Unit Plan 9 (Grade 1 Science): Sound & Light — Quarter Synthesis

Focus: Explain how vibrations make sound, how light helps us see and makes shadows, how different materials affect a beam of light, and how people use light or sound tools to solve communication problems.

Grade Level: 1

Subject Area: Science (Physical Science • Engineering Design • Waves & Information)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

This quarter-synthesis unit ties together everything students have learned about sound and light. Students revisit how vibrating materials can make sound and how sound can make materials move. They also revisit how objects can be seen only when illuminated, how shadows change when light direction changes, and how different materials can be transparent, translucent, opaque, or reflective.

To bring it all together, students complete a simple “Sound & Light Showcase” where they demonstrate one vibration investigation, one light/shadow investigation, one material test, and a short design solution that uses light or sound to send a message. The week ends with a class gallery walk and quick demos using evidence, patterns, and clear explanations.

Essential Questions

• How do vibrations make sound, and how can sound make materials move?
• Why can we only see objects when they have light on them?
• How do shadows change when the light source moves?
• How do different materials affect a beam of light?
• How can we use light or sound to solve a communication problem?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Plan and carry out a simple investigation showing that vibrating materials can make sound and that sound can make materials vibrate (1-PS4-1).
2. Make and share an evidence-based statement that objects can be seen only when illuminated (1-PS4-2).
3. Test and record how different materials placed in a beam of light change what happens (1-PS4-3).
4. Define a simple design problem for communication and identify basic criteria and constraints (K-2-ETS1-1).
5. Design, build, test, and improve a device that uses light or sound to send a message; compare versions to identify strengths and weaknesses (1-PS4-4; K-2-ETS1-2–3).

Standards Alignment — Grade 1 (NGSS-Aligned)

• 1-PS4-1 — Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
  • Example: Use rubber bands, rulers, cups, or drums to observe vibration and sound effects.
• 1-PS4-2 — Make observations to construct an evidence-based account that objects can be seen only when illuminated.
  • Example: Compare a “lit” object vs. the same object in a dark/shaded space and describe what changes.
• 1-PS4-3 — Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
  • Example: Test paper, wax paper, plastic, foil, and fabric to see whether light passes through, scatters, blocks, or reflects.
• 1-PS4-4 — Use tools and materials to design and build a device that uses light or sound to solve a communication problem.
  • Example: Create a flashlight blink code or a sound pattern tool to send a message across the room.
• K-2-ETS1-1 — Ask questions, make observations, and gather information to define a simple problem that can be solved with a new or improved object or tool.
  • Example: Define a classroom communication need (quiet signal, distance signal, dark-room signal).
• K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a problem.
  • Example: Draw the device and label how parts help make the signal clearer.
• K-2-ETS1-3 — Analyze data from tests of two objects designed to solve the same problem to compare strengths and weaknesses.
  • Example: Compare Version 1 vs. Version 2 (or Design A vs. Design B) using simple test results.

Success Criteria — Student Language

• I can show that vibrations make sound using an investigation.
• I can explain that we see objects only when they have light on them.
• I can test materials and tell if they let light through, block it, or reflect it.
• I can explain a problem and what my design must do (criteria) and my limits (constraints).
• I can build and test a light or sound communication device and improve it using results.