Table of Contents
Table on Contents....................................................................................... 2
Introduction................................................................................................. 3
Curriculum Outcomes…………………………………………………… 4
Lessons
Lesson 1: What is Light? ..............................................................................................
Lesson 2: How Light Travels.......................................................................................
Powerpoint for Lesson 2................................................................................................
Lesson 3: Harm or Helpful............................................................................................
Lesson 4: Conserving Energy........................................................................................
Lesson 5: Natural and Artificial Light...........................................................................
Smartboard Activity for Lesson 5..................................................................................
Exit Slip for Lesson 5.....................................................................................................
Lesson 6: English Lesson..............................................................................................
Rubric for Lesson 6........................................................................................................
Lesson 7: Opaque, Transparent, and Translucent..........................................................
Worksheet for Lesson 7..................................................................................................
Lesson 8: Opaque, Transparent, and Translucent..........................................................
Lesson 9: Shadows........................................................................................................
Smartboard Activity for Lesson 9..................................................................................
Lesson 10: Reflection (Mirrors)....................................................................................
Worksheet for Lesson 10................................................................................................
Lesson 11: Reflection (Uneven/ Smooth Surfaces).......................................................
Handout for Lesson 11...................................................................................................
Lesson 12: Refraction....................................................................................................
Lesson 13: Optical Devices...........................................................................................
Worksheet for Lesson 13................................................................................................
Lesson 14: Guest Speaker on Optical Devices..............................................................
Worksheet for Lesson 14................................................................................................
Lesson 15: Color............................................................................................................
Worksheet for Lesson 15................................................................................................
Rubric for Assessment of Notebook…………………………………………………..
5-6
7-9
10-11
12-14
15-16
17-19
20
21
22-23
24
25-27
28
29-31
33-33
34-36
37-38
39
40-41
42
43-45
46-47
48
49-50
51-52
53-55
56
57
Summary..................................................................................................... 58
Resources.................................................................................................... 59
2
Introduction
This unit has been created to introduce and allow students to explore the various
concepts that are associated with Light. Students will have Science class for thirty
minutes, three times a week.
To begin, students will learn about what light is and how it travels. Students will
create a KWL chart to organize things they know about light and will do a hands-on
activity to better understand the path that light travels in using a light bulb, a flash light,
and completing a WebQuest. Through a class discussion and brainstorming, students will
discuss what it means to conserve energy and ways the class can do it at school and at
home.
Students will also be able to explore a variety of light sources and learn to
distinguish from those that emit their own light and those that need an external source of
light. Two days of the unit will be spent allowing students to make predictions and
experiment on how light interacts with various objects. Students will also perform an
experiment with an opaque object to create shadows in the classroom.
As the unit progresses, students will continue to do hands-on activities to enhance
their learning of the subject. Using mirrors and flashlights, students will learn about
reflection and the differences between smooth and uneven surfaces. Students will rotate
through three engaging activities to get them thinking about refraction and how light
bends when moving from one medium to another. Using microscopes, binoculars,
magnifying glasses and reading glasses, students will investigate and learn about optical
devices, as well as people who work with them on a daily basis.
In addition to learning about light, a variety of cross-curriculum outcomes will be
covered through Health, Language Arts, and Visual Arts lesson plans.
Throughout the unit, the teacher will constantly be observing students during
activities and experiments for formative assessment. Students will also complete a variety
of worksheets and exit slips that will be used to assess them. The bulk of students‟ work
will be written in their science notebooks that the teacher will verify often during the unit.
When the unit is complete, the science notebook will be used as a form of summative
assessment.
This unit has been created with the idea that it could be completed as early as
October in the school year. Students will have the first month of school to learn the
proper procedures and expectations in the classroom. This unit on Light allows for ample
opportunity to complete hands-on activities which is ideal to get students engaged and
excited about science early on in the school year.
3
4
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
1 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
206-5 draw a conclusion, based on evidence gathered through research and observation,
that answers an initial question.
207-1 communicate questions, ideas, and intentions, and listen.
107-1 describe examples, in the home and at school, of tools, techniques, and materials
that can be used to respond to their needs.
Content to Be Taught: Teacher will introduce light to the class. They will give the
basics on different types of light and where we can find them in the classroom.
Children’s Prior Knowledge and Misconceptions: They would not have any prior
knowledge on light.
Performance Objective: Students will learn where light comes from, what it is and what
life would be like without light.
Concept Development:
ENGAGEMENT
Engaging question:
Ask students to think about the following questions:
- What is light?
-Where does it come from?
-What would it be like if we had no light?
Students will draw a KWL chart in their notebooks and fill out what they already know
about light and what they want to know.
Materials: Pencil, Science notebook,
Tips: Students are already familiar with KWL charts.
EXPLORATION
5
Student Activity
- Students will now walk around the classroom looking for different types of light
sources.
- Students will be asked to record their findings and any questions they have in their
science notebook.
Safety- Ensure students do not touch the light sources
-Make sure the students are not running around the classroom.
Materials- Pencil and notebook.
EXPLANATION
-Ask the students to discuss what light sources they found around the classroom.
-After talking about the light sources in the room students will learn what light is as we
read the definition as a class.
ELABORATION
- Students will now finish filling in their KWL chart, being sure to include at least one
thing they have learned about light.
EVALUATION
-Students will be evaluated on the completion of their KWL chart
ACCOMMODATIONS
Differentiation Strategy:
Students will use a variety of learning styles throughout this lesson.
-Auditory learners will benefit from the class discussion.
-Visual learners will be able to see the information organized on their KWL chart.
-Kinesthetic learners will gain from this lesson by being able to move around the
classroom exploring the light sources.
6
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
3 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
303-2 demonstrate that light travels away from a source in all directions.
205-5 make observations and collect information that is relevant to a given question or
problem.
205-10 construct and use devices for a specific purpose.
206-5 draw a conclusion, based on evidence gathered through research and observation,
that answers an initial question.
Content to Be Taught: Teachers will teach students that light travels outward from its
source, in all directions, in straight lines.
Children’s Prior Knowledge and Misconceptions: They would only have the basic
knowledge of where light comes from.
Performance Objective: By the end of this lesson students should be able to explain that
light travels outward from its source, in all directions, in straight lines. They should also
be able to explain different forms of light sources.
Concept Development:
ENGAGEMENT
Engaging questions:
Ask students to think about the following questions:
- What do you think is one of the biggest sources of light?
- How do you think that light travels from its source? What path does it take?
Ask the students to talk with their shoulder partner about what they may already know
about sources of light. Ask the students to write information they have talked about in
their notebook.
7
Materials: Science notebook and pencils
Tips: Insure the students stay on task while working with their partner.
EXPLORATION
Student Activity
There will be three stations set up around the classroom.
Station 1-Will have a light bulb where students can turn the light on and off to see what
path light takes.
Station 2-Will have a flashlight where students can pick it up and see what path the light
takes.
Station 3-Web-quest Station-Will have a laptop and websites where the students can
search paths that light takes and sources of light.
Students will copy down any information they learn into their notebooks as they move
along the stations.
Safety-Insure students do not touch the light bulbs with their hands.
Materials-Light bulb, flashlight, Laptop, Notebooks.
Tips- Insure the students stay on task while working with their partner.
Procedure- Have the stations set up around the room before the students arrive.
EXPLANATION
-Ask the students to discuss what they learned about the path of light after going
through the three stations.
-Now show the students the PowerPoint on How Light Travels. The main point of this is
that students know that: “Light travels outward from its source, in all directions, in
straight lines.”
Materials- Smartboard
ELABORATION
- Ask the students to go back to their same shoulder partner and discuss if what they
thought about light was true and what they have learned that is different.
EVALUATION
- Students will be evaluated on filling out information in their notebook as they walked
around the centers.
ACCOMMODATIONS
8
Differentiation Strategy:
Students will use a variety of learning styles throughout this lesson.
-Auditory learners will benefit from the class discussion.
-Visual learners will be able to see the information organized on the Smartboard. –
-Kinesthetic learners will gain from this lesson by being able to move around the
classroom exploring the three stations.
9
10
11
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Health and Science
4
5 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
206-5 draw a conclusion, based on evidence gathered through research and observation,
that answers an initial question.
207-1 communicate questions, ideas, and intentions, and listen.
108-6 identify their own and their family‟s impact on natural resources.
206-1 classify according to several attributes and create a chart or diagram that shows the
method of classifying.
Cross-Curricular Outcomes: Health
A2 understand that personal behaviors and choices may affect safety of self and/or others
Content to Be Taught: Teacher will explain the different ways in which light sources
can harm you or help you.
Children’s Prior Knowledge and Misconceptions: Students are most likely unaware
how damaging the sun can be.
Performance Objective: Students will be able to explain the different ways in which
light can harmful or beneficial. Example - sunburns, eye damage, vitamin D.
Concept Development:
ENGAGEMENT
12
Engaging question:
- Begin by asking the students to make a chart in their notebook with two columns.
- On the top (on one side) have students draw a sun with a smiley face in it and on the
other side have them draw a sun with a sad face.
- Now have the students write or draw a few things on each side. (The smiley face
being good things the sun gives us and the sad face being ways that the sun harms
us.)
Materials-Notebook
Tips-If the students are having trouble perhaps give them an example that without sun
we would walk into things because we would not be able to see.
EXPLORATION
Scavenger Hunt map
1. Prepare a set of index cards with a sun safety question on one side and a hint to direct
the students to a location in the schoolyard on the other. Prepare identical sets of cards
for each group of students who will do the scavenger hunt.
2. At each identified location in the schoolyard, place objects that answer the question
(e.g., sunglasses, hats, sunscreen, etc.) or cards with words or pictures explaining the
answer. Include one for each group doing the hunt.
3. Give each group of students a set of index cards and ask them to locate the answers to
the questions and to collect one object or card from each location.
4. Once the students have finished, bring them together to discuss each of the items or
actions and how they can help protect us from too much sun.
Materials- Index cards, Pictures of sun protection, Sunscreen, hats, sunglasses, long
sleeved, tightly-woven shirts, clocks (or drawing of clocks) that show 10 a.m. and 4
p.m., trees, sample UV Index report.
Tips- Place students in groups that work well together and can keep on task at all times
Safety- Insure students do not eat any of the materials and they stay in the school
playground limits.
Procedure- Have all of the stations set up before the students arrive.
EXPLANATION
13
Next discuses the negative and positive aspects of sun.
Ask the following questions:
Can anyone tell me some of the harmful effects of the sun? Give examples of:
Sunburns, wrinkles skin cancer which is a disease of the body‟s skin where the skin
cells grow out of control. It doesn‟t always look the same-it might be a large mole, or a
sore patch of skin
-How many here have had a sunburn before? How did that feel? Do you think it is
good for your skin to get a sunburn.
Explain that:
Positive: Vitamin D, Can see during the day. Good source of natural light
Negative: Sunburns, bad for your eyes, wrinkles, heat strokes.
ELABORATION
- Students will now go back to the chart they made at the beginning of class and add
anything that they had missed.
EVALUATION
- Students will be evaluated on the completion of the chart.
ACCOMMODATIONS
Differentiation Strategy:
Students will use a variety of learning styles throughout this lesson.
-Auditory learners will benefit from the class discussion.
-Visual learners will be able to see the information through the organization of the chart
made.
- Kinesthetic learners will gain from the outdoor scavenger hunt.
14
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
8 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
108-6 identify their own and their family‟s impact on natural resources
207-1 communicate questions, ideas, and intentions, and listen to others
Content to Be Taught: Teacher will ensure that students understand what it means to
conserve energy and have them brainstorm ideas to help conserve energy at home and at
school.
Children’s Prior Knowledge and Misconceptions: Students may have already learned
in other years about saving electricity at home and may be able to connect this to
conserving energy
Performance Objective: Students will brainstorm what they think it means to conserve
energy and how to reduce the amount of light they use at home and in schools with a
partner. Students will vote on one thing to do as a class, and will choose something to
work on at home to conserve energy.
Concept Development:
ENGAGEMENT
Engaging question:
Ask students to think about what it means to conserve energy? What are some ways we
can reduce the amount of light or energy we use at home? In the classroom?
Students will think individually, no materials needed
EXPLORATION
Student Activity:
Students will “stand-up, hand-up, pair-up” and discuss what it means to conserve energy
and what we can do to reduce the amount of light we use at home and at school. Each
student will tell their partner at least one idea they have to ensure that it is not one partner
doing all of the talking.
15
Safety: remind students not to run around the classroom when pairing up.
Procedure: students are familiar with the grouping strategy of “stand-up, hand-up, pairup”
EXPLANATION
Students will return to their seats and the class will have a discussion on what it means to
conserve energy. Students should understand that „to conserve energy‟ is to simply save
energy and not to leave light or electronics on when they are not being used.
As a class, we will create a list on the white board of the ideas students came up with to
conserve energy – a column for ideas at home and a column for ideas at school.
Materials: White board and markers
Procedures: Students will raise their hand when they want to contribute to the discussion
ELABORATION
As a class, we will vote on one thing we promise to do as a class to conserve energy (ex:
always turn off the Smartboard when done using it, turn off the lights when we leave the
room, etc.)
