Download Light- Gr 4 Lesson Plans ESCI 2015

Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Unit Name: Light
Lesson Number and Title: #1 Natural and Artificial Light sources
Date: October
Subject: Science
Grade: 4
Time: 45 minutes
Parts of the Learning Cycle Involved:
Engagement, Exploration, Explanation, Evaluation
Learning Objective and Lesson Purpose:
Learning Objective: Students are able to distinguish between natural and artificial light and their
sources
Lesson Purpose: Students learn the differences between natural and artificial light and can identify
various sources in and around their community and their everyday life.
About / In / For the environment:
About: Natural light sources are a part of the environment. Students will learn about the various natural
light sources in the environment
In: Students will be staying indoors for this lesson.
For: Does not apply
Outcomes & Indicators:
LI4.1Investigate the characteristics and physical properties of natural and artificial sources of light in the
environment. [CP, SI]
a. Differentiate between natural (e.g., fire, sun, star, lightning, aurorae, fireflies, and bioluminescent
fungi) and artificial (e.g., light bulb, street light, glow stick, LED, tanning lamp, and laser) sources of
light in the environment.
Content Background: Adaptive from: Swirk. (2015). Sources of light. Retrieved from
http://www.skwirk.com/p-c_s-11_u-25_t-135_c-429/sources-of-light/nsw/science-technology/light-up-mylife/introduction-to-light
Natural Light: https://www.youtube.com/watch?v=t-kzdR93bqw- 2.00 minute fun video which
introduces the sun and its characteristics. Can be played at the beginning of this lesson as an intro to
natural light
Our main source of natural light is the sun. The sun is a star and explosions at the centre of the sun
produce large amounts of energy. This energy is released as light and heat. Some of this light reaches
Earth and gives us daylight.
Other forms of natural light include the moon (which is reflected light from the sun), stars, lightning,
aurorae (colourful lights in the night sky in northern areas), fireflies, fire, and bioluminescent fungi.
Bioluminescent is when living things produce their own light. A chemical reaction is produced in special
light-producing cells. This light is then used in a variety of ways but mainly to attract other creatures.
Glow-worms, fireflies, some fish and mushrooms are examples of living things that create their own
light
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Artificial Light:
https://www.youtube.com/watch?v=b1lKwZTtzIY- 1.30 minute video on how the light bulb was created.
Can be used to introduce the unnatural light sources.
The development of the electric light began in the early 1800s. Many of the first efforts were dangerous
and not very reliable. In 1879 two very similar electric light bulbs were invented by two different men:
one by an American named Thomas Edison, the other by a British man named Joseph Swan. Today
some unnatural light sources we use are: glow sticks, lamps, flashlights, laser points, and LED lights
Processes Developed:
Classifying, and organizing
Adaptive Dimension:
For a student who may be blind and are unable to see the examples of natural and artificial light, make sure
each example is verbally explained to the student.
Cross Curricular Competencies (CCC’s):
Learn and think critically, distinguishing among facts. Evaluate ideas and information.
Interdisciplinary Connections:
Related to English and Language arts as students are asked to respond to information through a written
and pictorial worksheet.
Prerequisite Learnings:
Students should have a basic understanding of light from their everyday experiences; however, this first
lesson provides students with the information needed to complete the activity.
Materials / Equipment / Safety:
Materials:
An array of unnatural and natural light sources to show students. Artificial sources can include: glow sticks,
light bulb, flash light, laser pointer, and LED light bulbs. Natural sources can include, a candle, pictures of
the northern lights/aurorae, fireflies, sun, moon, stars and bioluminescent organisms.
**May want to purchase mini flashlights, glow sticks or stickers for the students. (See evaluations for use
of these items).
Safety: Be careful to light the candle in a safe place away from flammables, blowing it out once the
demonstration is over.
Advanced Preparation:
Have natural and artificial light props ready, photocopied worksheets for students, and making sure the
YouTube videos are loaded and ready to play.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Lesson
Procedure
ENGAGEMENT
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1. Intro: Start the lesson by telling the students that over the next few weeks they will
be learning about light. Today they will have the opportunity to observe some
natural and artificial light sources.
Play the video: https://www.youtube.com/watch?v=t-kzdR93bqw- (introduces the
sun)
Once the video has been shown, hand out the written worksheet and write on the
board the bold words about natural light. (See above in content background) Have
students fill in the blanks in their handout as you teach.
Next, pull out all the props that represent natural light and discuss why they are
natural and how the students know that. Answers may include: “Because it is not man
made” “It is something that is naturally on earth” “Because it is a living organism”
2. Introduce artificial light sources with this video:
https://www.youtube.com/watch?v=b1lKwZTtzIYOnce the video has been shown talk about artificial light sources, (see content
background). Have the students fill in their worksheet the bold words. Write
these words on the board for them to copy.
Next, pull out the props that represent artificial light and discuss why they are
unnatural and how they know that compared to the natural light sources. Some
answers may include: “Because it is man-made” “It is not from the earth” “You
have to plug it in” “It requires batteries or another power source.”
EXPLORATION
EXPLANATION
3. Leave the props out for the students to observe and move onto the worksheet
where students have to circle which items are natural light sources
*The part about in the engagement when they are doing their worksheet is the
explanation piece.
ELABORATION
EVALUATION
4. As the students leave have them hand in both their worksheets and name one
natural and artificial light source. You could provide them with a sticker, mini
flashlight, glow stick, or an item of your choice. The item would be a reminder of
what they learned in class.
Extensions /Modifications: If a certain student is struggling, have them work in pairs to complete the
activity worksheet. If keeping up with writing on the board is a struggle for them, encourage the student to
listen and after take the time to fill in the blanks. (Make sure you leave the key words up on the board).
If students finish early or there is extra time, have the students draw on the back of their worksheet a
picture of when they use a natural and/or artificial light source.
Assessment:
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Unit Name: Light
Lesson Number and Title: # 2 Emitted Light vs Reflected Light
Date: October
Subject: Science
Grade: 4
Time: 45-60 minutes
Parts of the Learning Cycle Involved:
Engage, Explore, Elaborate, Evaluate
Learning Objective and Lesson Purpose:
Learning Objective: Students are able to classify objects as things that emit or reflect light.
Lesson Purpose: Students learn the differences between items that emit or reflect light and can identify
various sources in and around their community and their everyday life.
About / In / For the environment:
About: Some of the items that reflect or emit light can be found in the environment.
In: The class will be staying indoors for this lesson
For: Does not apply
Outcomes & Indicators:
LI4.1Investigate the characteristics and physical properties of natural and artificial sources of light in the
environment. [CP, SI]
e. Distinguish, through observation, between objects that emit their own light (e.g., sun, glow stick, match,
star, and light bulb) and those that reflect light from another source (e.g., moon, mirror, paper, clothing,
and roadways).
Content Background: Taken From: Optics 4 Kids. (2015). The reflection of light. Retrieved from
http://www.optics4kids.org/home/content/what-is-optics/reflection/the-reflection-of-light/
All Things Reflected
What is it about objects that let us see them? Why do we see the road, or a pen, or a best friend? If an
object does not emit its own light, it must reflect light in order to be seen. The walls in the room that you
are in do not emit their own light; they reflect the light from the ceiling lights overhead. Polished metal
surfaces reflect light much like the silver layer on the back side of glass mirrors. A beam of light incident
on the metal surface is reflected.
