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© 2018 by The Regents of the University of California. All rights reserved. No part of this publi-cation may be reproduced or transmitted in any form or by any means, electronic or mechan-ical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
These materials are based upon work partially supported by the National Science Foun-dation under grant numbers DRL-1119584, DRL-1417939, ESI-0242733, ESI-0628272, ESI-0822119. The Federal Government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
These materials are based upon work partially supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130610 to The Regents of the University of California. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Developed by the Learning Design Group at the University of California, Berkeley’s Lawrence Hall of Science.
Amplify Science Elementary is based on the Seeds of Science/Roots of Reading® approach, which is a collaboration between a science team led by Jacqueline Barber and a literacy team led by P. David Pearson.
www.scienceandliteracy.org
Amplify. 55 Washington Street, Suite 800 Brooklyn, NY 11201 1-800-823-1969 www.amplify.com
Vision and Light: Investigating Animal EyesISBN: 978-1-64089-731-1 AMP.NA18
Table of Contents
Lesson 1.1 Pre-Unit Writing: Explaining Why the Bird Could Not Find Its Food
Lesson 1.4 Chapter 1 Home Investigation: Asking Questions
Lesson 2.3 Chapter 2 Home Investigation: Following the Path of Light
Lesson 2.5 Scientific Explanation of How Light Allows an Animal to See (Version B)
Lesson 3.3 Chapter 3 Home Investigation: Body Structures and Their Functions
Lesson 3.5 Scientific Explanation of How Animals Know What They Are Looking At (Version B)
Lesson 4.1 Materials Request Letter
Lesson 4.4 Thought Bubbles for Vision Model Cards Chapter 4 Home Investigation: Amazing Animal Senses
Lesson 4.6 End-of-Unit Writing: Explaining Why More Light Makes It Harder for a Tokay Gecko to See (Version A)
End-of-Unit Writing: Explaining Why More Light Makes It Harder for a Tokay Gecko to See (Version B)
Lesson 5.1 Smell Investigation Hearing Investigation Touch Investigation
Lesson 5.2 Chapter 5 Home Investigation: How Does Your Sense of Taste Work?
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 1.1
Name: _______________________________________ Date: ________________
Pre-Unit Writing: Explaining Why the Bird Could Not Find Its Food
Kayla wrote a summary of her observations of how her bird acted each night.
1. Read Kayla’s summary.
2. Draw what the light from the lamp is doing in each diagram below. Addlabels to each diagram.
3. Answer the questions on the next page.
Kayla’s summary:• Both nights, the lamp was on and the bird was awake.
• The bird needs to see its food to find it.
• On Night 1 when there was not a thick cloth over the cage, the bird foundand ate its food.
• On Night 2 when there was a thick cloth over the cage, the bird didn’t findand didn’t eat its food.
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 1.1
Name: _______________________________________ Date: ________________
How do you think the bird found its food on Night 1?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
Why do you think the bird could not find its food on Night 2?
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Pre-Unit Writing: Explaining Why the Bird Could Not Find Its Food (continued)
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 1.4
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 1.4
Name: _______________________________________ Date: ________________
Chapter 1 Home Investigation: Asking Questions
1. Scientists ask questions about the real world and what parts of it are like. With a person at home, choose something regarding the real world that you wonder about.
2. With that same person, make a list of questions about that topic.
3. Choose one question you would like to investigate. Circle that question, and then write about how you might investigate it.
What do you wonder about?
___________________________________________________________________
List your questions about it on the lines below.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How would you investigate the question that you circled?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.3
Name: _______________________________________ Date: ________________Name: _______________________________________ Date: ________________
Chapter 2 Home Investigation: Following the Path of Light
1. Choose an object in your home.
2. Ask a person at home to look at the object. Explain to that person whythey can see the object. Point out the path of light from the source tothat person’s eye.
3. Draw a diagram in the box and record your notes on the lines below.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 2.5 (Version B)
Name: _______________________________________ Date: ________________
1. Write a scientific explanation that answers the question below. Be sure tostart with the light source.
How does light allow a Tokay gecko to see its prey?