Students will write in their notebook one thing they will try to do at home to conserve
energy. For the rest of the week, students will keep track of how well they are following
through with their plan to conserve energy and will ask their parents to sign in their
notebook that they have seen their child make an effort to conserve energy.
Materials: pencil, science notebook
EVALUATION
Students will be evaluated through observation of participation during class.
Students will also show the goal they wrote down in their notebook and the signature of
their parent at the end of the week.
ACCCOMMODATIONS
Students are able to choose their own partner instead of being assigned one.
Differentiation:
-Visual and auditory learners will benefit from discussing and seeing the chart of ideas to
conserve energy on the board
-Kinesthetic learners are able to benefit from this lesson as they are able to move through
the class to find partner
16
Teacher:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
St. Thomas University
Science
4
10 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
104-6 demonstrate that specific terminology is used in science and technology contexts
207-1 communicate questions, ideas, and intention, and listen to others
206-1 classify according to several attributes and create a chart or diagram
303-3 distinguish between objects that emit their own light and those that require an
external source of light to be seen
Content to Be Taught: The teacher will ensure that, after this lesson, students have an
understanding of the difference between natural and artificial light, and examples of each.
Children’s Prior Knowledge and Misconceptions: Students have just learned about
what light is. Some students may already know what natural and artificial light is but it
has never been taught.
Performance Objective: Students will think individually about the terms natural and
artificial light, share their opinions within their groups, and work as a class to classify
objects as being either examples of artificial or natural light.
Concept Development:
ENGAGEMENT
Engaging Question:
Ask students what do they think of when they hear the term artificial light?
What do they think of when they hear the term natural light?
Do you think the word natural relates to the word nature in any way?
Students will do a round-robin within their group to share what each person thinks the
terms natural and artificial light mean.
Tips: Students are familiar with how to do round-robins
EXPLORATION
Student activity #1
17
At a table at the front of the room, lay out a variety of objects (or pictures) for the students
to look at (flashlight, light bulb, sun, fire, and firefly).
Ask each group to come up and look at the objects and pictures on the front table.
Back at their seats, ask the group to come up with a list of which items they think are
natural light, and which represent artificial light.
Student Activity #2
-Give each group an object or a photo from the table at the front of the room.
-Inform the students that, as a group, they must decide if their object is an example of
natural light or of artificial light and why they think so
-Students will choose one person from their group to tell the class what they think their
item is an example of and why
Materials: examples of natural light (photographs of fire, the sun, firefly, glowworm, etc.)
examples of artificial light (flashlights, light bulb, computer screen, TV, etc.)
paper
pencil
EXPLANATION
-The teacher will uncover the definitions for the terms „artificial light‟ and „natural light‟
on the white board and have the class read them together
Artificial light – light sources that require an external source
Natural light – light sources that emit their own light
-The teacher will provide an example for each to allow students to make the connection
(artificial – flashlight, natural – sun)
-The teacher will then give the groups approximately 30 seconds to discuss the object
they were given earlier and to ask if they still believe their original opinion or if it has
changed.
Materials: white board with definitions already written and covered
ELABORATION
Student Activity #1
The teacher will show the SmartBoard slide with various images of examples of light. On
the left hand-side will be a column marked „Artificial Light‟, and on the right hand side a
column for „Natural Light.‟
The teacher will draw names from the class to get students to come up to the Smartboard
and drag the image into the proper column. (Students are able to ask help from their
classmates if they aren‟t sure.)
The teacher can add any items that cause some confusion to a list on the side of the board
for discussion. (For example: a candle. Students may say it is artificial because someone
made the candle, while others may say the fire that burns it makes it natural.)
Student Activity 2
Students will complete an exit slip that asks them to match the correct definition to the
terms „natural‟ and „artificial‟ light and also asks them to name an example of each.
18
Materials: Smartboard
Exit slip
Procedure: Students will have their name drawn from the basket to come up to the
Smartboard
Tips: If a student does not appear comfortable with going to the front of the class, simply
draw another student’s name instead and you can later ask a question to the student to
verify comprehension
EVALUATION
Students will be assessed through their input to the class discussion and whether or not
the item at their table is an example of artificial or natural light. After learning the
definition and seeing some examples, students are given time to change their original
opinion.
Students will also be assessed with their completed exit slip. The teacher will revisit the
concept to any students who had difficulty completing the questions on the sheet.
ACCCOMMODATIONS
-Visual learners will benefit from being able to examine the objects on the table at the
front of the room, as well as get an object at their group. They will also benefit from
seeing the examples of images on the Smartboard.
-Interpersonal learners will benefit from the group work in this lesson as they are able to
talk and share ideas with other students.
19
Smartboard Activity
20
Exit Slip
Name: __________________________
Match the term with the proper definition
Artificial light
Light sources that emit their own light
Natural light
Light sources that require external sources
Write an example of:
Artificial light:
Natural light:
21
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
12 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
205-5 make observations and collect information that is relevant to a given question or
problem
106-4 describe instances in which scientific ideas and discoveries have led to new
inventions and applications
Cross curricular outcomes: Language Arts
-Include relevant details to support the ideas/events
Content to Be Taught: Teacher will help students understand the difference between
growing up now compared to in the 1800‟s with no electricity.
Children’s Prior Knowledge and Misconceptions: Students may have trouble trying to
figure out how long ago electricity was invented. Give them a time line to show how far
away the 1800s were. Students will have prior knowledge of different types of light
sources.
Performance Objective: Students will be able to show the difference in what life would
be like growing up in the 1800‟s with no electricity. They will use some information from
the internet but will come up with their own unique outlook on what it might be like and
how they would live.
Concept Development:
ENGAGEMENT
Begin with a class discussion
-Ask the students what they think it would be like living without electricity (light)?
- Ask of they think it would be different or similar to how they live now.
22
Tips- Allow the standouts to bounce off each others ideas instead of leading the whole
discussion.
EXPLORATION
Now students will use their laptops to look up picture of people and places back in the
1800‟s.
Materials- laptops for Web-quest.
Tips- Insure students are staying on task on their laptops
EXPLANATION
Now explain to the students that they are going to write a small journal about what life
would be like to live in the 1800‟s.
Handout will say:
Before electricity was invented, people had to use natural light to light their homes.
Pretend that you are a child living back in these days. Describe what you would do after
the sun went down. What would you not be able to do? What kinds of things could you
and your family do for fun? What kinds of light sources would you still have?
Materials: Notebook, Smartboard.
Tips: Give the struggling student some ideas on how they could go about writing their
paper.
ELABORATION
-Students will work independently writing their journal piece.
-Insure that the students have dictionaries ready for grammar.
EVALUATION
- Students will self- assess with the provided rubric.
ACCOMMODATIONS
Differentiation Strategy:
-Auditory learners will benefit from the class discussion.
-Visual learners will be able to use the Web- quest research to the benefit.
23
Name:__________________________ Date:_______________________________
Questions
YES
NO
Gave at least 3 examples of natural light.
Journal entry has an introduction (explains
your story)
Journal entry has a body (has answers to all
of the questions posed for the assignment)
Journal entry has a conclusion (summarizes
your story)
No excuse words spelled properly.
24
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
15 October 12
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
303-4- investigate how a beam of light interacts with a variety of objects, to determine
whether the objects cast shadows, allow light to pass through, or reflect the light
205-5 – make observations and collect information that is relevant to a given question or
problem
206-5 – draw a conclusion, based on evidence gathered through research and observation,
that answers an initial question
207-1 – communicate questions, ideas, and intentions, and listen to others while
conducting investigations
Content to Be Taught: The teacher will allow students the opportunity to explore
various types of materials to see how light interacts with the objects. Students will make
predictions on certain materials and get to test their hypothesis.
Children’s Prior Knowledge and Misconceptions: Children may think that all objects
block light, or may not understand how some objects allow some of the light rays to pass
through
Performance Objective: Students will make individual predictions about objects that let
light shine through and those that will block the light. Students will work in groups
through experimentation to see how light rays interact with various objects.
Concept Development:
ENGAGEMENT
Engaging question:
Ask students to think about objects in our classroom or at your house. What are some
objects that would let light shine through if you held a flashlight to it? What are some
objects that your flashlight would not be able to shine through?
Give the students a few minutes to look around the class and think about how light from a
flashlight would shine through the objects.
EXPLORATION
25
Student Activity #1
Students will receive a hand-out with a list of objects written down the side.
In the middle column, ask students to fill in their predictions on what they think will
happen when they shine a flash light at the item:
-all light rays will shine through
-some light rays will shine through, some will be blocked
-no light will shine through
Remind students these are their individual predictions and it does not matter if their friend
has a different prediction than they do.
Remind students not to change their predictions after doing the experiment – the
predictions will not be marked “wrong” if the results turn out to be something different
Student Activity #2
Create five stations around the room with flashlights and an object or type of material
Number the students off 1-5 and get all students with the same number to form groups at
the designated tables around the room (write down the groups)
Students will be given a few minutes at their station to shine the flashlight at the object or
material and to write the result down on their piece of paper next to the prediction for that
particular item
When the timer goes, students will rotate to the next station, and repeat once more after
that (completing 3/5 stations in today‟s class)
Materials: flashlights
various materials (tissue paper, construction paper, plastic water bottle,
sweatshirt, Kleenex)
handout for predictions and results
pencil
Safety: Go over the proper use of flashlights with the students – they are not to be shone
in their eyes or to play with
EXPLANATION
-Students will return to their seats after completing three of the stations
-The teacher will discuss the various types of materials that were set up around the room
and ask students what they think happens when a material is thin or almost see through, as
well as what happens with the items that are thick and solid.
-The teacher can ask the students to reflect on their predictions and results so far and ask
if anyone can make assumptions on the remainder two stations for next day
Materials: handout for students to reflect on
ELABORATION
The teacher will put the following words up on the white board and ask the students to
think about what they might mean:
-transparent
-translucent
-opaque
Ask the students to think about these words until next class and we will learn about what
26
they mean after completing the rotation through the remaining two centers.
Extension Activity: To go beyond thinking about what the three terms might mean,
invite students to do research at home to see if they can come up with a definition to the
terms and how they relate to what we are doing in class with the flashlights.
Materials: white board and marker
Tips: Make sure students attach the handout in their science notebooks for next class
EVALUATION
The teacher will evaluate through observation during the rotation through their first three
centers to make sure everyone is participating. The handout on their predictions and
results with the flashlights and objects will be collected next class.
Materials: Class list to make notes on during observation
Procedure: Be sure to circulate and observe all students at work instead of spending
ACCCOMMODATIONS
-Group work to allow for communication and sharing of ideas.
The students are able to use symbols on their prediction sheet instead of writing it out
(check mark if light passes, an “x” if it doesn‟t, a “-“ if only part does)
27
The interaction of light with different objects
Name: _____________________________________________
Object
Prediction
Result
Opaque, transparent,
translucent
Tissue paper
Construction
paper
Plastic water
bottle
Sweatshirt
Kleenex
28
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
17 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
303-4- investigate how a beam of light interacts with a variety of objects, to determine
whether the objects cast shadows, allow light to pass through, or reflect the light
205-5 – make observations and collect information that is relevant to a given question or
problem
206-5 – draw a conclusion, based on evidence gathered through research and observation,
that answers an initial question
206-1 – classify objects as opaque, transparent, or translucent
207-1 – communicate questions, ideas, and intentions, and listen to others while
conducting investigations
Content to Be Taught: The teacher will allow students to continue to explore various
types of materials to see how light interacts with the objects. Students will make
predictions on certain materials and get to test their hypothesis. The teacher will explain
the terms transparent, translucent, and opaque and provide students with examples and an
opportunity to classify the objects on their sheet.
Children’s Prior Knowledge and Misconceptions: Students made their predictions last
class and started to explore some of the objects. Students may be able to predict if the
results will be right for the remaining objects on their sheet.
Performance Objective: Students will work in groups through experimentation to see
how light rays interact with the remaining objects. Students will learn about transparent,
translucent, and opaque objects and be able to classify the objects on their sheet.
Concept Development:
ENGAGEMENT
Engaging question:
Looking at your predictions from last class, do you think you would change any before
continuing today? Why or why not?
Keep in mind the terms transparent, translucent, and opaque and try to make a connection
between the terms and our experiment
Materials: handout with predictions from last class
pencil
29
EXPLORATION
Student Activity #1
-Teacher will set up the same centers as class with the materials and flashlights
-Teacher will place students in the same groups as last class and put them at their fourth
station
-Students will be given a few minutes at their station to shine the flashlight at the object
or material and to write the result down on their piece of paper next to the prediction for
that particular item
-When the timer goes, students will rotate to the next station (the final station)
Student Activity #2
-Students will return to their seats (students are in groups different from the ones they
were in for the stations)
-Ask students to compare in their groups the items they found that let light pass through,
that let some light pass through, and that blocked the light
-Ask for volunteers to share if their group had any differences and why that might be (for
example, some students may have tried folding the Kleenex multiple times to make it
thicker, while others may have left it flat)
Materials: handout with predictions and results
Pencil
Tip: Collect the flashlights and materials when students return to their seats so that they
are not distracted during the discussion
EXPLANATION
-On the white board, the teacher will uncover the terms transparent, translucent, and
opaque.
