the light sources on the back of the studentedition based on whether they are natural or human-made sources of light.

4. Elaborate: Tell the students they are going to play a game to help them think aboutwhether a light source is natural or human-made.

a. Divide the students into small groups of 4-5 players.b. Use the graphic organizer Light Sources Game to make a deck of cards for

each small group. Laminate the cards for durability. Tell each group to placetheir deck of cards face-down in the center of the group.

c. Tell one student from the group to draw a card and place it on theirforehead so that the other members of the group can see it but they can’t.

d. Tell the other members of the group to describe what kind of light source ison the card without naming it, until the student can guess the light source.

e. Continue the game until every student has had the chance to guess theirlight source at least one time.

5. Evaluate: Tell each group to work together to sort the cards from the game intogroups of natural and human-made sources of light.

Vocabulary: N/A

Article Assessment Question:1. What is a natural source of light?

a. flashlightb. light bulbc. a mirrord. the sun


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Materials/Kit Needed:Graphic organizer Light Sources Game

Online Related Media (Explore More): N/A


Article 3: The Sun and Moon (taught with “Stars,” “Fire and Lightning,” and “Living Things”)Lexile measure: 210L-400LWord Count: 20The sun is a natural source of light. The moon does not have its own light. It reflects thesunlight.

Lesson Plan (30 minutes):1. Engage: Tell the students you are going to read about natural sources of light. As

you read, have them give you a thumbs-up if the light sources are found on the liston the board. Read “The Sun and Moon,” “Stars,” “Fire and Lightning,” and “LivingThings” to the students. Circle items on the chart as students indicate each item’spresence on the chart. Add any items that were not on the chart.

2. Explore/Constructing Explanations and Designing Solutions: Tell the students thathumans use light sources to see. Tell the students they are going to explore howdifferent kinds of light sources can help them see.

a. Give each student the graphic organizer Using Light to See.b. Place a picture at the front of the classroom and darken the classroom as

much as possible. Ask the students to describe how well they can see thepicture.

c. Illuminate the picture with each type of light on the graphic organizer. Tellthe students to draw what they see each time.

3. Explain: Tell the students to use their graphic organizer as a scaffold to describehow well each source of light illuminates the picture. Discuss the cause and effectbetween the use of each light source and the illumination of the picture. Tell thestudents that this is an illustration of the crosscutting concept of Cause and Effect.

Vocabulary: N/A


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Article Assessment Question:1. What reflects sunlight?

a. the moonb. a humanc. the starsd. a window

Materials/Kit Needed:Picture, laser pointer, flashlight, cell phone lightGraphic organizer Using Light to See



Article 4: Stars (taught with “The Sun and Moon,” “Fire and Lightning,” and “Living Things”)Lexile measure: 210L-400LWord Count: 21Stars are a natural source of light. Most stars are far away. They do not seem as bright asthe sun.

Lesson Plan: N/A

Vocabulary: N/A

Article Assessment Question:1. What is a natural source of light?

a. a carb. the moonc. a radiod. the stars

Materials/Kit Needed: N/A


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Article 5: Fire and Lightning (taught with “The Sun and Moon,” “Stars,” and “Living Things”)Lexile measure: 210L-400LWord Count: 22Fire and lightning are natural sources of light. Fire can give light to a small space. Lightningcan light up the sky.

Lesson Plan: N/A

Vocabulary: N/A

Article Assessment Question:1. What can light up the sky?

a. fireb. flashlightc. lightningd. light bulb




Article 6: Living Things (taught with “The Sun and Moon,” “Stars,” and “Fire and Lightning”)Lexile measure: 210L-400LWord Count: 18Some living things can make their own light. Fireflies can make light. Some squids andoctopuses can glow.

Lesson Plan: N/A

Vocabulary: N/A

Article Assessment Question:1. What living thing can make its own light?

a. birdsb. dogsc. firefliesd. humans



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Article 7: Human-Made Sources (taught first with “Natural Sources” and “Sort the Pictures”)Lexile measure: 210L-400LWord Count: 20Light can come from human-made sources. People make light sources so they can see.What are some human-made light sources?

Lesson Plan (30 minutes):1. Engage: Read “Human-Made Sources” to the students again as they follow along

in the student edition. Ask the students what it means for a source to behuman-made. (It is made by humans.) Point to each human-made source on thestudents’ list.

2. Explore: Tell the students that fire is an interesting example. Fire is not made byhumans. It is a natural light source, but humans can make things that burn and arehuman-made light sources, like a candle or a campfire. Before the invention ofelectric lights and electric heaters, humans found ways to use fire to stay warm andto see. After the invention of electricity, humans used electric light sources for thesame reasons.

3. Elaborate/Constructing Explanations and Designing Solutions: Tell the students theywill create their own light source.

a. Provide each student with a finger light and access to recycled materials.b. Instruct the students to use the recycled materials to build a holder for the

finger light.c. Tell the students to test their light source to determine how well they can

hold it and use it to illuminate the picture at the front of the room.4. Evaluate: Show students the phenomenon video “Firefly.” Ask the students how

making light might help a firefly. (Answers will vary but can include ideas such ascommunication and finding things they need.)

Vocabulary: N/A

Article Assessment Question:1. What is a human-made source of light?

a. a flashlightb. an octopusc. the starsd. the sun

Materials/Kit Needed:Finger lights, recycled materials


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Online Related Media (Explore More):Video “Firefly”


Article 8: Sort the Pictures (taught with “Natural Sources” and “Human-Made Sources”)Lexile measure: 210L-400LWord Count: 13Sort the pictures. Which sources of light are natural? Which sources are human-made?

Lesson Plan: N/A

Vocabulary: N/A

Article Assessment Question: N/A

Materials/Kit Needed:Online Related Media (Explore More): N/A


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Name ___________________________________________________________ Date _____________

Studies Weekly Science - First Grade

Sources of Light

Week 10 Assessment

1. Which sources are natural? Which sources are human-made?

human-made

natural

2. Humans can make light sources.

True False

3. Animals cannot make light.

True False


10.124. Which light source is large? Which is small?

labels: large, small

_____________________ _____________________

5. Humans can see using any light source.

True False


sw-01-sn week 10 te

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