First, light __________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Then, light _________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Scientific Explanation of How Light Allows an Animal to See
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 3.3
Name: _______________________________________ Date: ________________Name: _______________________________________ Date: ________________
Chapter 3 Home Investigation: Body Structures and Their Functions
1. Circle one part of the human body from the list below.
Foot Hand Head Leg
2. With a person at home, list the structures that make up that body part inthe Structure column below. Don’t worry about listing them all!
3. Discuss the function of each structure and list it in the Functioncolumn below. Make and label a drawing, if it helps.
Body part: _________________
Structure Function
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 3.5 (Version B)
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 3.5 (Version B)
1. Write a scientific explanation that answers the question below. To provide a complete explanation, you will need to include information about• how a Tokay gecko’s structures allow it to see its prey.• how a Tokay gecko knows how to react when it sees its prey.
2. Be sure to include the words brain and light receptors in your explanation.
How does a Tokay gecko know that it is looking at its prey?
A gecko’s structures allow it to see. First, light gets to the gecko’s eye.
Then, light _________________________________________________________
___________________________________________________________________
Next, ______________________________________________________________
___________________________________________________________________
Then, ______________________________________________________________
___________________________________________________________________
The gecko knows how to react when it sees its prey because _____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Scientific Explanation of How Animals Know What They Are Looking At
© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 4.1
Materials Request Letter
Dear families,
Our class is currently working on a life sciences unit called Vision and Light. In this unit, students are
learning how animals use their senses to get information about their environment and how that helps
them survive. Next week, we will use what we have learned about how animals get information about
their environment to investigate our own senses. As part of our investigation, students will complete
a hands-on activity to explore how their senses work.
We need some materials to complete this investigation. We have most of the materials we need, but
we would appreciate some help. If you are able to, please consider sending some of the following
materials into class with your student:
• beads
• marbles
• large pasta
• small pasta
• wooden beads
• toothpicks
• rice
• sponge pieces
• felt pieces
• corduroy pieces
• cotton fabric pieces
• play dough
• popcorn kernels
Thank you for your help!
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 4.4
I can’t see!
I can see the object. It is a(n) _____________.
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 4.4
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 4.4
Name: _______________________________________ Date: ________________
Chapter 4 Home Investigation: Amazing Animal Senses
1. With a person at home, use library books or the Internet to research an animal with an amazing sense.
2. Write about your animal below.3. Share what you learned with another person at home. They might
learn something!
Name of the animal: ________________________
What is the animal’s amazing sense?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How does the sense help the animal?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What other cool facts about the animal did you find?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 4.6
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.
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 4.6
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)
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 4.6 (Version B)
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.
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 4.6 (Version B)
Name: _______________________________________ Date: ________________
How does a Tokay gecko usually see? Why does more light at night make it hard for it to see?
How a gecko usually sees its prey:
When light gets to a Tokay gecko’s eyes, _______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Why bright lights at night are a problem for a gecko:
Since the highway lights have been installed, there is more light at night.
This means ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
End-of-Unit Writing: Explaining Why More Light Makes It Harder for a Tokay Gecko to See (continued)
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
Smell Investigation
Team member names: ______________________________________________
Planning Our Investigation
1. Underline the question you want to investigate—or come up with your own!
• At what distance can I no longer smell different scents?
• What material is the best for stopping me from being able to smell something?
• Does the order in which I smell things change how well I smell each thing?
• (optional) Our question: _________________________________________
______________________________________________________________
2. Making a prediction is part of how scientists test their ideas. Make a prediction about what you will find out about the question you chose to investigate.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
3. Write the materials you will use in your investigation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Draw two diagrams that show how you will run the two tests in your investigation. Make sure to show what will change between tests (this is the variable you are testing).
Smell Investigation (continued)
Before:
After:
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
5. Write down all the steps you need to do to complete your investigation.Add more steps if you need them.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. What will you observe and record in each test?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. What variable will you change between each of your tests?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
8. What will you keep the same between each of your tests?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Smell Investigation (continued)
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
Investigating the Human Sense of Smell: Results
1. Write your observations in the chart below. Do your investigation three times to see if your results are repeatable.
How well did your sense of smell work?