Reflection involves two rays - an incoming or incident ray and an outgoing or reflected ray. In Figure 1 we
use a single line to illustrate a light ray reflected from the surface. The law of reflection requires that two
rays are at identical angles but on opposite sides of the normal which is an imaginary line (dashed in Fig.
1) at right angles to the mirror located at the point where the rays meet. We show in Fig. 1 that the angles
of incidence i and reflection i' are equal by joining the two angles with an equal sign.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Figure. 1 Light reflected from a metal surface with angle of incidence i equal to the angle of reflection i'.
The dashed line (normal) is perpendicular to the surface.
All Things Equal
All reflected light obeys the relationship that the angle of incidence equals the angle of reflection. Just as
images are reflected from the surface of a mirror, light reflected from a smooth water surface also
produced a clear image. We call the reflection from a smooth, mirror-like surface specular (as shown in
Figure 2a). When the surface of water is wind-blown and irregular, the rays of light are reflected in many
directions. The law of reflection is still obeyed, but the incident rays (Fig. 2b) strike different regions
which are inclined at different angles to each other. Consequently, the outgoing rays are reflected at many
different angles and the image is disrupted. Reflection from such a rough surface is called diffuse
reflection and appears matte.
Figure. 2 Light reflection from a) smooth surface (specular reflection ) and b) rough surface (diffuse
reflection). In both cases the angle of incidence equals the angle of reflection at the point that the light ray
strikes the surface.
Light is also reflected when it is incident on a surface or interface between two different materials such as
the surface between air and water, or glass and water. Each time a ray of light strikes a boundary
between two materials - air/glass or glass/water - some of the light is reflected. The laws of reflection are
obeyed at all interfaces. The amount of reflected light at the interface depends on the differences in
refraction between the two adjoining materials.
Processes Developed:
Students will have the opportunity to predict and explore during the mirror reflection activity, and classify
items on the worksheet.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Adaptive Dimension: For a student who may be blind and are unable to see the props, make sure each
example is verbally explained to the student.
As well, have the activities that required sight explained to the student.
Cross Curricular Competencies (CCC’s):
Learn and think creatively and critically, distinguishing among facts. Evaluate ideas and information.
Interdisciplinary Connections:
Related to English and Language arts as students are asked to respond to information through a pictorial
worksheet.
Prerequisite Learnings: Students should be able to distinguish between natural and unnatural light
sources from the previous lesson. Knowing this will help them identify which items reflect light as they
already should have an understanding of objects that emit light.
Materials / Equipment / Safety:
Materials: Bring in some objects that reflect light for students to observe, some may include: diamonds or
jewels (plastic or cheap ones from the dollar store will do), reflective clothing or tape, a cup of water, a
mirror, a piece of tinfoil.
Objects that emit light: a lamp, glow stick, flashlight are some examples.
Safety: Be careful that the water is not spilt near electrical equipment/outlets.
Advanced Preparation:
-Props of items that reflect light ready and photocopied worksheets for students
-Small mirrors and flashlights ready for activity.
-Power point complete with information, ready to share.
-Website loaded with game
Lesson
Procedure
ENGAGEMENT
1. Start off the lesson by turning off the lights and using a flashlight or desk lamp,
reflect light off a mirror onto the classroom walls. Show how changing the angle
of the mirror determines where the light will reflect. Use this game on the
website to further demonstrate how mirrors and angles work to reflect light in
different directions.
Website with game: http://www.sciencekids.co.nz/gamesactivities/howwesee.html
2. Follow this introduction with the power point explain what reflection means and
how it works.
EXPLORATION
3. Split the class into groups based on how many props you brought and place items
in different areas of the classroom where students are able to go and explore the
items in their groups. Give about 3-5 mins at each station.
4. Once the students have had an opportunity to explore each station. Bring the class
back together and discuss as a class the differences between how the light
reflected off each item.
5. Have the students find a partner and give each pair a light source and mirror to
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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reflect their own light. Explain that they are going to complete an activity to
investigate how flat mirrors reflect light from a light source. Tell them they are
exploring how the light changes direction when it hits the mirror.
6. Have them record their findings on the “Mirror and Reflection” worksheet
provided.
EXPLANATION
**An explanation piece is included in the engagement section
ELABORATION
EVALUATION
7. Adapted from: BCC. (2014, October 20). How we see things. Retrieved from
http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/science/see.shtml
8. Hand out the “Reflect Light” worksheet and have them fill it out independently
as a final activity to close off the lesson.
9. Use the “Reflect Light” worksheet as an evaluation to determine if the students
understand which items reflect and emit light
Extensions /Modifications:
If you notice a student is struggling with the concepts, pair them with a student who has grasped the
concepts. Give them the link to the game you used in your lesson so they can practice at home.
If students finish the mirror reflection activity early, give them another object that reflects light for them to
observe.
Assessment:
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Unit Name: Light
Lesson Number and Title: #3 Positive and Negative Effects of Light
Date: October
Subject: Science
Grade: 4
Time: 45-60minutes.
This lesson has a few sections that need to be completed throughout the day (morning, noon, and later
afternoon)
Parts of the Learning Cycle Involved:
Engage, Explore, Explain, Elaborate
Learning Objective and Lesson Purpose:
Learning Objective: Students can identify and describe positive and negative effects of both artificial
and natural light
Lesson Purpose: Students understand that light can be both helpful and harmful and learn ways they
can benefit from light and protect themselves from it.
About / In / For the environment:
About: Talks about sun exposure and light pollution in the environment
In: Students will be going outside or portions of this lesson
For: Does not apply
Outcomes & Indicators:
LI4.1 Investigate the characteristics and physical properties of natural and artificial sources of light in the
environment. [CP, SI]
f. Identify positive (e.g., increased vitamin D production, happiness, and increased productivity) and
negative (e.g., sunburn, skin cancer, and light pollution) consequences of exposure to natural and
artificial sources of light.
Content Background: Adaptive from:
Canadian Cancer Society. (2002, January). Living with sunshine. Retrieved from
http://cancer.ca/~/media/CCS/Alberta/Files%20List/English%20files%20heading/pdf%20not%20in
%20publications%20section/Living%20with%20Sunshine%20%20Teaching%20resource_434546424.ashx
Negative Effects of Sunburn:
A blistering sunburn can increases your lifetime risk of skin cancer. Although skin cancer in children is
rare, you can lower your risk of developing it by protecting your skin from the sun. The damage done to
skin by sunburns does not go away; it builds with each burn. Protect yourself by putting a barrier
between you and the sun
Positive effects of sun:
Spending some time in the sun each day can increase your vitamin D which can help your body stay
healthy. Sunlight is also great for your overall health as it increases your productivity and happiness.
Processes Developed:
Planning and recording
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Adaptive Dimension:
If a student has a physical disability and it is harder for them to get around, make sure another student
assists them when the class ventures outdoors.
Cross Curricular Competencies (CCC’s):
Understand, value, and care for oneself
Interdisciplinary Connections:
Health- learning about sun safety and caring for your body
Language Arts- completing written work
Arts- Drawing images on their worksheet
Prerequisite Learnings:
Have an understanding from the previous lessons about natural and artificial light.
Materials / Equipment / Safety:
Sunglasses and Hat- teacher props for dressing up
Worksheets
Advanced Preparation:
Have props ready for you to put on.
