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Sarah Rohde – Unit Plan ESCI 310 – Fall 2015 Page 1 of 33 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 Page 2 of 33 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 Page 3 of 33 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 Page 4 of 33 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 Page 5 of 33 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 Page 6 of 33 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 Page 7 of 33 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 Page 8 of 33 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 Page 9 of 33 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 Sarah Rohde – Unit Plan ESCI 310 – Fall 2015 Page 10 of 33 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 Page 11 of 33 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 Page 12 of 33 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 Page 13 of 33 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 Page 14 of 33 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 Sarah Rohde – Unit Plan ESCI 310 – Fall 2015 Page 15 of 33 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 Sarah Rohde – Unit Plan ESCI 310 – Fall 2015 Page 16 of 33 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 Page 18 of 33 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 Page 23 of 33 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: