Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Bicycle lighting wikipedia , lookup
Architectural lighting design wikipedia , lookup
Gravitational lens wikipedia , lookup
Photoelectric effect wikipedia , lookup
Light pollution wikipedia , lookup
Daylighting wikipedia , lookup
Bioluminescence wikipedia , lookup
Doctor Light (Kimiyo Hoshi) wikipedia , lookup
Grade 4 – Physical Science: Light SCI 4 – Light Assessment Plan LI4.1 Investigate the characteristics and physical properties of natural and artificial sources of light in the environment. I can tell the difference between natural and artificial light sources. I can identify the characteristics (e.g. what it does) of natural light. I can identify the characteristics of (e.g. what it does) artificial light. I can identify the properties (e.g. what it looks like) of light. Indicators a. I can compare natural and artificial sources of light. b. I can explain the difference between light energy and heat energy that are given off by light sources. c. I can explore legends, stories about such topics as: fire, lightening, aurorae and Thuderbird. I can describe why light was important to traditional First Nation cultures. d. I can identify characteristics of light beams (e.g. what light does). d. I can explore that light travels in a straight line. d. I can explore that light travels away from a source in all directions. d. I can explore that light beams may change direction when entering or leaving water. e. I can observe the difference between objects that emit their own and objects that reflect light from another source. f. I can list positive and negative consequences that occur from exposure to natural light sources. f. I can list positive and negative consequences that occur from exposure to artificial light sources. g. I can make predictions about how shadows change (e.g. location, shape and size) when they are placed in different positions around a light source. h. I can make a plan to learn more about how shadows change when placed in different positions around a light source. I can carry out my plan to learn more about shadows. i. I can record the information I learn in my experiments about light. I can share my information with others using a variety of methods (e.g. charts, diagrams, etc.). Assessment Plan Grade 4 – Physical Science: Light LI4.2 Analyze how light interacts with different objects and materials. I can describe different ways that light affects objects and materials (what the object is made of). Indicators a. I can ask good questions (Q dice, RAN) about how light interacts with different materials. b. I can explore if objects cast shadows, allow light to pass, and/or reflect light. I can explain why this happens. c. I can sort materials and objects that are opaque, transparent, and translucent. d. I can design an experiment that tests how different surfaces, shapes, and textures reflect light. I can carry out my plan to learn about the reflective properties of light. e. I can make a conclusion about the reflective properties after observing and testing. f. I can show how transparent material of different materials and shapes can change the direction of light. I can explain how this works. g. I can explore how light affects different optical devices such as: kaleidoscopes, reading glasses, microscopes, periscopes, telescopes, and magnifying glasses. h. I can show that a prism bends light into colours of the rainbow. I can make my own conclusion about what makes up white light. i. I can identify characteristics of radiation that are both below and above the frequencies of visible light, including infrared and ultraviolet. i. I can identify the effects of these types of radiation. j. I can experiment by mixing colours of light to create new colours. Assessment Plan Grade 4 – Physical Science: Light LI4.3 Assess personal, societal, and environmental impacts of light-related technological innovations including optical devices. I can describe the advantages and disadvantages of different light-related technological innovations (including optical devices) on the environment. I can describe the advantages and disadvantages of different light-related technological innovations (including optical devices) on the society. I can describe the advantages and disadvantages of different light-related technological innovations (including optical devices) on myself. Indicators a. I can rate how effective different types of light sources are as: 1) a source of energy; 2) how big of an area is lit up; 3) cost; 4) how it will be used. b. I can list the positive and negative consequences of artificial light sources in my home, community, and school. c. I can list the advantages and disadvantages of translucent, transparent, and opaque materials for specific purposes (e.g., window, shower curtain, paper, light bulb, and frosted glass). d. I can compare the types of light sources used in Saskatchewan in the past and currently. e. I can compare the purpose different optical devices that allow people to see well. f. I can tell why glasses and contacts are important for people with vision problems. g. I can research light-technology innovations and explain their effect on myself, society and my environment. h. I can design an optical device. I can make this device. I can test my optical device. i. I can work with classmates fix any problems that happen with my optical device. j. I can describe how people protect their eyes and sight from light. k. I can list ways to conserve energy in my home. I can explain why these suggestions are important. l. I can examine how light is described in a variety of texts and through dance and drama. m. I can list jobs in Saskatchewan that require an understanding of light and light technology. Assessment Plan