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Main Information

Grade level

1st grade

artifact category

Scientific Model, Individual Task, Formative Assessment

Storyline chapter

Chapter 6

scientific practices

Developing and using models

Constructing explanations (for science) and designing solutions (for engineering)

crosscutting concepts

Cause and Effect

disciplinary core ideas

PS4.A: Wave Properties

PS4.C: Information Technologies and Instrumentation

Artifact Description

After designing and building a sound device to communicate with a partner and seeing how far away their partner could hear it, students returned to their initial models of their stuffies, providing revisions in two parts.

In Part 1, students add on to their initial model using the sentence stems:

My stuffie would make sounds by using…
My stuffie might make sound to …

Part 2 is explored in the subsequent artifact.

Student Thinking

By themselves, these models provide limited evidence of how students are thinking about how and why animals make sounds. In relation to how sounds are produced, Artifacts A and B both include the key vocabulary term “vibration,” but additional context is needed to understand the extent to which students understand that vibrations are related to the back-and-forth movement of a material. Artifact C provides a more specific identification of the body part responsible for creating sound compared to Artifact D (i.e. voice box versus mouth), yet neither shows evidence of connecting this to the idea that a vibrating material is the mechanism that produces sound.

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6. How and Why Do Animals Make Different Sounds? Final Models, Part 1

Main Information

Artifact Description

Student Thinking

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