First time Second time Third time
The first thing
we are testing is
____________.
How well did your sense of smell work?
The second thing we
are testing (after we
change the variable)
is ____________.
How well did your sense of smell work?
Are your observations what you predicted? Yes No Yes No Yes No
2. Were your observations the same all three times? ____________________
3. What did you learn about how smell helps us understand our environment?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Smell Investigation (continued)
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
22
Hearing Investigation
Team member names: ______________________________________________
Planning Our Investigation
1. Underline the question you want to investigate—or come up with your own!
• How does being close to or far away from a sound change how well I can hear it?
• How does the amount of background sounds, like having music playing, change how well I can hear a specific sound?
• What material is the best for stopping me from being able to hear something?
• (optional) Our question: _________________________________________
______________________________________________________________
2. Making a prediction is part of how scientists test their ideas. Make a prediction about what you will find out about the question you chose to investigate.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
3. Write the materials you will use in your investigation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Draw two diagrams that show how you will run the two tests in your investigation. Make sure to show what will change between tests (this is the variable you are testing).
Hearing Investigation (continued)
Before:
After:
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
24
5. Write down all the steps you need to do to complete your investigation.Add more steps if you need them.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. What will you observe and record in each test?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. What variable will you change between each of your tests?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
8. What will you keep the same between each of your tests?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Hearing Investigation (continued)
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
Investigating the Human Sense of Hearing: Results
1. Write your observations in the chart below. Do your investigation three times to see if your results are repeatable.
How well did your sense of hearing work?
First time Second time Third time
The first thing we are testing is
__________________.
How well did your sense of hearing work?
The second thing we are testing (after we change the variable)
is _________________.
How well did your sense of hearing work?
Are your observations what you predicted? Yes No Yes No Yes No
2. Were your observations the same all three times? ____________________
3. What did you learn about how hearing helps us understand our environment?
___________________________________________________________________
___________________________________________________________________
Hearing Investigation (continued)
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________Date: ___________________________________
Touch Investigation
Team member names: ______________________________________________
Planning Our Investigation
1. Underline the question you want to investigate—or come up with your own!
• Which part of my body is more sensitive to feeling something—my fingertip or my elbow?
• Are some materials easier to identify by touch than others?
• When you want to identify something by touch, how does touching it directly compare to touching it through a bag?
• (optional) Our question: _________________________________________
______________________________________________________________
2. Making a prediction is part of how scientists test their ideas. Make a prediction about what you will find out about the question you chose to investigate.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
3. Write the materials you will use in your investigation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Draw two diagrams that show how you will run the two tests in your investigation. Make sure to show what will change between tests (this is the variable you are testing).
Touch Investigation (continued)
Before:
After:
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
5. Write down all the steps you need to do to complete your investigation.Add more steps if you need them.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. What will you observe and record in each test?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. What variable will you change between each of your tests?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
8. What will you keep the same between each of your tests?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Touch Investigation (continued)
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Vision and Light—Lesson 5.1
Name: _______________________________________ Date: ________________
Investigating the Human Sense of Touch: Results
1. Write your observations in the chart below. Do your investigation three times to see if your results are repeatable.
How well did your sense of touch work?
First time Second time Third time
The first thing we are testing is
____________.
How well did your sense of touch work?
The second thing we
are testing (after we
change the variable)
is ____________.
How well did your sense of touch work?
Are your observations what you predicted? Yes No Yes No Yes No
2. Were your observations the same all three times? ____________________
3. What did you learn about how touch helps us understand our environment?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Touch Investigation (continued)
© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 5.2
Name: _______________________________________ Date: ________________
Vision and Light—Lesson 5.2
Name: _______________________________________ Date: ________________
Chapter 5 Home Investigation: How Does Your Sense of Taste Work?
1. With an adult, set up an investigation to find out more about how the human sense of taste works. Write your investigation question below. Example investigation question: Which part of your tongue most strongly senses the sour taste of a lemon?
2. Take notes as you do your investigation. Repeat the investigation three times to see if your results are the same.
3. Explain to the adult why you think they can taste things and what you found out about the sense of taste from your experiment.
Investigation question:
___________________________________________________________________
___________________________________________________________________
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I found out:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
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