Make sure the worksheets are photo copied
Have the poem you are teaching written out on the board or on power point
Have books on sun safety ready for those students who may finish early
Lesson
Proced
ure
ENGAG
EMENT
Adaptive from:
Canadian Cancer Society. (2002, January). Living with sunshine. Retrieved from
http://cancer.ca/~/media/CCS/Alberta/Files%20List/English%20files%20heading/pdf%20n
ot%20in%20publications%20section/Living%20with%20Sunshine%20%20Teaching%20resource_434546424.ashx
1. Come into class wearing sunglasses and a hat. Ask the students why they think you
may be wearing these? Ask places they normally see people wearing hats and
sunglasses. From the content section above talk about why it’s important to protect
your skin from the sun.
Ask the class if they have had sunburn. You could ask the following questions: “Can you
remember being sunburned? How did you feel? How did it look? Did anything else
happen to your skin? [blistering, peeling]. Can you remember when you got burned? At
the beach? During summer vacation? Skiing? In the afternoon?
2. Read the story: George the Sun Safe Superstar
http://www.sunsafeschools.co.uk/georgeTheSunSafeSuperstar/
EXPLOR
ATION
3. Shadows — There are times of the day when the sun is more intense. Have the
children pair up and go outside in the morning. Each child marks their partner’s
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shadow with chalk. Repeat at noon and in the afternoon. Explain that when your
shadow is shorter, the sun is stronger, by teaching them this poem:
When your shadow is short
Stay out of the sun
When your shadow is tall
Go out and have fun!
EXPLAN
ATION
4. Discuss with the class how the sun is helpful for our bodies as well- Vitamin D is
something our bodies need to stay healthy and we are able to get this from the sun
during May-October. The sun also increases our productivity and happiness.
Talk about how the sun can be harmful with these 3 steps :
1. Slip! — On a shirt. Clothing is the easiest way to protect your skin. The tighter the weave
of the fabric and the darker the colour, the better.
2. Slap! — Slap on a hat. Choose a wide brim to shade your face, ears and neck.
3. Slop! — Slop on some sunscreen. Choose one that is waterproof with an SPF, or Sun
Protection Factor, of 15 or higher.
4. Seek! — Seek shade when the sun gets hot
5. Slide! — Slide on your sunglasses to protect your eyes from UV rays.
ELABOR Hand out worksheets for students to complete
ATION
From this website:
https://static.studyladder.ca/cdn/course/f9/292b61c33602/Studyladder+-+Sun+Safety+Response+Activity+Sheets.pdf
EVALUA
TION
Extensions /Modifications:
Give extra time or the opportunity for students to take the worksheet home if they are struggling.
For those students who may finish early, have books about sun safety they can read.
Book suggestion: Max and Mila at the Beach: A Sun Safety Guide for Kids
Assess
ment:
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Unit Name: Light
Lesson Number and Title: #4 Light and Shadows
Date: October
Subject: Science
Grade: 4
Time: 45-60minutes
Parts of the Learning Cycle Involved:
Engagement, and Exploration
Learning Objective and Lesson Purpose:
Learning Objective: Students can recognize shadows and can predict their location and size depending
on the object and location of the light source.
Lesson Purpose: Students have an understanding of shadows and can recognize them in their daily life.
About / In / For the environment:
About: Shadows are seen in the environment
In: Students travel outside to observe shadows around the school
For: Does not apply
Outcomes & Indicators:
LI4.1 Investigate the characteristics and physical properties of natural and artificial sources of light in the
environment. [CP, SI]
g. Predict changes in a shadow’s location, shape, and relative size when an object is placed in different
positions and orientations relative to a light source and surface (e.g., flashlight and puppet, and overhead
projector and screen).
Content Background: Adaptive From: ReadWriteThink. (2015). Casting shadows across literacy and
science. Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/castingshadows-across-literacy-1016.html?tab=4#session1

Shadows are formed when light cannot pass through an object. The position of the light affects the
direction of the shadow. Shadows are created on the side of the object opposite the light source. Shadows
change size according to the position of the light source (i.e., the closer the light source, the larger the
object's shadow; the further away the light source, the smaller the object's shadow).
Processes Developed:
Hypothesizing, predicting, recording and experimenting
Adaptive Dimension:
For students who may have a visual impairment pair them with another student who can describe the
shadows for them.
Cross Curricular Competencies (CCC’s):
Think and learn creatively and contextually. Explore and interpret things in the world.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Interdisciplinary Connections:
Language Arts- Answering questions on the worksheet. Practicing their writing and comprehension skills
Art-Practicing drawing as they sketch shadows.
Physical Education- Playing shadow tag.
Prerequisite Learnings:
Basic understanding of natural and artificial light from the previous lessons. Understanding what reflection
of light is.
Materials / Equipment / Safety:
-An array of small objects that students can use for making shadows. Some examples include: a paper clip, a
rubber duck, an eraser, small toys (dollhouse furniture), blocks, a cup, etc.
- Overhead projector or lamp for opening set
Advanced Preparation:
- Have all the objects for the shadow activity ready
- Have the projector set up for your shadow puppet show
- Have worksheets photocopied
Lesson
Procedure
ENGAGEMENT
1. Start the class with the lights off and the overhead projector light (or another
light source) on a screen or wall. Perform a puppet show with your hands, or
objects introducing what a shadow is.
Ideas for shadow puppets: Can be printed out for the students to use as well.
http://krokotak.com/2013/04/shadow-puppets/
(This can also count as the explanation section)
Explain to the students:
-Shadows are formed when light cannot pass through an object.
-The position of the light affects the direction of the shadow.
-Shadows are created on the side of the object opposite the light source.
-Shadows change size according to the position of the light source (i.e., the
closer the light source, the larger the object's shadow; the further away the light
source, the smaller the object's shadow).
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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EXPLORATION
2. Give students various objects and a light source (flashlight/lamp) and have them
explore how shadows change when the move the light source and the object.
3. Pose the following questions: Do shadows change? What happens to your
shadow when you get close to the light? What happens to your shadow when
you move away from the light? Ask students to make predictions regarding
these questions and record them on their worksheet, "Do Shadows Change?"
4. Tell the students they will be going on a shadow walk outside. Hand out this
worksheet for the students to complete outside and remind them to bring a
pencil with them. (It also may be a good idea for them to bring out a hard book
or clipboard to write on outdoors if that is available).
Link to the worksheet:
http://www.readwritethink.org/files/resources/lesson_images/lesson1016/shadow.pdf
EXPLANATION
Somewhat included in the beginning set with engagement. See above.
ELABORATION
EVALUATION
Extensions /Modifications:
Pair students up with a teacher assistant or student who is doing well that can help them with the
worksheet. Take time to explain things one on one with the student if they do still not understand the
concepts.
If the students finish their worksheet early outside, to control the chaos a fun game you can play is shadow
tag. Instead of tag students, the person who is “it,” must tag their shadow by stepping on it. Students will
quickly learn that when they crouch they can shorten their shadow to avoid being caught!
Try to involve all students with this if time allows.
**If the weather outside in not suitable to observe shadows save this part for another day
They can fill out their worksheet describing a shadow they saw in the activity instead of one they saw
outside.
Hand out the shadow puppet worksheet for students to do for fun afterwards.
Assessment:
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Unit Name: Light
Lesson Number and Title: #5 Can the Light Pass Through?