-To start, ask the students if they have any ideas of what the words mean
-After listening to any volunteers, uncover the definition of the terms one at a time
Transparent: material that allows all light rays to pass through and be seen on the other
side (a window)
Translucent: material that allows some light rays to pass through, causes diffusion or
slight distortion of the image on the other side (sheer curtains, frosted window)
Opaque: material that does not allow any light to pass through (brick wall, a heavy
winter jacket)
-As the students discover what each of the terms mean, have them think about their
handout they completed and what term would go with the prediction that “all light will
shine through, some light will shine through, none will shine through”
-Beside the results on their sheet, ask the student to write if the object was transparent,
translucent, or opaque.
Materials: Smartboard
Hand-out
pencil
ELABORATION
-In their science notebooks, ask the students to draw one example of something they saw
through the stations today. The drawing should include the flashlight, the object they
shone it at, and if light rays passed through the object on the other side
-The teacher will do an example of an object not done in class on the board
30
-Students can color their illustration when they are finished drawing
Materials: Science notebook
Pencil
Markers or crayons to color
EVALUATION
-Teacher will continue to assess through observation at the remaining two stations to
ensure students are all participating
-Students will be evaluated on the completion of their hand-out – all predictions and
results filled in (teacher will understand that some students may have different results
depending on how they manipulated the given material)
-Students will also be assessed on their illustration of the object and how the light waves
travel through it or if they are blocked
ACCCOMMODATIONS
Visual students will benefit from the lesson as they get to draw what they saw during the
experiment at the stations
This lesson also allows interpersonal students to work with others at the stations and
discuss at their groups
Intrapersonal students will take advantage of filling out their hand-out individually and
creating their illustration alone as well
31
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
19 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
303-4 investigate how a beam of light interacts with a variety of objects, to determine
whether the objects cast shadows, allow light to pass through, or reflect the light.
303-5 predict the location, shape, and size of a shadow when a light source is placed in a
given location relative to an object.
207-1 communicate questions, ideas, and intentions, and listen to others
206-5 draw a conclusion, based on evidence gathered through research and observation,
that answers an initial question.
Content to Be Taught: Teacher will explain how light casts shadows. They will explain
the difference between how shadows grow or shrink the closer or farther away you get
from a light source.
Children’s Prior Knowledge and Misconceptions: Students have experimented with
various types of materials and may begin to understand that opaque objects will cast the
shadow.
Performance Objective: Students will be able to explain how light cast shadows. They
will be able learn that the closer an object is to a light source the bigger it gets and the
farther away it is the smaller it gets.
Concept Development:
ENGAGEMENT
Engaging question:
Do all objects cast shadows?
Can you explain when you see a shadow? (at night)
Allow for the class to discuss this before placing them at their stations
32
EXPLORATION
Student Activity:
-Students will be placed in groups of 4 around the room. At each station the students
should have a wall close to them, 2 flashlights and 2 small square cutouts of
construction paper.
- The students will now get in groups of 2. One group will hold the flashlight far away
from the small piece of construction paper to cast a shadow on the wall. The other group
will hold the flashlight close to the paper to cast a shadow on the wall.
-Allow lots of time for the students to try and figure out why and if the two are different.
- Students will record their findings in their notebook.
Materials-flashlights, small square pieces of construction paper, notebooks, and
pencils.
EXPLANATION
Students will now partner up with another group and talk about what they learned in
their experiment.
Now bring the students into a class discussion to see what they learned.
Use the Smartboard activity to show how the sun changed the placing of where the
shadow will fall and explain how the closer an object is to a light source the bigger it
gets and the farther away it is the smaller it gets.
Materials: Smartboard.
ELABORATION
-Students will write in their notebooks three things they have learned from the
Smartboard activy
EVALUATION
- Students will be evaluated on completing the experiment and notebook entry.
ACCOMMODATIONS
Differentiation Strategy:
Students will use a variety of learning styles throughout this lesson.
-Auditory learners will benefit from the class discussion and group discussions.
-Visual learners will be able to see the information through the information they collect
from the experiment and the worksheet they complete.
-Kinesthetic learners will gain from the experiment.
33
34
35
36
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
22 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
207-1 communicate questions, ideas, and intentions, and listen to others
206-5 draw a conclusion, based on evidence gathered through research and observation,
that answers an initial question.
303-6 demonstrate and describe how a variety of media can be used to change the
direction of light.
Content to Be Taught: Teacher will show how light reflection interacts with mirrors.
Children’s Prior Knowledge and Misconceptions: Students will have very little
knowledge on how light interacts with mirrors. They may have the misconception that
light will shine in all directions when it reflects off of a mirror.
Performance Objective: Students will be able to explain that when light hits a mirror at
an angle the light will reflect at the same angle.
Concept Development:
ENGAGEMENT
Engaging question:
Get students started by talking about what they already know about how light reflects
off objects.
Ask the class what they with will happen when light hits a mirror and write it down in
their notebook.
EXPLORATION
37
-Ask the students to get into groups of 4 and try shining light onto a mirror and record
their findings in their notebook.
- Students will then team up with another group and discuss what they have both
discovered.
Materials: Flashlights, mirrors, notebooks and pencils
EXPLANATION
Students will now come back and discuss with the class what they have discovered.
-Show the students that everything that you see in a mirror is opposite.
-Then redo the experiment in front of the class showing the students that light will
reflect off of the mirror at the same angle.
Write on the board the following definitions:
- Concave curves inward, making things look larger. Front of the spoon. Inside of an
egg shell.
- Convex curves outward making things smaller. Back of the spoon. Soccer ball.
Now explain to the students the difference between the two and show them how you
could bend the mirror to make these two shapes.
Now ask them to look around the room and see if they can find any convex and concave
objects.
Materials: Flashlight and mirror.
ELABORATION
- Students will now go back to their seats and complete the handout on how light
reflects off mirrors. It will ask them to draw what angle the light would reflect.
EVALUATION
- Students will be evaluated on the completion of the experiment and handout.
ACCOMMODATIONS
Differentiation Strategy:
Students will use a variety of learning styles throughout this lesson. Auditory learners
will benefit from the class discussion and group discussions. Visual learners will be able
to see the information through the information they collect from the experiment and the
worksheet they complete. Kinesthetic learners will gain from the experiment.
