This unit builds toward the following NGSS Performance Expectations (PEs):

• 1-PS4-2: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
• 1-PS4-3: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

This unit builds towards the following Disciplinary Core Ideas (DCIs):

PS4.B Electromagnetic Radiation

• Objects can be seen if light is available to illuminate them or if they give off their own light.
• Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. 

This unit intentionally develops students’ engagement in these practice elements:

Developing and Using Models

• Distinguish between a model and the actual object, process, and/or events the model represents. (MOD-P1)
• Compare models to identify common features and differences. (MOD -P2)
• Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). (MOD-P3

Planning and Carrying Out Investigations

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (INV-P2)
• Make observations (firsthand or from media) to collect data that can be used to make comparisons. (INV-P4)
• Make predictions based on prior experiences. (INV-P6)

Constructing Explanations and Designing Solutions

• Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (CEDS-P1

In this unit, there are opportunities to practice the following Science and Engineering Practices:

• Asking Questions and Defining Problems
• Analyzing and Interpreting Data
• Using Mathematics and Computational
• ThinkingEngaging in Argument from Evidence
• Obtaining, Evaluating, and Communicating Information
  

This unit intentionally develops students’ engagement in these Crosscutting Concepts:

Cause and Effect

• Events have causes that generate observable patterns. (CE-P1)
• Simple tests can be designed to gather evidence to support or refute student ideas about causes. (CE-P2)

This unit makes these connections to the Nature of Science:

• Science investigations begin with a question.
• Scientists use drawings, sketches, and models as a way to communicate ideas.
• Scientists use different ways to study the world.
• People of diverse backgrounds are scientists and engineers.
• Scientists search for cause-and-effect relationships to explain natural events.
  

The anchoring phenomenon for this unit is the experience of reading under covers made of different materials. Students read a book under a clear shower curtain (transparent cover), a sheet (translucent cover), and a blanket or comforter (opaque cover). The transparent cover allows light in the classroom to travel through, the translucent cover allows some light to travel through, and the opaque cover blocks most of the light from traveling through. The amount of light traveling through the material affects how illuminated the book is under each cover. The book must be illuminated to be seen; therefore, it is easiest to see the book under the transparent cover and most challenging to see the book under the opaque cover. This phenomenon was chosen as the unit anchor for the following reasons:

• The anchoring phenomenon is a relatable experience for children and an experience that is reproducible in classroom settings. It leverages students’ existing ideas about light, while also providing a context to ask questions and work toward explaining how and why things happen.
• The anchor was field-tested with teachers and students in classrooms and homes across the United States as part of the SOLID Start (Science, Oral Language, and Literacy Development from the Start of School) project beginning in 2019. Extensive data collection occurred in 2021-2022, resulting in feedback from teachers and teacher leaders from multiple states. The unit was modified based on feedback after each iteration. Teachers and teacher leaders reported high levels of student engagement with and curiosity about the phenomenon.
• Data included records of student questions generated during the anchoring phenomenon experience. Student questions provided an authentic context to build a storyline aligned with the science ideas and practices in the NGSS Performance Expectation bundle for this unit.

This unit is composed of one lesson set, summarized in the table below.

The goal of integrating literacy within OpenSciEd units is to offer opportunities for practicing reading, writing, speaking, and listening to support science learning. Literacy is fundamental to science because reading, writing, speaking, and listening are the primary means for students to understand and communicate their science ideas. Students use oral (speaking, listening) and written (reading, writing) language to communicate their science ideas and to support their ongoing science sensemaking. Literacy integration throughout the program also helps students learn how to use their oral and written language in a way that mirrors the work of scientists and engineers. The unit teacher materials contain tables that explain the different types of books and texts that students will engage with across the unit to support their sensemaking. 

ELA standards are also integrated throughout the unit to highlight the link between literacy and science for teachers and students. Many ELA standards are incorporated into lessons as needed for specific science learning objectives and teacher guides for those lessons include explicit support for teachers and/or students around connecting to those standards. See the Unit Connections to the Common Core Standards matrix for details about where these specific ELA connection standards happen and how they are used to support the science work in those lessons. 

The goal of integrating mathematics in the OpenSciEd units is to build a strong base of knowledge to reinforce and strengthen science learning. Mathematics integration is intentional–to help the storyline along, clarify pieces of the puzzle students are figuring out, or provide students with tools to highlight, analyze, model, and interpret important patterns in the data they are exploring. Mathematical practices (MP4, MP6, and MP8), along with crosscutting concepts, are employed throughout the unit to develop student understanding of science ideas and deepen science practices. In this unit, students will identify and describe defining and non-defining attributes (part of 1.G.A.1) of various materials, while considering how the attributes influence the amount of light that shines through in Lessons 3, 4, and 9. Additionally, students will organize, represent, and interpret data about the amount of light shining through and reflecting upon different materials (part of 1.MD.C.4) in Lessons 4, 6, 7, and 9. See the Teacher Handbook for additional support and differentiation options.

Math standards are incorporated into lessons as needed for specific science learning objectives, and teacher guides for those lessons include explicit support for teachers and/or students around connecting to those standards. See the Unit Connections to the Common Core Standards matrix for details about where these specific math standard connections happen and how they are used to support the science work in those lessons. These standards are indicated on that matrix with an asterisk (✱).

• Samantha Richar, Unit & Field Test Unit Lead, Michigan State University
• Christie Morrison Thomas, Field Test Unit Lead & Writer, Michigan State University
• Amber C. Davis, Writer, Independent Consultant
• Dani Huels, Writer, Michigan State University
• Emily Mihocko-Bowling, Editor, Independent Consultant
• Amy McGreal, Writer, Northwestern University
• Grace Rogers, Writer, Independent Consultant
• Laura Schneider, Writer, Independent Consultant
• Amanda Dahl, Text Development Lead, Michigan State University
• Amy Johnson, Math & CLS Unit Support, The University of Texas at Austin
• Letty Garza, CLS Unit Support, The University of Texas at Austin
• Meghan McCleary, Coherence Reviewer, Independent Consultant
• Janna Mahfoud, PL Designer and Coherence Reviewer, BSCS Science Learning

• Gen Zoufal, Project Manager, Northwestern University
• Caryl Shepard, Copy Editor, Independent Consultant
• Maria Gonzales, Copy Editor, Independent Consultant
• Russell Leung, Copy Editor, Independent Consultant
• Chris Moraine, Graphic Designer, BSCS Science Learning
• Ken Roy, Safety Consultant, National Safety Consultants, LLC

An integral component of OpenSciEd’s development process is external validation of alignment to the Next Generation Science Standards by the NSTA using the EQuIP Rubric for Science. We are proud that this unit has earned the highest score and rating available and has been awarded the NSTA NGSS 3D Design Badge. You can find additional information and read this unit’s review on NSTA’s website.