Date: October
Subject: Science
Grade: 4
Time: 45minutes
Parts of the Learning Cycle Involved:
Engage, Explore, Explain
Learning Objective and Lesson Purpose:
Learning Objective: Students observe and are able to predict which items light will pass through, which
will reflect and which will block light. Students understand the difference between translucent,
transparent and opaque.
Lesson Purpose: Students have a greater understanding how light interacts with objects and can make
predicts and conclusion about shadows and reflections in their daily life.
About / In / For the environment:
About: Does not address issues about the environment
In: Students will be inside for this activity
For: Does not apply
Outcomes & Indicators:
LI4.2 Analyze how light interacts with different objects and materials to create phenomena such as
shadows, reflection, refraction, and dispersion. [SI]
b. Investigate how light interacts with various objects to determine whether the objects cast shadows,
allow light to pass, and/or reflect light.
Content Background: Adaptive From: Primary Connections. (2012). Light shows. Retrieved from
http://www.scootle.edu.au/ec/viewing/S7084/Light-shows_v4_bh/Lightshows_2012/lesson_4_make_way.html
We see objects when they reflect light into our eyes. There are different ways for objects to interact with
light, depending on the composition of their materials and the regularity of their surfaces.
Transparent, translucent and opaque surfaces all reflect some light otherwise we could not see them.
However, they reflect light in differing ways and amounts.

Transparent materials, such as glass or water, transmit (let through) most light without it being
scattered or absorbed. They still reflect some light otherwise we could not see them. Very clear glass
might appear to be invisible because virtually all light is transmitted. Because most light is transmitted
through transparent materials, we can see objects through them.

Translucent materials, such as wax paper and frosted glass, transmit less light than transparent
materials. Some light is scattered or absorbed and some is reflected. We can see objects through
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translucent materials but because some of the light is scattered or absorbed we cannot see them clearly.

Opaque materials, such as cardboard or wood, scatter, absorb or reflect most light and transmit
almost no light. Thus, we cannot see through them. The light which is reflected does so in a scattered way,
that is, in all directions. Depending on the composition, opaque materials absorb some colours of visible
light more than others. The material will appear the colour that it reflects the best.
Processes Developed:
Classifying, organizing, recording, and experimenting.
Adaptive Dimension:
For a student who has a visual disability, have another student explain the activity to them so they can
participate in the learning.
Cross Curricular Competencies (CCC’s):
Think and learn creatively and critically. Explore and interpret the world and things in it.
Interdisciplinary Connections:
Language Arts: Writing and organizing thoughts
Prerequisite Learnings:
An understanding of what a shadow is and what a reflection is from the previous lesson would be helpful
for students to know.
Materials / Equipment / Safety:
Collect samples of materials for each team that demonstrate degrees of transparency from transparent
through translucent to opaque. Items may include: a clear plastic bag, wax paper, tissue paper, plain
white A4 paper, cardboard, bubble wrap and foil.
Safety: Make sure students turn off lights when they are done so items do not heat up and cause a fire.
Advanced Preparation:
-Have notes ready for teaching
-Have props ready for students to observe the passing of light
-Have light sources ready for teams to use
-Have worksheets photocopied for class
Lesson
Procedure
ENGAGEMENT
1. To introduce the topic, ask questions, such as:
What would happen if you put something in the way of the light?
Can you think of some materials that let light through?
Can you think of some materials that don’t let light through?
Explain that the students will be choosing materials and objects to place over the end
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of a flashlight to observe the amount of light that comes through onto a white wall or
screen.
Demonstrate the activity yourself. Place a piece of paper over a light source and have
the students observe the passage of light.
EXPLORATION
2. Split students into small groups of 3 or 4 and have them test out the various
types of material with the light source.
Hand out this worksheet for students to record findings:
http://www.scootle.edu.au/ec/viewing/S7084/Light-shows_v4_bh/Lightshows_2012/resources/Res_3_Passing_through.pdf
EXPLANATION
3. After the activity is complete have the students return to their desks.
Talk about the differences between transparent, translucent and opaque.
-Transparent materials, such as glass or water, transmit (let through) most light
without it being scattered or absorbed. They still reflect some light otherwise
we could not see them. Because most light is transmitted through transparent
materials, we can see objects through them.
-Translucent materials, such as wax paper and frosted glass, transmit less light
than transparent materials. We can see objects through translucent materials
but because some of the light is scattered or absorbed we cannot see them
clearly.
-Opaque materials, such as cardboard or wood, scatter, absorb or reflect most
light and transmit almost no light. Thus, we cannot see through them.
Depending on the composition, opaque materials absorb some colours of
visible light more than others. The material will appear the colour that it
reflects the best.
Hand out this worksheet for the students to complete on the terms transparent,
translucent, and opaque.
http://www.scootle.edu.au/ec/viewing/S7084/Light-shows_v4_bh/Lightshows_2012/resources/Res_4_I_can_see_the_light.pdf
ELABORATION
EVALUATION
Extensions /Modifications:
Pair a student who is struggling with a student who has a greater understanding. Have extra items ready for
students who finish the activity early and want more items to test out with their light.
Assessment:
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 17 of 33
Unit Name: Light
Lesson Number and Title: #6 Understanding Light as a Wave- (Exploring Reflection and Refraction)
Date: October
Subject: Science
Grade: 4
Time: 45- 60 minutes
Parts of the Learning Cycle Involved:
Engagement, Exploration, Explanation, Evaluation
Learning Objective and Lesson Purpose:
Learning Objective: Students are able to understand that light behaves like a wave and observe how
this allows reflection and refraction to occur.
Lesson Purpose: Students are able to recognize reflected and refracted light in their everyday life with
an understanding of how it works.
About / In / For the environment:
About: Talks about how light interactions with objects in the environment such as water
In: Students will be staying inside the classroom for this activity
For: Does not address any learnings related to respect for the environment
Outcomes & Indicators: LI4.1 Investigate the characteristics and physical properties of natural and
artificial sources of light in the environment. [CP, SI]
d. Investigate the characteristics of light beams in air and water, including determining that light travels
in straight lines, that light travels away from a source in all directions, and that light beams may change
direction upon entering or leaving water.
LI4.2 Analyze how light interacts with different objects and materials to create phenomena such as
shadows, reflection, refraction, and dispersion. [SI
d. Design and carry out a fair test of the reflective properties of surfaces of different shapes and textures
(e.g., mirrors, flat foil, crumpled foil, white paper, coloured paper, and spoons).
Content Background: Adaptive From: The Physics Classroom. (2015). Wavelike behaviors of light.
Retrieved from http://www.physicsclassroom.com/class/light/Lesson-1/Wavelike-Behaviors-of-Light
Utah Education Network. (2015). Bending beams of light. Retrieved from
http://www.uen.org/Lessonplan/preview.cgi?LPid=16202
Reflection of Light Waves
All waves are known to undergo reflection or the bouncing off of an obstacle. The
reflection of light waves off of a mirrored surface results in the formation of an
image. The angle at which the wave approaches a flat reflecting surface is equal to
the angle at which the wave leaves the surface. This characteristic is observed for
water waves and sound waves. It is also observed for light waves. Light, like any
wave, follows the law of reflection when bouncing off surfaces.
Refraction of Light Waves
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Light rays slow down and may bend when they pass from one material to another.
This bending is called refraction. Refraction happens because light travels at
different speeds in different materials. Light changes its speed when it passes from
one material into another. It travels at lower speeds through dense materials such
as water and at higher speeds through materials that are less dense such as air. A
beam of light will travel at a slower speed in a denser material. It will maintain that
same, slower speed until it exits that material where upon it will resumes it original
speed. (speed of light: in a vacuum: 186,000 miles/sec, air: slightly less than
186,000 miles/sec, water: 140,000 miles/sec, glass: 124,000 miles/sec, diamond
77,500 miles/sec)
Light refracts only when it hits another substance at an angle. When light impacts the boundary of
another substance head-on (perpendicular or 90-degrees) it will slow down but will not refract. When
light hits the substance at any other angle, it will refract. The angle of refracted light will increase in
proportion to the angle of the entry. The angle at which the light crosses the media boundary and the
angle produced after refraction is a very precise characteristic of the material producing the refraction.
Processes Developed:
Recording, communicating, experimenting
Adaptive Dimension:
For students with a visual disability, pair them with a student who can see and have them explain the
experiments to them.
Cross Curricular Competencies (CCC’s):
Learn and think creatively and critically.
Interdisciplinary Connections:
Language Arts: Students are responsible for recording information
Math: The lesson talks about angles with reflection and refraction of light
Prerequisite Learnings:
Students should have an understanding of how reflection of light works and what it is from a previous
lesson.
Materials / Equipment / Safety:
Tank of water with small objects/ toys (that will sink, not float) for engagement activity. May include: a
coffee cup, rocks, marbles etc.
-Pencils (children should have their own to use)
-A few clear plastic or glass cups
-Various items to view light reflection: tin foil, (not crumpled), plastic gems and diamonds, mirrors, white
paper, spoons, etc.
Advanced Preparation:
-Have tank of water and objects ready for set
-Have items for the reflection and refraction centers ready
-Have photocopies of notes ready
-Have your teaching notes ready
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Lesson
Procedure
ENGAGEMENT
EXPLORATION
EXPLANATION
Page 19 of 33
1. Start off the lesson with a large tank or bowl of water with various items in it.
Show the students that as you reach in to grab the item you want, it seems as
though the item moves?! Have a few students come up and try the experiment
themselves.
Use this opportunity to tell the students they will be learning about reflection and
refraction of light.
2. Hand out the worksheet on Light and Reflection from:
http://www.education.com/worksheet/article/light-and-reflection/
3. Break students into groups and supply them with various materials so they can
see how light reflects off things in different ways. As they experiment with the
various materials have them complete their worksheet as well.
4. Next, hand out the worksheet on Light and Refraction.
http://www.education.com/worksheet/article/light-refraction/ Give each group
a clear glass of water and ask them to stick a pencil in it. Have them observe how
the pencil looks like it is bent and fill out their worksheet as they do the activity.
5. Have students return to their desk and give them time to finish up their
worksheets and go over them together as a class.
6. Give some more explanation on reflection and refraction of light waves
Taken from: My School House. (2015). reflection & refraction light. Retrieved from
http://www.myschoolhouse.com/courses/O/1/36.asp
Reflection occurs when light bounces off objects. How much reflection depends upon
how even the surface is. If the surface is rough, the light scatters. If the surface is
smooth and flat, the light will bounce off it at equal angles. That is why a flat mirror
reflects a good likeness of the object being reflected.
Taken from: Utah Education Network. (2015). Bending beams of light. Retrieved from
http://www.uen.org/Lessonplan/preview.cgi?LPid=16202
Light rays slow down and may bend when they pass from one material to another.
This bending is called refraction. Refraction happens because light travels at different
speeds in different materials. Light changes its speed when it passes from one material
into another. It travels at lower speeds through dense materials such as water and at
higher speeds through materials that are less dense such as air.
ELABORATION
EVALUATION
The worksheets the students fill out can be used for evaluation.
Extensions /Modifications:
If you have access to a computer, let the students play the mirror reflection game to practice how light
reflection works. This can help those students who are struggling and also allows students who are done
early to continue learning. http://www.sciencekids.co.nz/gamesactivities/howwesee.html
Assessment:
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 20 of 33
Unit Name: Light
Lesson Number and Title: #7 Light and Colour
Date: October
Subject: Science
Grade: 4
Time: 85 minutes. (This lesson
includes watching an episode of Magic School Bus. If there is not enough time it can be split over two
lessons).
Parts of the Learning Cycle Involved:
Engagement, Exploration, Explanation
Learning Objective and Lesson Purpose:
Learning Objective: Students observe and are able to determine how light is made up of colours.
Lesson Purpose: Student understand the properties of light and when they see a rainbow understand
how it is made from white light.
About / In / For the environment:
About: The lesson talks about rainbows and light which are a part of the environment.
In: If it is a sunny day student will be going outside for the exploration part of the lesson
For: Does not apply
Outcomes & Indicators:
LI4.2 Analyze how light interacts with different objects and materials to create phenomena such as
shadows, reflection, refraction, and dispersion. [SI]
h. Demonstrate the dispersion of white light into various colours using a prism, and draw simple
conclusions about the composition of white light.
Content Background: Adaptive From: The Physics Classroom. (2015). The electromagnetic and visible
spectra. Retrieved from http://www.physicsclassroom.com/class/light/Lesson-2/The-Electromagneticand-Visible-Spectra
Though electromagnetic waves exist in a vast range of wavelengths, our eyes are sensitive to only a very
narrow band. Since this narrow band of wavelengths is the means by which humans see, we refer to it as
the visible light spectrum. Normally when we use the term "light," we are referring to a type of
electromagnetic wave that stimulates the retina of our eyes. In this sense, we are referring to visible light,
a small spectrum from the enormous range of frequencies of electromagnetic radiation. This visible light
region consists of a spectrum of wavelengths that range from approximately 700 nanometers
(abbreviated nm) to approximately 400 nm. Expressed in more familiar units, the range of wavelengths
extends from 7 x 10-7 meter to 4 x 10-7 meter. This narrow band of visible light is affectionately known
as ROYGBIV.
Each individual wavelength within the spectrum of visible light wavelengths is representative of a
particular color. That is, when light of that particular wavelength strikes the retina of our eye, we
perceive that specific color sensation. Isaac Newton showed that light shining through
a prism will be separated into its different wavelengths and will thus show the various
colors that visible light is comprised of. The separation of visible light into its different
colors is known as dispersion. Each color is characteristic of a distinct wavelength; and
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 21 of 33
different wavelengths of light waves will bend varying amounts upon passage through a prism. For these
reasons, visible light is dispersed upon passage through a prism. Dispersion of visible light produces the
colors red (R), orange (O), yellow (Y), green (G), blue (B), and violet (V). It is because of this that visible
light is sometimes referred to as ROY G. BIV. (Incidentally, the indigo is not actually observed in the
spectrum but is traditionally added to the list so that there is a vowel in Roy's last name.) The red
wavelengths of light are the longer wavelengths and the violet wavelengths of light are the shorter
wavelengths. Between red and violet, there is a continuous range or spectrum of wavelengths. The visible
light spectrum is shown in the diagram below.