38
What Happens When Light Hits a Mirror?
Name: ____________________________
Date: ______________________________
Light is reflected from a mirror at the same angle that the
light hits the mirror.
1. Vocabulary
Concave:
__________________________________________________
________________________________________________________________________
_____________
Convex:
___________________________________________________
________________________________________________________________________
_____________
2. Draw wear the light would shine if it reflected off a mirror.
39
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
24 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
207-1 communicate questions, ideas, and intentions, and listen.
206-5 draw a conclusion, based on evidence gathered through research and observation,
that answers an initial question.
303-6 demonstrate and describe how a variety of media can be used to change the
direction of light.
Content to Be Taught: Teacher will show students what happens when light interacts
with smooth and uneven surfaces.
Children’s Prior Knowledge and Misconceptions: Students will have some knowledge
about how light interacts with mirrors but little on the difference between smooth and
uneven surfaces.
Performance Objective: Students should be able to explain that when light hits a
smooth surface it reflects back at the same angle and if it hits an uneven surface it will
shine in all directions.
Concept Development:
ENGAGEMENT
Engaging question:
What do you think will happen when you shine light at an uneven surface?
What do you think will happen when you shine light at a smooth surface?
Explain to the students that you are going to be doing an experiment with a flashlight
and tinfoil. First seeing what happens when light hits the smooth tinfoil. Then seeing
what happens when they crinkle the tinfoil up and shine light at it.
EXPLORATION
40
Experiment
-Students will fill out the hypothesis part of their work sheet writing down what they
think might happen when the flashlight hits the uneven surface verses smooth surface.
-Now place the students in groups of 4 and ask them to try the experiment for
themselves.
-Ask them to write their findings on their handout.
-Now ask them to team up with another group and discuss their findings.
Materials-flashlights, tinfoil, worksheet.
EXPLANATION
Give the definitions to the vocabulary Smooth and uneven.
Smooth: Even and regular; free from perceptible projections or indentations.
Uneven: Not regular, consistent, or equal
Now redo the experiment in front of the class.
Explain to the students that when light hits a smooth surface it reflects back at the same
angle and if it hits an uneven surface it will shine in all directions.
Ask the students if them reminds them of anything they had already learned? (reflection
off a mirror)
Now have the students fill write what they have just learned in their notebook.
Materials: Smartboard, notebook
ELABORATION
-Students will now go back to their seats and draw a picture of how the light would
reflect off of each object.
EVALUATION
Students will be evaluated on the handout they used for the experiment and the
completion of their drawings in their notebook.
ACCOMMODATIONS
Differentiation Strategy:
Students will use a variety of learning styles throughout this lesson. Auditory learners
will benefit from the class discussion and group discussions. Visual learners will be able
to see the information through the information they collect from the experiment and the
worksheet they complete. Kinesthetic learners will gain from the experiment.
41
The Path That Light Takes
Name: _______________________ Date: __________________________
1. Vocabulary
Smooth:
_____________________________________________________________
_____________________________________________________________
Uneven:
_____________________________________________________________
_____________________________________________________________
Hypothesis
2. What do you think will happen when we shine the light on the smooth
surface?
_____________________________________________________________
_____________________________________________________________
3. What do you think will happen when we shine the light on the uneven
surface?
_____________________________________________________________
_____________________________________________________________
Conclusion (Results)
4. What happens when light hits a smooth surface?
_____________________________________________________________
_____________________________________________________________
5. What happens when light hits an uneven surface?
_____________________________________________________________
42
_____________________________________________________________
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
26 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
303-6 demonstrate and describe how a variety of media can be used to change the
direction of light
205-3 follow a given set of procedures
205-5 make observations and collect information that is relevant to a given question or
problem
Content to Be Taught: The teacher will do a demonstration to show refraction
occurring. Activities will be set up to allow students to explore and better understand
refraction and how light bends when it goes from one medium to another.
Children’s Prior Knowledge and Misconceptions: Students are aware that light travels
in waves. Students have learned about reflection and may mix up the terms.
Performance Objective: Students will be divided into groups to do three activities in the
classroom to help them to better understand refraction. Groups will rotate through the
activities until all have been completed and then students will return to their seats for
whole-class instruction and discussion of their observations.
Concept Development:
ENGAGEMENT
Demonstration: Fill an aquarium or a large container with water and place it at the front
of the class. Add some milk to the water to make the water cloudy (easier to see the light
rays). Shine a flashlight into the water, varying the angle of the flashlight if needed. The
students should see that the light bends when it hits the water.
Discuss with the students what they saw and why they think it occurred. Explain that the
term for this is called refraction.
Materials: aquarium, water, milk (2 tbsp), flashlight
Procedure: fill the aquarium with water before the class starts to save time, and explain
the purpose of adding the milk to the students. Change the angle of the flashlight so that
43
students all around the room can see the light shining into the aquarium.
EXPLORATION
Student Activity:
There will be three activities set up in the classroom for students to rotate through.
Number off the students to put them into three groups and ask them to carry their science
notebooks with them to each activity. After about four minutes at each activity, the
students will switch and move to the next.
Magic Penny: Put a penny into an opaque container without water in it. Slowly walk away
from the container, keeping your eyes on the penny. When you can no longer see the
penny, stop. Once you have stopped, your partner will slowly pour water into the
container until you can see the penny again. Record your observations and why you think
this happened in your science journal.
Spoon in a Glass: Put the spoon into the full glass of water, letting it rest against the side
of the glass. Look into the glass from the side and see what happens to the spoon. Record
your observations and why you think this happened in your science journal.
Bending Rays: Place an empty glass on top of the line that is drawn on the piece of paper
– when looking into the glass from above, the line should divide the bottom in half.
Staying in the same place, add water to the glass and see what happens. Record your
observations and why you think this happened in your science journal.
Materials: 4-5 opaque containers, pennies, pitchers of water, drinking glasses, spoons,
white paper with line drawn on it
Procedure: Use a timer with an alarm so that students know when it is time to switch.
Have the water in pitchers for each station, draw the lines onto the white paper for
“Bending Rays.”
Safety: Students are not to put the pennies or spoons into their mouths.
Because of the water at each activity, water may be spilled and the floor could get
slippery. Remind students to be careful when moving around the room. Have a
mop available for quick clean-ups
EXPLANATION
-Ask students to return to their seats. On the white board, reveal the definition of
refraction to the class. Students should understand that when light goes from one medium
to another, refraction occurs and causes the light to “bend” or change direction (ex: light
travelling from air to water).
-Ask students to share some of their observations from the three activities. Why did these
“illusions” occur?
Tips: many students may want to share what they saw from the activities. Try to choose
students to share that are normally less engaged in class to help build their confidence
and get them involved
44
ELABORATION
In their notebooks, ask students to explain refraction in their own words. They can choose
one of the activities and reflect on their observations and thoughts to explain what
happened at that activity.
Materials: science notebooks, pencil
EVALUATION
Students will be assessed on their entry in their science notebooks – they must have
observations and thoughts from all three activities, as well as their own definition of
refraction and an explanation of one of the activities
ACCCOMMODATIONS
-Students are able to work on their interpersonal skills during the rotation through the
three activities, as well as their intrapersonal skills when recording thoughts and
observations in their journals.
-Kinesthetic learners will benefit from this class as they are able to move and do hands-on
activities to help better understand the concept
-Students will be provided with written instructions for each activity, as well as oral
instruction from the teacher before starting
45
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
29 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
303-8 Compare how light interacts with a variety of optical devices such as
kaleidoscopes, periscopes, telescopes, and magnifying glasses
205-5 Make observations and collect information that is relevant to a given question or
problem
107-1 Describe examples, in the home and at school, of tools, techniques, and materials
that can be used to respond to their needs
Content to Be Taught: The teacher will provide students with optical devices to explore
and observe their finding. The teacher will initiate a discussion to share observations
throughout the exploration part of the lesson. The teacher will provide students with a
handout to use to assess their understanding of the lesson.
Children’s Prior Knowledge and Misconceptions: Students have learned about convex
and concave lenses
Performance Objective: Students will be able to explore and take notes of their
observations when using various optical devices. Students will be able to understand
what happens to an image when looking through different optical devices (smaller, larger,
closer, etc.)
Concept Development:
ENGAGEMENT
Engaging question:
Has anyone ever looked into a microscope? A telescope? Binoculars?
What did you see when you looked into any of these?
Think-pair-share: Think about these questions and pair up with a partner. Share your
experiences with each other.
Tips: Only allow a few minutes for the think-pair-share activity; otherwise students may
start to talk about things not related to school.
EXPLORATION
Student Activity:
46
-Teacher will set up optical devices in the classroom – a microscope, a magnifying glass,
reading glasses, and binoculars
-Divide students into four groups to go to each station
-Give students time to look through the optical devices and to note their observations
-Allow enough time for each student to get a chance to look through the optical device,
and ring the bell to signal it‟s time to change
-Rotate the groups through all four stations
Materials: binoculars, reading glasses, microscope, magnifying class
Science notebook, pencil
Tips: Place binoculars near the window so that students can look at things outside that
are far away
Safety: Remind students these devices are breakable and to be very careful with them
EXPLANATION
-On the board, write the name of each of the optical devices
-Ask for observations for each optical device (one at a time) and list them below the name
on the board
-Discuss with students how the device helped them to see the particular image they were
looking at. What is the best device to use when you want to see small print? What is the
best device to use when you want to look at something that is across the playground?
Materials: white board and marker to take notes
Science journals with their written observations
ELABORATION
-Give students the hand out to fill in on the optical devices
-As a class, choose one of the squares to fill in (Example – magnifying glass makes the
image size appear larger)
-Students may use their observations and notes from their science notebooks
Materials: worksheet, science notebooks, pencils
Tips: allow students the option to work with a partner
EVALUATION
Students will be assessed through observation at each station through their participation
Students will be assessed on the worksheet on optical devices – revisit the area of optical
devices next class by looking for any errors on the worksheet where an optical device
needs to be further explained
ACCCOMMODATIONS
-Kinesthetic students benefit from the hands-on activity
-Students are able to listen to observations as well as see them written on the board
-Visual learners are able to organize their findings on the worksheet
47
Work sheet – Optical Devices
Device
Name:________________________
Image size
(larger, smaller)
Image distance
(closer, further)
Microscope
Binoculars
Reading glasses
Magnifying glass
Interesting observations:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
48
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen Nicholson,
Erica Dinan and Rebecca Gregg
St. Thomas University
Science
4
31 October 2012
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
207-1 communicate questions, ideas, and intentions, and listen.
303-6 demonstrate and describe how a variety of media can be used to change the
direction of light.
106-1 describe examples of tools and techniques that extend our senses and enhance our
ability to gather data and information about the world.
107-10 identify women and men in their community who work in science- and
technology-related areas.
Content to Be Taught: There will be a quest speaker to talk to students about what it is
like to use a microscope in their job every day.
Children’s Prior Knowledge and Misconceptions: Students will have the basics on
optical devices and concave/ convex lenses.
Performance Objective: Students will learn from the Pathologist how the microscope is
used in his everyday work.
Concept Development:
ENGAGEMENT
- Start by asking the standouts what they already know about microscopes.
- Ask the students if they can think of any jobs where a microscope may be used.
EXPLANATION
-The quest speaker will now explain his job and how he uses a microscope.
EXPLORATION
49
-The quest speaker will have many microscopes set up around the classroom with fake
samples for all of the students to look at under the microscope.
-The students will be expected to write down any questions they have for the speaker in
their notebook.
Materials: The quest speaker will provide all materials; ensure the stunts have their
notebook and pencil.
ELABORATION
-Bring the students back together as a class.
-Allow time for them to ask the quest speaker any of the questions they had.
-The students will now complete the handout on microscopes and hand it in at the
beginning of the next day.
EVALUATION
- Students will be evaluated on participation and their handout.
ACCOMMODATIONS
Differentiation Strategy:
Students will use a variety of learning styles throughout this lesson.
-Auditory learners will benefit from the quest speakers presentation.
-Visual learners will be able to see the information through the worksheet they are
expected to complete.
-Kinesthetic learners will gain from the use of the microscopes.
50
Name
Date
Life under a Microscope: Bacteria By Brandi Waters
When you think about life on Earth, you probably think of
many living things. Plants, mammals, insects, and reptiles are all a
part of life on Earth. We think of these things because they are the
things that we see. Want to know something amazing? These
creatures make up only a small part of all living things on Earth.
"Where are the rest of them?" you might ask. They are here. They
are all around us- on us, inside us, everywhere. Most of the living
things on Earth are so small that they can only be seen under a
microscope. What kinds of living things are so small that we
cannot see them? There are many: tiny plants called algae,
some kinds of molds and fungi, and bacteria (or germs). These are
only a few of the organisms that make up life under a microscope.
Bacteria are one kind of microorganism. They are very, very
small. Hundreds of thousands of bacteria can fit into a space the
size of the period at the end of this sentence. Bacteria are
everywhere! They are in the ground. They are
in our homes. Bacteria are on the food that we eat. They are even
inside our bodies! Most people think bacteria are bad. It is true that
some kinds of bacteria can make you sick. Most bacteria, though,
will not harm you. Less than one percent can make you sick! Many
kinds of bacteria are actually good for us. They help us digest our
food. They can make nutrients that our bodies need. They can even
destroy some types of microorganisms that can make us sick! Did
you know that most of the cells in your body are not your own?
Nine out of every ten of the cells in your body are bacterial cells!
They are much smaller than your own cells and take up much less
space, but they still outnumber you! In fact, there are more bacteria
inside and on your body than there are people in the entire world!
51
Questions
1. Where can you find bacteria?
A. inside your body B. in your food
C. in the ground
D. all of the above
2. ______ percent of bacteria can make you sick.
A. Less than one
B. Less than five
C. More than ninety D. Less than ten
3. Other than bacteria, name two other kinds of organisms can only
be seen with a microscope.
4. The bacteria inside your body can ______.
A. heal sick or damaged cells
B. destroy some types of microorganisms that can make us sick C.
make our muscles stronger
D. all of the above
5. There are more bacteria inside and on your body than there are
people in the entire world.
A. true B. false
52
Teacher:
School/District:
Subject Area(s):
Grade Level:
Date:
Lesson Duration:
Amy Acker, Kristen
Nicholson, Erica Dinan, and
Rebecca Gregg
St. Thomas University
Science
4
30 minutes
NSES Outcomes: Content Standard B – Physical Science. As a result of the activities, all
students should develop an understanding of light.
Curriculum Outcomes:
303-7 demonstrate that white light can be separated into colors
104-6 demonstrate that specific terminology is used in science and technology contexts
205-3 follow a given set of procedures
207-1 communicate questions, ideas, and intentions, and listen to others while conducting
investigations
205-10 construct and use devices for a specific purpose
Cross-curricular outcomes: Art
-Explore different painting techniques
-Paint on various scales (large)
-Plan and complete a painting independently
-Use warm, cool, light and dark colors for expressive and representational purposes
Content to Be Taught: The teacher will explain to students how white light is separated
into colors. Teacher will provide students with a color wheel and instruct them on how to
construct it. The teacher will model how to spin the color wheel to blend all the colors
into white.
Children’s Prior Knowledge and Misconceptions: Some students may already know
the colors of the rainbow. Students have learned about refraction and how light bends and
will see this when experimenting with the prisms and flashlights.
Performance Objective: Students will be able to witness light entering a prism and
being separated into colors. Students will create a color wheel to demonstrate that when
they spin it, all the colors blend into white. Students will think of a mnemonic device to
help them remember the order of the colors.
Concept Development:
ENGAGEMENT
Engaging question:
Can white light be separated into colors? What colors would these be?
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Student Activity:
-Students will get the opportunity to shine light into a prism to see what happens
-Place a prism and a flashlight at each group and allow students to experiment and take
turns shining the flashlight into the prism
-Students should notice that the prism separates the white light into seven colors (same s
the colors of the rainbow
Materials: prisms, flashlights
EXPLORATION
Student Activity:
-Students will create a color wheel on a piece of circular Bristol board that has already
been divided into pie-shaped sections
-Each section is labeled on the color wheel so that students know which colors to paint
-Students will start by painting the primary colors on the color wheel
-Teacher will then model how to mix a middle green and the students will do the same
and apply it to their color wheel
-Taking this green, students will mix a yellow-green and then a blue-green and add those
next
-The process will be repeated for violet, red-violet and blue-violet
-The process will be repeated for orange, red-orange and yellow-orange
Materials: tempera paints – red, yellow and blue
Various sizes of paint brushes
Paint pallets
Mixing trays
Water containers
Tips: Tempera paints dry very quickly so students will not have to wait long
Procedure: Students have painted before in art classes and are aware of the procedure
for cleaning their brushes and stations
EXPLANATION
-Students will place a pencil into the hole in the center of their color wheels
-Ask students to spin the color wheel as fast as they can – students should see that all the
colors blend into white
-Explain that as the prism shows how light is separated into colors, the color wheel they
have created spins to show that it makes white
-Shine light into a prism again for the class and ask the class if the light shines straight
through and comes out the other side. Students should see that the white light entering the
prism bends (refracts)
Materials: color wheel, pencil
Prism, flashlight
ELABORATION
-Go over the order of the colors that white light separates into with the class: red, orange,
yellow, blue, indigo, violet
-Ask students to come up with mnemonics (tricks) to help them remember the colors in
order (explain ROY G BIV and tell students that they need to create one of their own)
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-Students have until next class and can get help or ideas from parents or peers. Have them
write their trick in their science notebook
Tips: Some students may have time to do this in class, others may need to take it home
with them or work on it during a reading period between now and the next class
EVALUATION
Students will be assessed through formal/informal observation:
-Their ability to follow the procedure for making the color wheel
-Their willingness to share their ideas about colors during the activity
-Students will show the teacher their trick for remembering the order of the colors
ACCCOMMODATIONS
-Artistic students will enjoy the painting aspect of this lesson
-Students are able to work in groups as well as individually
During art:
Students can be given some pre-mixed colors
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Download and print color wheel here:
http://www.making-greeting-cards.com/support-files/color-wheel-template.pdf
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Summary
During this unit, students were able to perform a variety of hands-on activities to
enhance their understanding of Light and the outcomes that go with it. While there are
twenty-two outcomes in this unit, these fifteen lesson plans cover nineteen of these
outcomes. Of the outcomes, we felt that the ones under Knowledge were most important
and we made sure to cover all seven of these. The three outcomes that were not covered
fall under the category of STSE and Skills, and if given another week in this unit we
would be able to cover these. For 204-7, a class could be set aside to allow students to
design and carry out their own experiments. One more class could be used to cover the
remaining two outcomes (107-4 and 108-1) to discuss and learn about technologies that
have allowed us to solve problems at home and at school, and any positive or negative
aspects of these. Students can choose a technology in light that has been created to solve
a problem and present it to the class (ie. how street lights have allowed drivers to better
see when driving at night).
Because this unit plan involves a variety of hands-on activities, students will be
engaged and interested in learning about the unit. However, it is important to consider
that activities that involve movement and interaction may cause minor behavioral issues.
It is our hope that, upon completion of these fifteen lesson plans, students will have a
better understanding of Light.
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Resources
http://www.ehow.com/about_5196921_kind-jobs-use-microscopes_.html
http://www.teacherplanet.com/links/redirect.php?url=http://www.uen.org/Lessonplan/pre
view.cgi?LPid=2339
http://www.making-greeting-cards.com/support-files/color-wheel-template.pdf
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