When all the wavelengths of the visible light spectrum strike your eye at the same time, white is
perceived. The sensation of white is not the result of a single color of light. Rather, the sensation of white
is the result of a mixture of two or more colors of light. Thus, visible light - the mix of ROYGBIV - is
sometimes referred to as white light. Technically speaking, white is not a color at all - at least not in the
sense that there is a light wave with a wavelength that is characteristic of white. Rather, white is the
combination of all the colors of the visible light spectrum. If all the wavelengths of the visible light
spectrum give the appearance of white, then none of the wavelengths would lead to the appearance of
black. Once more, black is not actually a color. Technically speaking, black is merely the absence of the
wavelengths of the visible light spectrum. So when you are in a room with no lights and everything
around you appears black, it means that there are no wavelengths of visible light striking your eye as you
sight at the surroundings.
Processes Developed:
Designing, and Experimenting
Adaptive Dimension:
For a student with a visual disability, have another student explain what they are seeing in the various
activities so the student can understand the concepts.
Cross Curricular Competencies (CCC’s):
Think and learn creatively
Interdisciplinary Connections:
Art: Creating the colour spectrum wheel
Language Arts: Filling out the worksheet
Prerequisite Learnings:
Students should have an understanding of how light reflects and refracts. As well, from previous lessons be
able to understand that light is a wave.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 22 of 33
Materials / Equipment / Safety:
-A few bowls of water, mirrors and white paper for making rainbows
-Worksheets for making colour spectrum wheel
-Scissors
-Cardstock
-Glue
-Pencils
-Magic School Bus movie
Safety: Make sure the water is not spilled near any electrical equipment
Advanced Preparation:
Have worksheets and supplies photocopied for activities.
Have enough mirrors available for students working in groups.
Have bowls ready that can be filled with water.
Have Magic School Bus movie set up
Have video ready for engagement set
Lesson
Procedure
ENGAGEMENT
1. Come dressed in rainbow colours and show this video which explains rainbows.
https://www.youtube.com/watch?v=5pYnC-ONdXQ
EXPLORATION
Have the students explore how the light spectrum works by making their
own colour spectrum pin wheel. Worksheet is from this link:
http://www.education.com/download/worksheet/106647/color-spectrum.pdf
4. Have the students make their own rainbows from prims and sunlight.
Set the bowl near the window or go outside if it is a sunny day.
Directions:
- Place the mirror part way into the water facing the light.
- Place the piece of paper up to intercept the reflection.
- Splash! ROYGBIV should appear on the paper in bands of colour
Activity taken from:
http://www.optics4kids.org/home/content/classroom-activities/easy/releasethe-rainbow/
EXPLANATION
1. Explain to the student what the electromagnetic spectrum is how colours are
formed from white light. As you teach have the students fill in the bolded
words on their own worksheet.
Adaptive From:
Ducksters. (2015). Light spectrum. Retrieved from
http://www.ducksters.com/science/light_spectrum.php
3.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
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Electromagnetic Spectrum
The electromagnetic spectrum includes a wide range of light waves, some that we
can't see. Some of the non-visible types of waves are radio waves, microwaves,
infrared rays, and X-rays. These types of waves have all sorts of uses in science and
technology.
The visible spectrum is always the same for a rainbow. The order of colors is red,
orange, yellow, green, blue, indigo, and violet. A fun way to remember this is by using
the first letter in each color in order to spell out the name ROY G. BIV.
Colors of light
What we are seeing when we see an object is reflected light. When light hits an object
some wavelengths are absorbed by that object and some are reflected. Light of
different wavelengths looks like different colors to us. When we see an object of a
certain color that means that light of that color's wavelength is being reflected off the
object. For example, when you see a red shirt, the shirt is absorbing all the colors of
light except for the red color and we see that shirt as red.
Black and white are a bit different from other colors. White is a combination of all
colors, so when we see white, the object is reflecting all the colors of light the same.
Black is the opposite. When we see a black object that means almost all the colors of
light are being absorbed.
Show this episode of Magic School Bus which explains light and colour.
https://www.youtube.com/watch?v=7xOvirhErzY
ELABORATION
EVALUATION
Extensions /Modifications:
-If it is not a sunny day, save the rainbow activity for another class.
-Give students who finish early, a prism for them to make a rainbow with as well.
Assessment:
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 24 of 33
Unit Name: Light
Lesson Number and Title: #8 First Nations and Light
Date: October
Subject: Science
Grade: 4
Time: 45-60 minutes
Parts of the Learning Cycle Involved:
Engagement, Exploration, Explanation
Learning Objective and Lesson Purpose:
Learning Objective: Students can describe how lightning, fire and the northern lights are significant to
the First Nations people. Students have an understanding of how the northern lights are created.
Lesson Purpose: Student have respect for the natural light sources and understand the significant of fire,
lightning and the northern lights to the First Nations people.
About / In / For the environment:
About: The northern lights, fire and lightning are a part of the environment.
In: Students will be staying indoors for this lesson
For: Understand the significance of fire for the environment.
Outcomes & Indicators:
LI4.1 Investigate the characteristics and physical properties of natural and artificial sources of light in the
environment. [CP, SI]
c. Examine the significance of light in First Nations and Métis stories, legends, and spirituality, including
the role of fire, lightning, aurorae, and Thunderbird.
Content Background:
Adaptive From: Gunville, C. (n.d.). First Nations and Metis content and perspective. Retrieved from
http://www.spiritsd.ca/learningresources/FNM%20Resources/6-9/GR6%20Science.pdf
Lightning is a large‐scale static shock that is created when the clouds build up charge. Many First
Nations cultures viewed these natural events with great respect, just like other natural phenomena’s.
Lightning and thunder tell us about nature’s power. First Nations peoples of the plains had such
reverence for the lightning and thunder that these aspects became embodied in the form of the
Thunderbird. A Thunderbird governed each quadrant of their sacred circle. “The Thunderbird is one of
the most important symbols of spirituality. It shows the power and mystery of the heavens, “explains
Danny Musqua, an Ojibwa Elder, name‐giver, and sweat lodge keeper from Keesseekoose First Nation.
Adaptive From: Assembly of First Nations. (n.d.). Honouring fire. Retrieved from
www.afn.ca/en/honoring-fire
Fire provides warmth and energy. The gift of Fire is believed to be the giver of new life and is often
associated with fertility. Fire is the element that requires the utmost care and attention since it can bring
new life and take life away. Fire can devastate land during times of drought but can also provide a
natural cleansing of Mother Earth. The element of fire provides the gifts of all sources of energy to her
children.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 25 of 33
Adaptive From: Easy Science for Kids. (2015). Northern lights. Retrieved from
http://easyscienceforkids.com/all-about-the-northern-lights/
Northern Lights
Since the beginning of time, people have told stories and legends to explain natural, but mysterious,
occurrences. The Northern Lights is one example. The Vikings thought the Northern Lights were caused
by the shining weaponry of immortal warriors. The Alaskan Inuit people believed the lights were the
souls of salmon, deer and other animals. The Menominee Indians thought the lights were the torches of
giants living in the North.
The Northern Lights are actually caused by electrons from solar winds. They are attracted to the poles
by the magnetic fields found there. They mix with gases in the atmosphere, causing the gases to glow.
Solar flares can also cause the Northern Lights to appear.
Fun Facts about the Northern Lights for Kids

The name Aurora Borealis, another title for the Northern Lights, come from two ancient names.
Aurora is the Roman god of the dawn; Boreas is the Greek name for the north wind.

The Northern Lights are most visible to people living in the far north. They are sometimes visible
as far south as Florida.

The Northern Lights are typically green, purple, red or blue.

Near the South Pole, people may see the Southern Lights or Aurora Australis. These lights are not
as easily visible.

Legend: a story passed down from generation to generation; may contain some truth
Processes Developed:
Designing, recording
Adaptive Dimension:
For a student who is visually impaired, make sure the northern lights are explained clearly to the student.
Explain any parts in the video that they may not have understood without sight.
Cross Curricular Competencies (CCC’s):
Think contextually and creatively. Understand value and care for others.
Explore and interpret the world through film.
Interdisciplinary Connections:
Art: Creating a northern light picture with oil pastels
Language Arts: Recording and finding words in a word search
Prerequisite Learnings:
Student should have an understand of natural and artificial light.
Materials / Equipment / Safety:
Oil pastels, white pencil crayons, and black paper.
Pictures of the northern lights from online or your own if you have some.
Tv or projector to show video of northern lights.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 26 of 33
Advanced Preparation:
Art supplies ready. Have teaching notes ready. Worksheets photocopied. Have video ready to show.
Lesson
Procedure
ENGAGEMENT
1. Show some pictures of the northern lights to the students to spark their
interest.
EXPLORATION
2. Have students create their own pictures of the
northern lights with oil pastels.
Picture from: http://kathyangelnik.blogspot.ca/2015/01/northern-lights-winterlandscape-art.html
EXPLANATION
3. Talk about the lightning, fire and the northern lights.
The Northern Lights are actually caused by electrons from solar winds. They are
attracted to the poles by the magnetic fields found there. They mix with gases in
the atmosphere, causing the gases to glow. Solar flares can also cause the Northern
Lights to appear.

The name Aurora Borealis, another title for the Northern Lights, come from
two ancient names. Aurora is the Roman god of the dawn; Boreas is the Greek
name for the north wind.

The Northern Lights are most visible to people living in the far north. They are
sometimes visible as far south as Florida.

The Northern Lights are typically green, purple, red or blue.

Near the South Pole, people may see the Southern Lights or Aurora Australis.
These lights are not as easily visible.
Legend: a story passed down from generation to generation; may contain
some truth
Have them complete a worksheet that goes along with your theory. The bold
words are the ones need for the worksheet. Student may be unable to
remember these words. Put this text up for them to view.
http://easyscienceforkids.com/wp-content/uploads/2014/03/TheNorthern-Lights-Worksheet-Free-Easy-Geography-for-Kids-Activity-Sheet.pdf
4. Show the video clip explaining how the northern lights are created.
https://www.youtube.com/watch?v=1MI3YDGgtN4#t=30
ELABORATION
EVALUATION
Extensions /Modifications:
-If students finish their picture early, have them create a picture including fire or lightning.
-Work alongside students who may have trouble using oil pastels or completing the worksheet.
Assessment:
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 27 of 33
Unit Name: Light
Lesson Number and Title: #9 Optical Lenses
Date: October
Subject: Science
Grade: 4
Time: 45-60 minutes
Parts of the Learning Cycle Involved:
Engagement, Explanation, Elaboration
Learning Objective and Lesson Purpose:
Learning Objective: Students can identify how microscopes, magnifying glasses, eye glasses and
telescopes can aid the human eye for increased sight.
Lesson Purpose: Students can recognize these tools around their home and school environment and
understand their purposes.
About / In / For the environment:
About: Does not address information about the environment
In: Students will be staying indoors for this lesson
For: Does not apply
Outcomes & Indicators:
LI4.3Assess personal, societal, and environmental impacts of light-related technological innovations
including optical devices. [DM, TPS]
e. Compare the functions of optical devices (e.g., magnifying glasses, eyeglasses, contact lenses,
microscopes, and telescopes) that are designed to extend our ability to observe.
Content Background: Adaptive From: Synopsys. (2015). Light lenses. Retrieved from
What Are Lenses?
http://optics.synopsys.com/learn/kids/optics-kids-lenses.html
Lenses bend light in useful ways. Most devices that control light have one or more lenses in them (some
use only mirrors, which can do most of the same things that lenses can do).
There are two basic simple lens types
CONVEX- lenses will converge or focus light
and can form an image
CONCAVE- lenses will diverge
(spread out) rays.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 28 of 33
Processes Developed:
Predicting, recording and designing
Adaptive Dimension:
If there is a student with a visual disability have the activity fully explained to them so they can understand
how the various optical devices work.
Cross Curricular Competencies (CCC’s):
Think and learn creatively and critically.
Interdisciplinary Connections:
Art: Making a kaleidoscope
Language Arts: Recording information on their worksheets
Prerequisite Learnings:
Students should have an understanding that light is a wave and understand reflection and refraction of light.
Materials / Equipment / Safety:
-Overhead projector or smart board. Text or image to show the class to start the lesson.
-Microscope, eye glasses, magnifying glasses, kaleidoscopes (enough for students to share in groups)
-Small items they can view with these items. Examples: Words on a paper, feather, crayon, paper clip. Will
need a few slides for the microscope.
-Worksheets
-For Kaleidoscopes:
-paper towel roll, ruler, multicoloured translucent beads, tape, glue, hot glue gun, clear plastic, marker,
scissors, aluminum foil, empty cereal box, coloured scrapbook page
Safety:
Make sure only teachers are using the hot glue gun for the craft.
Make sure students know how to properly use a microscope. Show them the procedure beforehand.
http://www.hometrainingtools.com/media/reference/MI-1100_Manual.pdf
This manual outlines the procedure.
Advanced Preparation:
Have image and or text ready to show the class on the overhead or smart board
Have worksheets photocopied
Have props ready for activity: Microscope, eye glasses, magnifying glasses, kaleidoscopes
Have all supplies ready for making kaleidoscopes
Lesson
Procedure
ENGAGEMENT
1. Start with an overhead projector or screen with a blurry picture or text for the
students to see. Ask them if they can read it? Why they find it hard to read? Next,
if you’re using an overhead projector focus the image, if not, on your smart
board/projector now show the image/text in clear focus.
Explain that there are many different optical devices (microscopes, glasses,
magnifying glasses, cameras, telescopes, etc.) that help people see things clear.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
EXPLORATION
Page 29 of 33
4. END WITH THIS** Have the student create their own Kaleidoscopes.
Instructions are from this website:
http://www.sheknows.com/parenting/articles/1008403/diy-kaleidoscopecraft-for-kids
Instructions for making a Kaleidoscope:
-Use the marker to trace around the end of the paper towel on the clear plastic
-Cut out the piece of plastic so that it is just small enough to fit inside the end of
the paper towel roll
-Put a small amount of hot glue along the inside rim of the paper towel roll, then
slide the plastic circle into the roll so that the glue holds it in place
-Start dropping the beads into the paper towel roll
-Cut a second small plastic circle using the same method as the first circle. Drop
the circle inside the tube on top of the beads. Use your ruler to help it lay flat if
necessary.
-Drop the ruler down in to the tube and measure the distance between the
second plastic circle and the top of the paper towel roll.
-Cut out 3 strips of cardboard from the cereal box that are 1 inch wide and as
long as the distance that you measured. Wrap the 3 pieces of cardboard in
aluminum foil with the reflective side out. Use tape to keep the aluminum foil in
place.
-Tape the 3 pieces of cardboard together so that they form a triangle
-Slide the triangle inside the tube so that it is resting on top of the second plastic
circle. Mine fit snugly in the tube, but you can secure the triangle in place with
tape if necessary.
-Cut the piece of scrapbook paper so that it is long as the paper towel roll and
wide enough to wrap all the way around the roll. Attach paper to the paper towel
roll with tape. Point the kaleidoscope toward a window and spin it to see the
different colours and reflections.
EXPLANATION
2. Explain there are two different types of lenses. Concave and Convex. (See info
above in content) Show images above to class on overhead screen.
Talk about the microscope, Magnifying glass, eye glasses and kaleidoscope. Hang
out “Optical Devices” worksheet for the students to follow along with.
Explain that Stuff!. (2015, August 27). How microscopes work. Retrieved from
www.explainthatstuff.com/microscopes.html
Microscopes are effectively just tubes packed with lenses, curved pieces
of glass that bend light rays passing through them. The simplest microscope of
all is a magnifying glass made from a single convex lens, which typically
magnifies by about 5–10 times. Microscopes used in homes, schools, and
professional laboratories are actually compound microscopes and use at least
two lenses to produce a magnified image.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 30 of 33
Synopsys. (2015). Light lenses. Retrieved from
http://optics.synopsys.com/learn/kids/optics-kids-lenses.html
-A magnifying glass bends light rays to make things look bigger than they are.
Many optical devices use the same basic idea of bending the light to fool your
eye and brain so light looks like it came from a different (usually larger or
closer) object.
Little Four Eyes. (2012, September 24). How do glasses work? Retrieved from
http://littlefoureyes.com/2012/09/24/little-four-eyes-for-kids-how-do-glasses-work
Eyeglasses: If you need glasses to see better, it’s because light isn’t hitting in
quite the right spot on your eye. The lenses of your glasses will actually bend
the light so that it hits just the right spot in your eye.
Ask.com. (2015). How does a kaleidoscope work? Retrieved from
http://www.ask.com/science/kaleidoscope-work-5cafe6eedfa57765
A kaleidoscope works by reflecting light that bumps into a reflective surface
such as a mirror. It has two or more mirrors placed at an angle to each other.
The mirror assembly is surrounded by a case, with an eyehole at one end of the
mirrors and a collection of objects at the other end.
ELABORATION
3. Give students an opportunity to explore with a microscope, magnifying glass,
reading glasses and kaleidoscope. Hand out the worksheet titled “Optical
Devices”
EVALUATION
Extensions /Modifications:
Give students opportunity to view various items around the classroom with the optical devices if they
finish early or have more questions about optical devices.
Assessment:
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 31 of 33
Unit Name: Light
Lesson Number and Title: #10 Light and Careers
Date: October
Subject: Science
Grade: 4
Time: 45-60 minutes (Students
may need more time for presentations and designing their rooms with the “You’re a Light Engineer”
worksheet)
Parts of the Learning Cycle Involved:
Engagement, Exploration, Explanation, Elaboration, Evaluation
Learning Objective and Lesson Purpose:
Learning Objective: Students can identify careers that require an understanding of light and how these
careers contribute to society.
Lesson Purpose: Student can recognize people in their society who have careers in light and understand
the important light plays in their everyday life.
About / In / For the environment:
About: Looking at the significance of light in your environment
In: Students will be staying indoors for this activity
For: Learn about support the environment through the various careers that use light
Outcomes & Indicators:
LI4.3Assess personal, societal, and environmental impacts of light-related technological innovations
including optical devices. [DM, TPS]
m. Identify careers in Saskatchewan that require an understanding of light and light-related technologies
(e.g., optician, photographer, astronomer, and lab technician).
Content Background:
Here is information about some careers in Saskatchewan that use light and light- related technologies.
Taken from: Science Buddies. (2015). Science Careers. Retrieved from
http://www.sciencebuddies.org/science-engineering-careers
Optometrist: Monitors and treats a persistent eye infection. Makes sure new glasses fit properly and
comfortably. Help prevent blindness by checking a patient’s retinas for early signs of eye disease. Conduct
a vision exam to see if a person needs glasses.
Astronomer: Helps plan a voyage to another planet or the moon and explain the mission to the public.
Investigate how galaxies are formed. Determine the composition of a planet, its atmosphere, and its moons.
Use sensitive radio telescopes to spot comets and asteroids with the potential to impact Earth.
Electrician: Installs lights in homes and businesses. Upgrade old wiring to prevent electrical fires.
Sokanu. (2015). Photographer. Retrieved from https://www.sokanu.com/careers/photographer/
A photographer is a professional that focuses on the art of taking photographs with a digital or film
camera. Photographers use artificial and/or natural lighting to snap pictures of various people, places
and things in a variety of settings.
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 32 of 33
Bureau of Labor Statistics. (2014, January 8). Medical and Clinical Laboratory Technologists and
Technicians. Retrieved from http://www.bls.gov/ooh/healthcare/medical-and-clinical-laboratorytechnologists-and-technicians.htm
Medical laboratory technologists (commonly known as medical laboratory scientists) and medical
laboratory technicians collect samples and perform tests to analyze body fluids, tissue, and other
substance.
Processes Developed:
Planning and designing
Adaptive Dimension:
If there is a student who is unable to draw and use a pencil, pair them with another student to compete
their assignments.
Cross Curricular Competencies (CCC’s):
Think and learn contextually, creatively, critically
Express understanding and communicate meaning.
Engage in communication thinking and dialogue.
Interdisciplinary Connections:
Art: Designing and creating rooms
Math: Understanding area and space as they design their rooms
Prerequisite Learnings:
An understanding of natural vs artificial light.
Knowing the differences between light that is reflected and light that emitted.
An understanding of how light reflects differently off of different types of materials
Materials / Equipment / Safety:
Props for engagement set. May include, glasses, a camera, electric cord, microscope etc. Any other items
that you may want to include that would get the students thinking about careers in light.
Advanced Preparation:
Have props ready for set
Have worksheets photocopied
Lesson
Procedure
ENGAGEMENT
1. Come into the glass wearing glasses, a camera, have an electric cord, microscope.
Have students brainstorm various careers that use light in Saskatchewan based off
of the props you have. Encourage them to think of as many jobs as possible that use
light and write them down. (You can have them work independently or in pairs.)
Sarah Rohde – Unit Plan ESCI 310 – Fall 2015
Page 33 of 33
EXPLORATION
2. Next have them pick a job and write down how/why this job relates to light. Hand
out worksheet “Light Careers” for the students to fill out. Give them time to use a
computer/tablet or books in your classroom to find information if they need.
EXPLANATION
3. Once the students have finished their worksheet on “Light Careers” have them
present their career. (If there are many of the same careers, select certain
students so a variety of jobs are included in the presentations).
ELABORATION
4. Explain to them that they are a light engineer and have to design 4 rooms. What
sort of light would you use? Artificial or natural? Would you have materials that
reflect light? Will you use small lamps, or overhead lights, twinkle lights. Have
them draw where they would put the light sources and how they will create
their rooms. And why they chose what they did.
Hand out the worksheet: “You’re a Light Engineer”
EVALUATION
5. Use both worksheets as an evaluation piece
Extensions /Modifications:
-Remind students of the various types of light discussed in previous lessons if they are struggling.
-Allow students to create their own room of their choice if they finish early.
Assessment: