Light and Sound To The
Rescue
Energy and Control
Including:
Do You See The Light?
Always Travel Light
Bounce, Bend, Absorb
Devices that Use Light
Seeing Red
Let's Talk Shadows
If You Can't Stand The Heat . . .
Hear Ye, Hear Ye
Properties of Sound
Do You Hear What I Hear?
Let There Be Sound
Devices To Detect Sound
Musically Speaking
Adrift On Lake Erie
An Integrated Unit for Grade 4
Written by:
Duff, Atkinson, Bishop, Beckett, Desmond, Kristoff, Moore, Tonner, ...
Length of Unit: approximately: 28 hours
October 2001
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:35 AM
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Acknowledgements
The developers are appreciative of the suggestions and comments from colleagues involved through the
internal and external review process.
Participating Lead Public School Boards:
Mathematics, Grades 1-8
Grand Erie District School Board
Kawartha Pine Ridge District School Board
Renfrew District School Board
Science and Technology, Grades 1-8
Lakehead District School Board
Thames Valley District School Board
York Region District School Board
Social Studies, History and Geography, Grade 1-8
Renfrew District School Board
Thames Valley District School Board
York Region District School Board
The following organizations have supported the elementary curriculum unit project through team building and
leadership:
The Council of Ontario Directors of Education
The Ontario Curriculum Centre
The Ministry of Education, Curriculum and Assessment Policy Branch
An Integrated Unit for Grade 4
Written by:
Duff, Atkinson, Bishop, Beckett, Desmond, Kristoff, Moore, Tonner, ...
Thames Valley District School Board
Based on a unit by:
Duff, Atkinson, Bishop, Beckett, Desmond, Kristoff, Moore, Tonner, ...
Thames Valley District School Board
This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province of
Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units
to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not
necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational
purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit
to particular commercial resources, learning materials, equipment, or technology does not reflect any official
endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:35 AM
Unit Overview
Light and Sound To The Rescue
Page 1
Energy and Control An Integrated Unit for Grade 4
Task Context
You are planning to apply for a job as a junior trainer with the coast guard. You will be responsible for
training other people on how one can use sound and light for rescue purposes. As part of this preparation,
you will need to explore the properties and principles of light and sound. You will also be investigating ways
in which light and sound are produced, transmitted and received, as well as looking at inventions related to
light and sound. In addition, you will be applying your knowledge of light and sound to the real-life situations
you may encounter during your training.
Task Summary
With a knowledge of light and sound energy, the students will use the design process to construct devices
that will send distress signals through air and water for purposes of rescue.
Culminating Task Assessment
In this summative task, students will construct devices that use light and sound to assist in nautical rescues.
Students will use the knowledge gained throughout this unit to complete the assignment.
Links to Prior Knowledge
Students will be familiar with:
- vocabulary dealing with energy, e.g., stored and released;
- objects and systems in everyday life that make use of forms of energy;
- displaying, interpreting, and reporting data on graphs;
- the location and size of Lake Erie.
Considerations
Notes to Teacher
UNIT PLANNING CONSIDERATIONS
1. Curriculum
This unit has been designed to cover all expectations in the Energy and Control strand in the Ontario
Curriculum, Science and Technology document. The culminating task for this unit requires the knowledge and
skills from both the light and sound sections of the unit.
2. Integration
Each activity is designed to build skills and concepts which will be demonstrated in the summative task.
Although these lessons may be taught independently, integrated learning opportunities in other subject areas
may be addressed simultaneously.
Science is a form of knowledge that seeks to describe and explain the natural and physical world and its
place in our universe. Technology is both a form of knowledge that uses concepts and skills from other
disciplines (including science) and the application of this knowledge to meet an individual need or specific
problem. Inherent in these studies is the need to both research and communicate ideas and findings,
whether through specific use of scientific and technical vocabulary, or through the use of diagrams or
illustrations. The study of science and technology is an opportunity for students to reinforce and extend
expectations in other subject areas. When unit or term planning, teachers may wish to take advantage of
opportunities to address and assess expectations from other curricula.
3. Timeframe
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:39 AM Page A-1
As science is a hands-on, resource-dependent core subject, timetabling in all grades must address the
necessity of block timetabling of up to 60 minutes to thoroughly complete the lessons in this unit. Although
some lessons may be covered in a shorter period of time, many of the activities and follow-ups would benefit
from a longer block of time. Teachers should also be prepared to timetable at least a month to complete the
unit.
The Grade 4 Light and Sound Unit is closely linked to the Grade 8 Optics unit. For more specific information
see the Grade 8 Optics Unit.
4. Inquiry and Design Models
The performance tasks in this unit use the S.P.I.C.E. model as the method of design (see BLM 4.UW.5) and
the I.N.S.I.T.E. method for scientific inquiry (see BLM 4.UW.2). Teachers should ensure that students are
familiar with these models as a framework for approaching design or inquiry challenges.
5. Assessment
In this unit, a variety of assessment strategies and recording devices have been included. The assessments
provide the teacher with information on the development of students' skills in all areas of the achievement
scale as outlined on page 13 in the Ontario Curriculum, Science and Technology document. An I.N.S.I.T.E.
Checklist (BLM 4.UW.6), an I.N.S.I.T.E. rubric (BLM 4.UW.4), a design rubric (BLM 4.UW.7), a communication
rubric (BLM 4.UW.8) and a science and technology journal rubric (BLM 4.UW.9) are also provided.
Assessment Accommodation Strategies
1. Consult Individual Education Plan and adapt the assessment format (e.g., oral, practical demonstration,
interview, construction, tape-recorded test) to suit the needs of the student.
2. Allow the student to write the main points and to expand verbally.
3. Allow additional time, when required, for completion.
4. Read or clarify questions for the student and encourage the student to rephrase questions, in his/her own
words.
5. Provide highlighting of key words or instructions for emphasis.
6. Use a variety of assessment strategies.
6. Science and Technology Journals
Science and Technology journals give students the opportunity to construct their own understanding; to put
into their own words what they are learning. They can link the observations that they make with the
knowledge that they bring with them. Verbalizing ideas, both orally and in writing, is an important step in
internalizing new information. Explaining and describing experiences helps learners to make connections
between concepts and ideas. It also allows the teacher to track and assess the student's understanding and
it provides an opportunity to correct any misunderstandings that the student may have. Each subtask ends
with a "Question of the Day" that gives students the opportunity to relate the knowledge learned in the
subtask to the world outside the classroom. Journals should be addressed on a regular basis.
In order to assist students to be successful communicators in science and technology, it is necessary to
provide models of and lessons on journal writing.
a) Explaining Criteria - The teacher explains the criteria for writing a journal entry by demonstrating each
statement, using examples from class journals entries, e.g., find all the science and technology words used
and circle these. Next, students can use the criteria to assess a piece of scientific writing. The teacher
displays the writing on an overhead or chart paper and, as a class, the students discuss the piece of writing.
The same procedure can be done in small groups where students find "3 stars" (good things) and "a Wish"
(things to improve next time) in a piece of writing.
b) Independent Writing - The teacher can use a rubric to assess the first entry and provide feedback to
individual students in order to improve science and technology writing skills. The information from this
assessment could also be used for the development of class demonstrations in a specific area.
Note that a Science and Technology Journal rubric has been provided for teacher use (BLM 4.UW.9).
7. Safety
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:39 AM Page A-2
Safety is an important aspect of any science and technology program. For more information on safety
considerations, please see pages 8 and 9 of the Ontario Curriculum, Science and Technology document.
8. Glossary
A glossary of the terms used in this unit is provided on BLM 4.UW.1.
9. Use of Black-Line Masters
Included in this unit is a large number of black-line masters. Due to the sophisticated scientific material
covered in the unit, and in order to meet the needs of teachers with various backgrounds, it was decided to
include a broad range of black-line masters. Instead of photocopying all black-line masters the following
strategies could be used:
- Have students recreate the BLM as a science journal activity or in a group assignment.
- Recreate BLM on a bulletin board (e.g., vocabulary/definition and fact bulletin board).
- Recreate BLM as a wallchart or on chart paper.
- Copy BLM on acetate and use it on an overhead projector.
10. Classroom Accommodations
All accommodations must take into account the students' Individual Education Plans. All of the tasks and
activities are designed to accommodate the needs of students at different levels of abilities. Many of the
activities include pictures and/or examples of a step-by-step process. These may be used at the discretion
of the teacher for some or all students. As well, teachers can easily adapt the activities to allow for
open-ended, student-directed tasks.
Teachers are encouraged to:
- involve the student in setting goals for work completion;
- encourage risk taking;
- provide varied opportunities for peer and/or group interactions (e.g., co-operative learning, sharing);
- teach visual strategies for journal writing and/or note making (e.g., use of diagram/picture to represent
content);
- provide advance organizers to structure content (e.g., outlines, subtitles, paragraph frames);
- encourage the use of lists, advance organizers, and personal planners for personal organization;
- allow opportunities for alternatives to writing (e.g., graphic representations, drama, media presentations,
timelines, collages).
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:39 AM Page A-3
List of Subtasks
Light and Sound To The Rescue
Subtask List Page 1
Energy and Control An Integrated Unit for Grade 4
1
Do You See The Light?
In Part A of this investigation, students will complete a pretest to determine their prior knowledge of
light and its properties. In Part B, students will investigate ways in which light is used in and around
their homes. In Part C, students will be asked to classify sources of natural and artificial light. They
will compare the similarities and differences between these sources of light and will record their
observations.
2
Always Travel Light
Students will identify how light travels and the speed at which light travels. They will also study and
test certain materials to determine how these materials control the transmission of light.
3
Bounce, Bend, Absorb
Students will complete experiments, view a video, and make models that demonstrate that light can be
reflected off an object, absorbed by an object, or refracted as it travels through one medium into
another. They will study good and poor reflecting surfaces and the differences between convex and
concave lenses.
4
Devices that Use Light
Students will identify devices that reflect or refract light. Working in groups they will construct a device
that reflects light; demonstrate how the device works, and explain how the device affects light to
produce the desired outcome.
5
Seeing Red
Students will discover how colours are seen and how a prism shows colour in a spectrum. They will
also explore how rainbows are formed in nature and how they can be recreated in the class.
6
Let's Talk Shadows
Students will participate in experiments that demonstrate how shadows are formed and will explore
factors that affect the size and clarity of shadow images. They will also perform an experiment to
demonstrate how the position of a light source, in relation to the object casting the shadow, changes
the shape of the shadow. They will build a device that shows one way that people can use their
knowledge of shadows.
7
If You Can't Stand The Heat . . .
Students will participate in an experiment that demonstrates that most objects give off both light and
heat. They will identify objects that give off light, but produce little or no heat (e.g. light sticks, fireflies).
8
Hear Ye, Hear Ye
Students will investigate what causes sound, will explore the many ways sounds are produced, and
will create their own sound producers. They will also have an opportunity to research jobs which are
related to sound.
9
Properties of Sound
Students will discover that sound travels as vibrations through gas, solids, and liquids, and will
recognize that sound is a system. Students will also discuss and explore echoes to enhance their
understanding of how echoes occur.
10 Do You Hear What I Hear?
In this investigation the students will discover how the human ear is designed to detect sound. Human
hearing will be compared to the hearing of other animals and birds.
11 Let There Be Sound
Students will identify sounds used in and around their homes, school, and communities. Information will
be classified on a chart and shared with the class.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:50 AM Page B-1
List of Subtasks
Light and Sound To The Rescue
Subtask List Page 2
Energy and Control An Integrated Unit for Grade 4
12 Devices To Detect Sound
Students will discover through a simple experiment how to improve their ability to hear. An information
chart will be filled out on devices that amplify or dampen sounds.
13 Musically Speaking
Students will view a video to review the idea that sound is caused by vibrations and that sounds vary
in loudness and pitch. They will use task cards to construct a variety of instruments. Through
experimentation, they will develop a list of ways to increase the pitch and volume of the sound
produced by various instruments.
14 Adrift On Lake Erie
In this summative task, students will construct devices that use light and sound to assist in nautical
rescues. Students will use the knowledge gained throughout this unit to complete the assignment.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:50 AM Page B-2
Do You See The Light?
Subtask 1
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
100 mins
Description
In Part A of this investigation, students will complete a pretest to determine their prior knowledge of light and
its properties. In Part B, students will investigate ways in which light is used in and around their homes. In
Part C, students will be asked to classify sources of natural and artificial light. They will compare the similarities
and differences between these sources of light and will record their observations.
Expectations
4s48
4s50
4s60
4s62
4s63
4s73
– identify a variety of natural and artificial light
sources (e.g., the sun, a candle, a light bulb);
– distinguish between objects that produce their
own light and those that reflect light from another
source (e.g., candles and the sun emit their own
light; the moon reflects light from the sun);
– formulate questions about and identify needs and
problems related to their own experiences with light
and sound, and explore possible answers and
solutions (e.g., identify different sounds and their
sources in their environment);
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
– compile data gathered through investigation in
order to record and present results, using tally
charts, tables, and labelled graphs produced by
hand or with a computer (e.g., create a “sound
diary” to record the sounds encountered over a
period of time);
– identify different uses of light at home, at school,
or in the community, and explain how their
brightness and colour are related to their purpose
(e.g., vivid neon lights are used for advertising; blue
lights are used to identify snow-removal vehicles;
dim lighting is used to create a soothing atmosphere
in restaurants);
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Brainstorming
Discussion
Classifying
Response Journal
Assessment
Teachers may wish to evaluate student
participation in the class discussions.
The chart on sorting the sources of light
and the rationale for the sorting may be
evaluated for completeness and logical
thinking.
What I Know About Light - BLM 4.1.1
may be used as a diagnostic tool and
should not be used for assessment at this
time.
Assessment Strategies
Exhibition/demonstration
Observation
Quizzes, Tests, Examinations
Response Journal
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
Part A (30 mins)
Discovering What We Already Know About Light
1. Have students complete a pretest to determine their prior knowledge of light. Use What I Know About
Light - BLM 4.1.1. Have the students answer the questions in their science and technology journals.
Answers have been provided for your use on What I Know About Light - Teacher's Copy - BLM 4.1.4.
This pretest should be used as a measurement of growth over time.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-1
Do You See The Light?
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 1
100 mins
Part B (30 mins)
How is Light Used in Our World?
1. Brainstorm ways in which light is used around the home or school to make life more comfortable, safe,
and secure. Work as a class to complete column one of Use of Light - BLM 4.1.5 to help students look for
ways that light is used around their own residences or school. Following this step, students will work
individually to complete the remainder of the chart. Answers have been provided for your use on Use of
Light - Teacher's Copy - 4.1.6.
2. The class will then share its ideas so students can revise and add ideas to their charts.
Part C (40 mins)
What is light?
1. Students brainstorm to develop a definition of light. Record all suggestions on the chalkboard. After
discussion, record the preferred definition on chart paper. Light is a form of energy. Energy is the ability to
do work. This can be demonstrated to the students using a solar-powered calculator or by discussing the
role of the sun in the growth of green plants.
2. Gather various objects that produce or depict light energy, e.g., light bulb, candle, flashlight, picture of the
sun, picture of the moon, firefly, lantern, etc. Divide the class into small groups depending on the number of
objects available. As an alternative, list the objects on the board and have each group classify all objects.
3. Using Sorting Sources of Light - BLM 4.1.2 have each group investigate the objects, and discuss ways
in which the objects could be sorted and by what criteria. Students may use any criteria, but some
suggestions should be given for the groups who need more direction. Some suggested criteria are:
- Temperature (i.e., heat producing vs. non-heat producing).
- Source (i.e., mechanical vs. natural).
- Brightness (i.e., dull vs. bright).
- Colour (i.e., white vs. coloured).
4. In a large group discussion, have the students share the criteria they used to sort and classify the objects.
Have each group record their work on chart paper. The class may wish to compare the methods that they
used to organize the information (e.g., the students could sort by using a Venn diagram, t-chart.).
5. From the previous discussion, lead the class to observe that two categories could be natural light and
artificial light. As a class, develop a definition for these terms. Write these definitions on chart paper for use
throughout the unit. Have the students classify the objects from step 2 as artificial or natural light on Natural
and Artificial Light - BLM 4.1.3. Depending upon the needs of the class, examples may be written or
drawn.
6. Have students record all the definitions in their science and technology journals.
7. Introduce the culminating task.
Science and Technology Journal
'Glow-in-the-dark' materials are used in many places. Are they natural or artificial lights? How could you use
these types of materials and where?
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-2
Do You See The Light?
Subtask 1
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
100 mins
Adaptations
Resources
BLM 4.1.1
BLM 4.1.1.cwk
BLM 4.1.2
BLM 4.1.2.cwk
BLM 4.1.3
BLM 4.1.3.cwk
BLM 4.1.4
BLM 4.1.4.cwk
BLM 4.1.5
BLM 4.1.5.cwk
BLM 4.1.6
BLM 4.1.6.cwk
light bulb
candle
flashlight
picture of the sun
picture of the moon
lantern
picture of a firefly
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-3
Do You See The Light?
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 1
100 mins
Notes to Teacher
You may wish to have students keep their results of BLM 4.1.1 to compare their knowledge at the end of
the unit with their knowledge at the beginning.
For part B, you may have to review classify and categorize with the class.
The moon does not generate its own light. This can be illustrated to the students by discussing the phases
of the moon and why the moon can be seen on certain days.
Definitions
Natural light comes from natural sources such as the sun, fireflies, stars, and fire.
Artificial light comes from sources that people have made such as light bulbs, flashlights, and lanterns.
NOTE: Definitions are provided for your information. These concepts are taught throughout the unit.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-4
Always Travel Light
Subtask 2
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
120 mins
Description
Students will identify how light travels and the speed at which light travels. They will also study and test certain
materials to determine how these materials control the transmission of light.
Expectations
4s49
4s60
4s61
4s62
4s64
– describe the behaviour of light, using their
observations, and identify some of its basic
characteristics (e.g., that it travels in a straight path,
bends as it passes from one medium to another,
and is reflected off shiny surfaces);
– formulate questions about and identify needs and
problems related to their own experiences with light
and sound, and explore possible answers and
solutions (e.g., identify different sounds and their
sources in their environment);
– plan investigations for some of these answers and
solutions, identifying variables that need to be held
constant to ensure a fair test and identifying criteria
for assessing solutions;
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
– communicate the procedures and results of
investigations for specific purposes and to specific
audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts
(e.g., draw diagrams showing the position of the
light source and location of the shadow; create a
chart showing how devices that rely on or provide
light and sound contribute to the user’s
convenience and comfort);
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Brainstorming
Demonstration
Discussion
Inquiry
Learning Log/ Journal
Direct Teaching
Assessment
The students will be assessed on their ability
to test certain materials to determine how
each controls the amount of light that
passes through. Teachers will evaluate how
students follow steps, keep accurate records
of observations, and form clearly stated
conclusions supported by references to
diagrams.
The communication rubric (BLM 4.uw.10)
may be used to assess the students' journal
entries.
Assessment Strategies
Observation
Questions And Answers (oral)
Response Journal
Assessment Recording Devices
Anecdotal Record
Rubric
Teaching / Learning
Part A (40 mins)
Light Travels in Straight Lines
1. Guiding question: "Does light travel in a straight line?" Discuss the guiding question with the students, and
record the key ideas on chart paper for future reference.
2. Review the I.N.S.I.T.E. method with students. Refer to I.N.S.I.T.E. Method - BLM 4.UW.2. Tell the
students they will be using this method of inquiry to investigate the guiding question.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-5
Always Travel Light
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 2
120 mins
3. Divide the class into groups with three or four students per group. Distribute Does Light Travel In A
Straight Line? - BLM 4.2.4 to each student.
4. Review the Identify the Problem and Narrow the Problem sections of BLM 4.2.4 with the students.
Discuss the State the Hypothesis section of BLM 4.2.4. Tell the students that a hypothesis is an educated
guess related to a problem or investigation. Ask each student to develop a hypothesis individually, and record
it on his/her copy of BLM 4.2.4.
5. Instruct the students to read the Investigate and Gather Information section of BLM 4.2.4. This is an
opportunity for the students to engage in technical reading. Clarify any questions or concerns to ensure
students understand the procedures. Distribute the required materials to each group. Allow each group time
to set up the experiment. When the groups are ready, turn off the lights so the students can conduct the
investigation. This should take about five minutes.
6. Have the groups complete the Test the Hypothesis and Record Observations and the Examine the Results
and Write Conclusions sections of Does Light Travel In A Straight Line? - BLM 4.2.4.
7. Collect Does Light Travel In A Straight Line? - BLM 4.2.4 for evaluation. Have students share their
conclusions about this investigation to ensure that they all arrive at the correct conclusion (light travels in
straight lines).
Science and Technology Journal
Why do you need to be careful when turning a corner in the dark when using car headlights or when using a
flashlight to guide you in the dark?
Part B (40 mins)
Reversal of Images
1. Students will work in pairs or small groups to make a pinhole camera to confirm that light travels in straight
lines. Distribute A Pinhole Camera Showing Light Travelling in Straight Lines- BLM 4.2.1 and
Making A Pinhole Camera - 4.2.2. Explain to students that they will follow the directions on BLM 4.2.2 to
construct and test the function of a pinhole camera. Tell students that they are doing this to show what
happens when light enters a camera.
2. NOTE: The light rays will enter the pinhole in straight lines and hit the acetate creating an upside down
image because the top and bottom light rays cross over as they enter the pinhole (see diagram - BLM 4.2.1).
Science and Technology Journal
Your eye is very much like a camera. Why is your view of the world not upside down? (Use this journal
reflection to initiate discussion about images).
Part C (40 mins)
Materials that Control Amounts of Light
1. Divide the students into groups of three or four, and distribute a copy of Materials That Control
Amounts Of Light - BLM 4.2.3 to each group. Explain to the groups that they are to investigate how certain
materials affect or control the passage of light. Have a variety of materials available for the groups to
investigate: white paper, acetate (clear and coloured), foil, construction paper, expanded polystyrene, plastic
bottles (clear and coloured), tissue paper, a window, a piece of wood, and fabric (different types and
thicknesses).
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-6
Always Travel Light
Subtask 2
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
120 mins
2. Explain to the groups that they are to complete the investigation by using a flashlight and the above
mentioned materials to determine which block light, which let some light through, and which are transparent
and let all light through. Tell the students that they are to use Materials That Control Amounts Of Light BLM 4.2.3 to record their observations.
3. Discuss the results with the students, and develop a definition for transparent, translucent and
opaque. Include two examples with each definition.
An opaque object does not let light through. For example, foil and expanded polystyrene.
A transparent object lets light through. For example, clear bottles and a window.
A translucent object lets some light through. For example, tissue paper and a cotton t-shirt.
NOTE: Under certain circumstances, some materials may be included in more than one category. For
example, a piece of paper on a desk will appear opaque but is in fact translucent depending on the intensity
of light and the density of the matter.
4. Have students record the definitions for opaque, translucent and transparent objects in their science and
technology journals.
Science and Technology Journal
Name one transparent, one translucent, and one opaque material used in your house. Why are these
materials used in each of these locations?
Adaptations
Resources
BLM 4.2.1
BLM 4.2.1.cwk
BLM 4.2.2
BLM 4.2.2.cwk
BLM 4.2.3
BLM 4.2.3.cwk
BLM 4.2.4
BLM 4.2.4.cwk
Light and Sound
Science for Fun Experiments
Gary Gibson
modelling clay
white paper
acetate (clear and coloured)
foil
construction paper
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-7
Always Travel Light
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 2
120 mins
expanded polystyrene
a window
plastic bottles (clear and coloured)
fabric (different types and thicknesses)
tissue paper
bristol board
small weights
wood pieces
flashlights
pencils or straws
hole punch
Notes to Teacher
ASSESSMENT TOOL: Inquiry/I.N.S.I.T.E. rubric could be used to evaluate students' learning.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-8
Bounce, Bend, Absorb
Subtask 3
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
175 mins
Description
Students will complete experiments, view a video, and make models that demonstrate that light can be
reflected off an object, absorbed by an object, or refracted as it travels through one medium into another.
They will study good and poor reflecting surfaces and the differences between convex and concave lenses.
Expectations
4s49
4s53
4s60
4s62
4s63
4s64
– describe the behaviour of light, using their
observations, and identify some of its basic
characteristics (e.g., that it travels in a straight path,
bends as it passes from one medium to another,
and is reflected off shiny surfaces);
– investigate and compare how light interacts with a
variety of optical devices (e.g., kaleidoscopes,
periscopes, telescopes, magnifying glasses);
– formulate questions about and identify needs and
problems related to their own experiences with light
and sound, and explore possible answers and
solutions (e.g., identify different sounds and their
sources in their environment);
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
– compile data gathered through investigation in
order to record and present results, using tally
charts, tables, and labelled graphs produced by
hand or with a computer (e.g., create a “sound
diary” to record the sounds encountered over a
period of time);
– communicate the procedures and results of
investigations for specific purposes and to specific
audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts
(e.g., draw diagrams showing the position of the
light source and location of the shadow; create a
chart showing how devices that rely on or provide
light and sound contribute to the user’s
convenience and comfort);
Groupings
Students Working In Small Groups
Students Working Individually
Students Working As A Whole Class
Teaching / Learning Strategies
Demonstration
Inquiry
Experimenting
Learning Log/ Journal
Assessment
The teacher may wish to use the I.N.S.I.T.E.
rubric and/or checklist to evaluate the
student worksheets. Features to be
evaluated may include completeness, the
ability to state a hypothesis, accuracy in
experimenting, and the ability to arrive at
logical conclusions. The teacher may also
wish to use a checklist to monitor the
students as they work. This checklist may
include items such as co-operation, ability to
stay on task, willingness to try more than
one solution, etc.
Assessment Strategies
Exhibition/demonstration
Learning Log
Questions And Answers (oral)
Assessment Recording Devices
Checklist
Rubric
Teaching / Learning
Part A (60 mins)
Does the Reflecting Surface Affect the Quality of a Reflection?
1. Write the letters of the alphabet on the blackboard. Give one student a flashlight and have him/her stand at
the front of the class with his/her back to the alphabet. Give a mirror to another student. Darken the room.
Have the student use the mirror to send a short message to the rest of the class by reflecting the light from
the flashlight onto the letters of the alphabet.
Safety Note: Have the student take care not to reflect the light into the eyes of the other students.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-9
Bounce, Bend, Absorb
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 3
175 mins
Review the following with the students; opaque objects can reflect light, while translucent and transparent
objects let light pass through.
2. Ask students, "Is the mirror translucent, transparent or opaque?" Answer: Opaque.
"What is happening to the light?" Answer: It is reflected.
"Why do you think the mirror is able to reflect the light?" Answer: The surface of the mirror is opaque, shiny,
silvered glass.
"Would other surfaces reflect light as well as the mirror does?" "How could we find out?"
3. Explain to the students that are going to conduct an investigation to determine how the surface of an
opaque material affects the quality of a reflection (i.e., how well it reflects light).
4. Distribute Reflecting Surfaces - BLM 4.3.1 to the students and have them brainstorm a list of opaque
materials that they could test. Record the list on the chalkboard.
5. Review the I.N.S.I.T.E. method with the class. Have the students read the Identify the Problem and Narrow
the Problem sections of BLM 4.3.1. Have students work in pairs to consider the questions posed in the
Narrow the Problem section. Ask them to suggest ways they could carry out a fair test. Have students share
their ideas. Discuss which ideas are most feasible.
6. Have the students complete the State the Hypothesis section of BLM 4.3.1, and read the Investigate and
Gather Information section. This is an opportunity for the students to engage in technical reading. Clarify any
questions or concerns to ensure students understand the procedure.
7. Have students complete the investigation and record their observations and conclusions on BLM 4.3.1.
8. Have the students submit BLM 4.3.1 for evaluation, and discuss the results of the investigation with the
students. Lead them to conclude that, with respect to opaque objects, smooth, shiny surfaces reflect images
better than rough, irregular surfaces. Explain to the students that darker, rougher, more irregular opaque
objects do not reflect as much light.
Science and Technology Journal
Think of the times you have been sunburned. Where were you when you experienced the most intense
sunburn? Explain what caused this.
Part B (60 mins)
How Can Light be Bent (Refracted)?
1. Review the following with the students; opaque objects can reflect light, while translucent and transparent
objects let light pass through.
2. Distribute Can Light Be Bent? - BLM 4.3.2. Tell students they will use the I.N.S.I.T.E. method to conduct
an investigation to determine what happens to light as it passes from one material into another.
3. You may wish to have students work in pairs or small groups to complete the investigation. While it is not
the preferred manner, the investigation may also be teacher directed, with students making observations and
recording the results on their sheets as you conduct the test.
4. Ensure that all the materials are available in advance. Review the investigation on Can Light Be Bent? BLM 4.3.2 with the students to ensure they understand what is required.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-10
Bounce, Bend, Absorb
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 3
175 mins
5. Have the students conduct the investigation, and then have them submit Can Light Be Bent? - BLM 4.3.2
for evaluation.
6. Discuss the results of the investigation with the students. Lead them to conclude that light is bent, or in
science terms, refracted, when it moves from one substance, such as air, to a more dense or thick
substance, such as water. This makes the pencil appear bent.
7. Distribute Refracted Light - BLM 4.3.3 to the students, and have them work in pairs to complete the
investigation.
8. Discuss the results and have students share their conclusions. Allow students time to revise their
responses.
Part C (40 mins)
What Are Lenses and How Do They Work?
1. Investigate different objects with a magnifying glass at varying distances. Draw and label how the objects
looked with and without the magnifying glass.
Record the definition of a lens on the chalkboard.
A lens is a piece of glass or other such material that is curved to bend light.
2. Explain to the students that there are two kinds of lenses: concave and convex. If the sides of a lens are
curved in, it is a concave lens. If the sides of a lens are curved out, it is a convex lens. Tell the students that
they will be working with both concave and convex lenses to discover how lenses bend light.
3. Divide the students into pairs. Provide each pair with a flashlight, a microscope slide, a convex lens, a
concave lens, and a piece of black construction paper. Darken the room and have the students work with the
materials in the following ways:
a) Have one partner shine a flashlight beam through a microscope slide onto the construction paper held up,
like a screen, by the other partner. Both partners should observe and record how the light beam is affected.
Have students vary the distance of the light and microscope slide from the construction paper.
b) Have one partner shine a flashlight beam through a convex lens onto the construction paper held up, like a
screen, by the other partner. Both partners should observe and record how the light beam is affected. Have
students vary the distance of the light and convex lens from the construction paper.
c) Have one partner shine a flashlight beam through a concave lens onto the construction paper held up, like
a screen, by the other partner. Both partners should observe and record how the light beam is affected.
Have students vary the distance of the light and concave lens from the construction paper.
4. Turn on the classroom lights and have the students return the flashlights. Instruct the students to use a
variety of concave and convex lenses as eyepieces. Eyepieces are to be used one at a time and must be
held securely. Students are to use each eyepiece to focus on an object and observe how the lens affects
their perception of the object (do not have students focus on light sources).
5. In their science and technology journal, have students reflect upon what they have learned about lenses.
Instruct the students to do the following:
- Sketch and label a concave and a convex lens.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-11
Bounce, Bend, Absorb
Subtask 3
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
175 mins
- Select an object they viewed and draw a picture of how that object appeared when viewed through
concave and convex lenses.
- Provide a brief, written description to explain how concave and convex lenses affect our perception of an
object.
- Provide a brief, written description to explain how a beam of light is affected by concave and convex
lenses.
Part D (15 mins)
Science and Technology Journal
Why should you never leave a magnifying glass or eyeglasses on the deck in the sun?
(The glass may focus the sun's rays and start a fire.)
Why do you think lenses change the way we see images?
Adaptations
Resources
BLM 4.3.1
BLM 4.3.1.cwk
BLM 4.3.2
BLM 4.3.2.cwk
BLM 4.3.3
BLM 4.3.3.cwk
foil
cardboard
mirror
sandpaper
glass beakers
coloured construction paper
pencils
pennies
concave lenses
convex lenses
flashlights
microscope slides
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-12
Bounce, Bend, Absorb
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 3
175 mins
Notes to Teacher
A visual and explanation about how light refracts can be found in the Grade 8 Optics unit (BLM 8.6.5).
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-13
Devices that Use Light
Subtask 4
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
80 mins
Description
Students will identify devices that reflect or refract light. Working in groups they will construct a device that
reflects light; demonstrate how the device works, and explain how the device affects light to produce the
desired outcome.
Expectations
4s49
4s53
4s62
4s64
4s65
4s67
– describe the behaviour of light, using their
observations, and identify some of its basic
characteristics (e.g., that it travels in a straight path,
bends as it passes from one medium to another,
and is reflected off shiny surfaces);
– investigate and compare how light interacts with a
variety of optical devices (e.g., kaleidoscopes,
periscopes, telescopes, magnifying glasses);
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
– communicate the procedures and results of
investigations for specific purposes and to specific
audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts
(e.g., draw diagrams showing the position of the
light source and location of the shadow; create a
chart showing how devices that rely on or provide
light and sound contribute to the user’s
convenience and comfort);
– design, make, and test an optical device (e.g., a
periscope, a kaleidoscope);
– follow safe work procedures in all investigations
(e.g., direct mirrors away from the sun to ensure that
the sun’s rays are not reflected into their eyes or the
eyes of others; avoid producing excessively loud
sounds).
Groupings
Students Working In Small Groups
Students Working Individually
Students Working As A Whole Class
Teaching / Learning Strategies
Brainstorming
Model Making
Assessment
As the students work on their devices, the
teacher may keep anecdotal records of the
student work including such items as
co-operative/collaborative work, approach to
the problem, ability to think divergently, and
other areas identified to the class.
A rating scale may be developed to assess
the completed devices in areas such as
design, problem-solving, ability to accomplish
the desired task, and explanation. The
answers to the questions on the worksheets
may also be evaluated.
The communication rubric (BLM 4.uw.10)
may be used to assess the students' journal
entries.
Assessment Strategies
Exhibition/demonstration
Learning Log
Assessment Recording Devices
Rating Scale
Anecdotal Record
Teaching / Learning
1. As a class, brainstorm to develop a list of devices that reflect or refract light. For example, eyeglasses refraction, telescopes - refraction and reflection, microscopes - refraction, periscope - reflection, camera refraction and reflection, magnifying glass - refraction, etc.
2. Tell students they will be working in groups to construct one of the following devices: a periscope or a
kaleidoscope. They will be expected to identify the device as reflecting or refracting, and explain how the
device affects light to produce the desired outcome.
Safety Note: Students must be reminded to be careful when handling the mirrors, which can break easily,
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-14
Devices that Use Light
Subtask 4
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
80 mins
and students should not shine or reflect light into someone's eyes.
3. Give each group a copy of either Card 1 - The Periscope - BLM 4.4.1 or Card 2 - The Kaleidoscope BLM 4.4.1 and the corresponding diagrams for each model found on The Kaleidoscope Construction BLM 4.4.1b or The Periscope Construction - BLM 4.4.1c.
4. When the groups have finished constructing their device, distribute the appropriate page of BLM 4.4.2 to
each member of the group and have them work independently to answer the questions.
5. Have students share their results and give them the opportunity to revise their responses.
Adaptations
Resources
BLM 4.4.1
BLM 4.4.1.cwk
BLM 4.4.1b
BLM 4.4.1b.cwk
BLM 4.4.1c
BLM 4.4.1c.cwk
BLM 4.4.2
BLM 4.4.2.cwk
tape
white paper
coloured paper
acetate sheets
1 litre milk cartons
mirrors
scissors
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-15
Seeing Red
Subtask 5
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
60 mins
Description
Students will discover how colours are seen and how a prism shows colour in a spectrum. They will also
explore how rainbows are formed in nature and how they can be recreated in the class.
Expectations
4s49
4s51
4s53
4s60
4s62
4s67
4s75
– describe the behaviour of light, using their
observations, and identify some of its basic
characteristics (e.g., that it travels in a straight path,
bends as it passes from one medium to another,
and is reflected off shiny surfaces);
– identify, through observation, colour as a property
of light (e.g., use prisms to show that white light can
be separated into colours);
– investigate and compare how light interacts with a
variety of optical devices (e.g., kaleidoscopes,
periscopes, telescopes, magnifying glasses);
– formulate questions about and identify needs and
problems related to their own experiences with light
and sound, and explore possible answers and
solutions (e.g., identify different sounds and their
sources in their environment);
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
– follow safe work procedures in all investigations
(e.g., direct mirrors away from the sun to ensure that
the sun’s rays are not reflected into their eyes or the
eyes of others; avoid producing excessively loud
sounds).
– identify common phenomena related to light and
sound (e.g., rainbows, shadows, echoes) and
describe the conditions that create them;
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Experimenting
Learning Log/ Journal
Assessment
The teacher may evaluate the student
responses in their science and technology
journals. In addition, anecdotal records may
be kept as the teacher observes the
students working with the prisms. The
communication rubric (BLM 4.uw.10) may be
used to assess the students' journal entries.
Assessment Strategies
Response Journal
Exhibition/demonstration
Assessment Recording Devices
Anecdotal Record
Rubric
Teaching / Learning
Part A (20 mins)
Why is the Sea Blue?
1. Ask the class, "How do we see colour?" Hold up an apple and ask, "Why is it red?" Explain that the red
apple absorbs all the colours of light except red, which bounces, or reflects, off the apple and into your eye
allowing you to see the red colour of the apple. Black surfaces appear black because all the colours of light
are absorbed and white surfaces reflect all colours of light.
2. Challenge the class to explain one of the following: Why is the sky blue or sometimes red at sunset? Why
is snow white? Why is grass green?
Part B (40 mins)
Spectrum of Colours
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-16
Seeing Red
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 5
60 mins
1. Using the materials listed below, demonstrate how white light can be broken into the colours of the
spectrum.
a) Hang a prism from a string on a wire. Hold a piece of white paper behind the prism. Rotate the prism.
Darken the room. Shine a beam of light from a flashlight at the prism.
b) Demonstrate the same thing by shining a flashlight at an angle onto a compact disc.
c) Alternatively, place a large glass jar, 3/4 full of water, on an overhead projector which is turned on. This
causes the colours to split apart to form a spectrum of colours. Students should note that the sequence of
colours never changes (red, orange, yellow, green, blue, violet). Note: There are many scientists that include
indigo as part of the spectrum. Indigo is a colour between blue and violet.
2. Allow groups to experiment with a prism, white paper, and a source of light to create a colour spectrum.
Have each student reflect on what he/she has learned about colour, and record the spectrum in his/her
science and technology journal using coloured pencils, illustrating the colours in the correct order.
Note: A discussion about wavelength is not really appropriate for this age group. It is discussed as part of
the grade 8 optics unit, but if students must know why the colours of the spectrum are always arranged R,
O, Y, G, B, I, V it is because they each have a different wavelength. Red has the longest wavelength, and
violet has the shortest wavelength. Because each colour has a different wavelength it is refracted at a
different rate, and it is this which allows us to see each of the colours that make up white light separately.
3. Ask, "How is a rainbow formed?" Discuss possible answers and the correct explanation with the
students. It is possible to demonstrate the creation of a rainbow by spraying water from a hose into the air on
a sunny day.
Rainbows:
Raindrops act like tiny prisms. The sun's light hits the water droplets, bends as it enters, and bends again as it
is refracted back out of the droplet. So, just like a prism, each raindrop separates white light into the colours
of the spectrum. The rainbow arches because the sun and the raindrops are curved.
Science and Technology Journal
Why do you think the sky is red at sunrise?
Adaptations
Resources
prisms
compact discs
flashlights
glass jar
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-17
Seeing Red
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 5
60 mins
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-18
Let's Talk Shadows
Subtask 6
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
120 mins
Description
Students will participate in experiments that demonstrate how shadows are formed and will explore factors that
affect the size and clarity of shadow images. They will also perform an experiment to demonstrate how the
position of a light source, in relation to the object casting the shadow, changes the shape of the shadow.
They will build a device that shows one way that people can use their knowledge of shadows.
Expectations
4s49
4s52
4s60
4s61
4s62
4s63
4s64
4s75
– describe the behaviour of light, using their
observations, and identify some of its basic
characteristics (e.g., that it travels in a straight path,
bends as it passes from one medium to another,
and is reflected off shiny surfaces);
– predict the location, shape, and size of a shadow
when a light source is placed in a given location
relative to an object;
– formulate questions about and identify needs and
problems related to their own experiences with light
and sound, and explore possible answers and
solutions (e.g., identify different sounds and their
sources in their environment);
– plan investigations for some of these answers and
solutions, identifying variables that need to be held
constant to ensure a fair test and identifying criteria
for assessing solutions;
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
– compile data gathered through investigation in
order to record and present results, using tally
charts, tables, and labelled graphs produced by
hand or with a computer (e.g., create a “sound
diary” to record the sounds encountered over a
period of time);
– communicate the procedures and results of
investigations for specific purposes and to specific
audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts
(e.g., draw diagrams showing the position of the
light source and location of the shadow; create a
chart showing how devices that rely on or provide
light and sound contribute to the user’s
convenience and comfort);
– identify common phenomena related to light and
sound (e.g., rainbows, shadows, echoes) and
describe the conditions that create them;
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Model Making
Problem-solving Strategies
Response Journal
Assessment
The teacher may wish to keep anecdotal
records of the students as they work,
noting such things as commitment to the
task at hand, co-operation with other
group members, and logical thinking in
completing the assignments.
The teacher may wish to develop a rating
scale to assess the worksheets as the
students complete them. Quality of
answers, clarity of thought and
completeness of ideas may be ways in
which the teacher chooses to assess
each student's work.
The communication rubric (BLM 4.uw.10)
may be used to assess the students
journal entry.
Assessment Strategies
Exhibition/demonstration
Learning Log
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
Rating Scale
Rubric
Teaching / Learning
Part A (40 mins)
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-19
Let's Talk Shadows
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 6
120 mins
How Is A Shadow Created?
1. Using the overhead projector, challenge the students to produce a shadow image of an animal or some
other thing on the screen.
2. Gather a number of opaque and translucent objects. Demonstrate the following experiment in a darkened
room. Shine a flashlight at an opaque object and then at a translucent object. Ask the students to observe the
shadows. Repeat using different opaque and translucent objects.
3. Ask students to describe the difference between shadows created by opaque objects and shadows
created by translucent objects. Challenge the students to explain how shadows are created.
4. Have the students record these explanations in their science and technology journals.
Part B (40 mins)
Properties of Shadows
1. Divide the class into groups of about three or four.
2. Distribute a flashlight, a wooden block, and Properties of Shadows - BLM 4.6.1 to each group.
3. Have the students experiment with light and shadows by having them hold the light at the various
distances and angles outlined on the sheet to determine the way in which this affects the shape, location,
and size of the shadow. Discuss the meaning of the terms shape, location, and size to ensure that students
understand the task. Students should complete each section by making a prediction before taking an actual
measurement.
4. Have students reflect upon what they have learned about shadows in their science and technology
journals.
Part C (40 mins)
How Can People Use Shadows? Sundial Activity
1. As a class, brainstorm a list of ways in which people can or have used shadows, e.g., to generate shade,
to tell time (sundial), and to hide.
2. Explain to the class that they are going to investigate how shadows can be used to tell time. Using Make A
Sundial - BLM 4.6.2, have students work in small groups to make a sundial. The students will need to be
taught how to use a protractor before beginning this activity. Alternatively, you or one of the students could
bring in a sundial.
3. Give students the opportunity to use a sundial to tell time at different times of the day for a number of days.
Allow students to make adjustments, where possible, to the sundial to make it more accurate. Students
should draw conclusions about the effectiveness of using shadows to tell time and the accuracy of the
sundial.
Science and Technology Journal
Design and explain another kind of sundial you could use.
Adaptations
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-20
Let's Talk Shadows
Subtask 6
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
120 mins
Resources
BLM 4.6.1
BLM 4.6.1.cwk
BLM 4.6.2
BLM 4.6.2.cwk
bristol board
tape
protractor
rulers
scissors
overhead projector
flashlights
opaque objects
translucent objects
compass (mathematical)
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-21
If You Can't Stand The Heat . . .
Subtask 7
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
40 mins
Description
Students will participate in an experiment that demonstrates that most objects give off both light and heat.
They will identify objects that give off light, but produce little or no heat (e.g. light sticks, fireflies).
Expectations
4s54
4s60
4s62
4s63
4s67
4s73
– recognize, using their observations, that most
objects give off both light and heat (e.g., the sun, a
candle, a light bulb), and identify some objects that
give off light but produce little or no heat (e.g., light
sticks, fireflies);
– formulate questions about and identify needs and
problems related to their own experiences with light
and sound, and explore possible answers and
solutions (e.g., identify different sounds and their
sources in their environment);
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
– compile data gathered through investigation in
order to record and present results, using tally
charts, tables, and labelled graphs produced by
hand or with a computer (e.g., create a “sound
diary” to record the sounds encountered over a
period of time);
– follow safe work procedures in all investigations
(e.g., direct mirrors away from the sun to ensure that
the sun’s rays are not reflected into their eyes or the
eyes of others; avoid producing excessively loud
sounds).
– identify different uses of light at home, at school,
or in the community, and explain how their
brightness and colour are related to their purpose
(e.g., vivid neon lights are used for advertising; blue
lights are used to identify snow-removal vehicles;
dim lighting is used to create a soothing atmosphere
in restaurants);
Groupings
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Experimenting
Assessment
The teacher may wish to keep an anecdotal
record of student participation during the
experiment. The communication rubric (BLM
4.uw.10) may be used to assess the
students' journal entries.
Assessment Strategies
Exhibition/demonstration
Learning Log
Assessment Recording Devices
Anecdotal Record
Rubric
Teaching / Learning
The Relationship Between Light and Heat
1. Before the lesson begins lay a piece of metal on the window sill or some other sunny place. Allow the
sunlight to heat the metal. Alternatively, you could use a lamp to heat the metal.
Safety Note: Do not have the students handle objects that are hot enough to burn them. Remind the students
not to look directly at any light source.
2. Pose the following question to the students: Is there a relationship between light and heat? Allow students
to discuss whether or not they think there is a relationship.
3. Turn on an overhead projector and leave it on for about five minutes. Keep it on until you have completed
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-22
If You Can't Stand The Heat . . .
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 7
40 mins
step 8 below.
4. Turn on a light with a fluorescent bulb and leave it on for about five minutes. Keep it on until you have
completed step 10 below.
5. Select two students to go to the place where you set the piece of metal in step 1. Ask them to touch it and
to describe how it feels.
6. Ask the class what made the metal hot (the sun). Explain that the light energy from the sun was absorbed
and converted to heat energy.
7. Select two students to go to the overhead projector and to place their hands on the glass surface. Ask
them to describe how the glass feels.
8. Ask the class what made the glass hot (the light). Explain that the light given off by the incandescent light
bulb inside the overhead projector is created by heating a thin piece of wire inside the light bulb until it glows.
In fact, an incandescent light bulb gives off more heat energy than light energy. The glass was hot because it
absorbed heat from the light bulb. NOTE: For background information see the Grade 8 Optics unit.
9. Select two students to touch the fluorescent light bulb turned on in step 4, and to describe how it feels.
10. Ask the class how many of them thought it would feel hot. Explain that fluorescent light is known as a
cool source of light because it does not give off heat energy when it gives off light energy. If the class is
interested you may wish to explain to them that there are other cool sources of light such as those used in
glow sticks, in glow-in-the-dark materials, and the light created by animals such as fireflies and many species
of deep sea fish.
11. Ask the class to describe other places or situations where they have noticed a connection between light
and heat. If they need help prompt them to think about things that give off both light and heat such as fire, or
to think about the things that get hot in the summer and why they get hot.
12. Reminding students that light is a form of energy, ask them if they think that light sources which give off
less heat require less energy. (They do.)
Adaptations
Resources
incandescent light bulb
fluorescent light bulb
lamp
piece of metal
sunlight
Light and Sound CD
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-23
If You Can't Stand The Heat . . .
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 7
40 mins
glow-in-the-dark materials
a book about fish
glow stick
picture of a firefly
Notes to Teacher
This activity works best if a lamp fitted with a florescent light bulb can be brought to class (such bulbs are widely
available).
For more information on hot and cool sources of light refer to the OESS Light and Sound CD.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-24
Hear Ye, Hear Ye
Subtask 8
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
220 mins
Description
Students will investigate what causes sound, will explore the many ways sounds are produced, and will create
their own sound producers. They will also have an opportunity to research jobs which are related to sound.
Expectations
4s58
4s62
– recognize that sounds are caused by vibrations;
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Direct Teaching
Model Making
Assessment
Teachers may assess the quality and
accuracy of responses on the students'
design challenge sheets.
Assessment Strategies
Performance Task
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
Part A (20 mins)
Bag of Sounds
1. Assemble objects which can be used to create sound and place them in a bag. The bag could contain such
objects as a piece of paper that can be crumpled, two pencils that can be struck together, an elastic band
that can be strummed, masking tape that can be pulled off a roll, or a whistle.
2. Remove the objects from the bag, and use each to create a sound. Ask students what the objects have in
common.
3. Once again use each object to create a sound. Have students describe how each sound is produced.
Record these observations on chart paper.
4. On another piece of chart paper create a K. W. L. chart on the topic of sound (K = Things We Know; W =
Things We Want to Know; L = Things We Have Learned). Complete the K and W sections of the chart as a
class. Tell the students that the L section will be completed at the end of each subtask.
Part B (80 mins)
Squawkers & Squealers
1. Work as a class to brainstorm ways to produce sound. Record all responses on the chalkboard. Students
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-25
Hear Ye, Hear Ye
Subtask 8
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
220 mins
collaborate to generate a one sentence definition for sound.
Sound is a form of energy produced by the vibrations of objects.
4. Review S.P.I.C.E. Model - BLM 4.UW.5 with the students
5. Arrange the students in pairs and distribute a copy of Squawkers and Squealers - BLM 4.8.1 to each
pair. Review BLM 4.8.1 with students to ensure they understand the design challenge. Remind students
they will be required to test and evaluate their devices to determine how well the objects work. Written work
and diagrams may be completed on separate sheets of paper or in the students' science and technology
journals.
6. Students will demonstrate their devices and explain how they operate.
Safety Note: Students need to be reminded to take care with loud noises.
Adaptations
Resources
BLM 4.8.1
BLM 4.8.1.cwk
string
paper cups
paper clips
tinfoil
buttons
tin cans
shoe boxes
plastic straws
masking tape
pieces of material
elastic bands
whistle
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-26
Hear Ye, Hear Ye
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 8
220 mins
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-27
Properties of Sound
Subtask 9
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
80 mins
Description
Students will discover that sound travels as vibrations through gas, solids, and liquids, and will recognize that
sound is a system. Students will also discuss and explore echoes to enhance their understanding of how
echoes occur.
Expectations
4s55
4s58
4s62
4s64
4s75
– recognize, using their observations, that sound
can travel through a substance (e.g., place a
vibrating tuning fork in a shallow dish of water and
describe what happens to the water; place rice on a
drum-head and describe what happens to the rice
when the drum is tapped);
– recognize that sounds are caused by vibrations;
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
– communicate the procedures and results of
investigations for specific purposes and to specific
audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts
(e.g., draw diagrams showing the position of the
light source and location of the shadow; create a
chart showing how devices that rely on or provide
light and sound contribute to the user’s
convenience and comfort);
– identify common phenomena related to light and
sound (e.g., rainbows, shadows, echoes) and
describe the conditions that create them;
Groupings
Students Working As A Whole Class
Students Working In Pairs
Students Working Individually
Teaching / Learning Strategies
Experimenting
Learning Log/ Journal
Sketching To Learn
Assessment
The communication rubric (BLM 4.uw.10)
may be used to assess the students' journal
entries.
Assessment Strategies
Learning Log
Assessment Recording Devices
Anecdotal Record
Rubric
Teaching / Learning
Part A (60 mins)
How Sound Travels?
1. To introduce the concept of how sound travels, drop a stone into a bucket of water so the resulting waves
travel in rings outwards in all directions. This could also be done on the overhead using a small clear
container and a pebble. Ask the class to explain what they observed. Discuss the results.
2. Select several devices which produce sound (drum, guitar, alarm clock, radio, etc.). Have students close
their eyes and place their hands on a sound producing object to "feel" the vibrations. Use the example of the
waves created by the stone to illustrate how vibrations travel outward from the object in concentric circles.
Explain to the class that this is how sound travels: as vibrations, outward, in all directions.
3. Explain to the students that sound is a system. As a system sound needs three things: a source or
producer, a carrier, and a receiver. Sound needs to travel through something (some kind of matter) to get
from the source to the receiver.
4. Introduce the terms solid, liquid, and gas as the three states of matter. Clap your hands. Ask the students
to explain what matter the sound vibrations travelled through to get from your hands to their ears. (Air)
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-28
Properties of Sound
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 9
80 mins
5. Ask the class if sound vibrations can travel in matter other than air. Can sound travel through liquids? Can
sound travel through solids?
6. Arrange the students so that they are working in pairs. Have the students conduct the following
experiments:
a) Have student A close his/her eyes and lean his/her ear over, but not touching, the surface of his/her
desk. Ask student B to lightly tap the desk. Have the students switch roles, and then repeat.
b) Have student A close his/her eyes and put his/her ear on the surface of his/her desk. Ask student B to
lightly tap the desk. Have the students switch roles, and then repeat.
7. Discuss the results with the students. Ask them to explain which type of matter carried the sound
vibrations for the first tap they heard (step 6 a). (A gas - air.) Ask them to explain which type of matter
carried the sound vibrations for the second tap they heard (step 6 b). (A solid - the desk.) Ask them to
explain what they have discovered about how sound travels through a gas versus how it travels through a
solid. (Sound travels more clearly in solids.)
8. Arrange the students so that they are working in pairs. Distribute a shallow tub/basin partly filled with
water to each pair. Remind the students not to splash each other with the water. Have the students conduct
the following experiments:
a) Have student A close his/her eyes and lean his/her ear over, but not touching, the surface of the water.
Ask student B to flick the water away from his/her partner. Have the students switch roles, and then repeat.
b) Have student A close his/her eyes and put his/her ear in the water. Ask student B to flick the water.
Have the students change the water, thoroughly soaping, rinsing, and drying the bowl. Have the students
switch roles, and then repeat.
Notes:
a. There may be students who should not be putting their ear in water. These students could possibly be
provided with a stethoscope so that they may hear underwater without getting water in their ear.
b. Should you wish, this may be done with two student volunteers with two basins as a class demonstration.
9. Discuss the results with the students. Ask them to explain which type of matter carried the sound
vibrations for the first water flick they heard (step 8 a). (A gas - air.) Ask them to explain which type of
matter carried the sound vibrations for the second water flick they heard (step 8 b). (A liquid - water.) Ask
them to explain what they have discovered about how sound travels through a gas versus how it travels
through a liquid. (Sound travels more clearly in liquids.)
10. Have the students cite examples of where they have experienced sound travelling through solids and
liquids. (Example: swimming pool, listening at a door)
11. Review the idea that all three components - producing, carrying, and receiving sound - work together as
parts of a sound system. Each step is necessary for sound to exist. Have the students draw and label one
sound system in their science and technology journals.
Part B (20 mins)
Understanding Echoes
1. Ask the students to share their personal experiences with echoes (in large empty rooms, hiking in the hills,
on a lake at camp, etc.).
2. Ask the students the following questions. Can echoes occur inside? (Yes) Can echoes occur outside?
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-29
Properties of Sound
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 9
80 mins
(Yes) What needs to happen to make an echo? (The sound has to bounce off a hard surface and return to
your ears.)
3. Explain to the students that when they hear an echo their ears actually hear two sounds which are a
fraction of a second apart. The brain thinks it is hearing two sounds.
4. Have the students suggest ways to create echoes. Give the students an opportunity to demonstrate these
ideas to see if they work. They may need opportunities to go to the gym or they may need materials such as
cups to do their demonstrations.
5. In their science and technology journals, have students reflect upon what they have learned about echoes.
Science and Technology Journal
A motorboat exploded on a lake. The captain jumped into the lake just before the explosion. He later testified
that he had distinctly heard two explosions, one under water and one as he emerged above the water's
surface. Could he have really heard two explosions even though there was only one? Explain, using your
knowledge of how sound travels.
Adaptations
Resources
bucket or pail
small clear container
stones and / or pebbles
drum
guitar
alarm clock
radio
shallow tubs / basins
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-30
Do You Hear What I Hear?
Light and Sound To The Rescue
Subtask 10
Energy and Control An Integrated Unit for Grade 4
40 mins
Description
In this investigation the students will discover how the human ear is designed to detect sound. Human hearing
will be compared to the hearing of other animals and birds.
Expectations
4s55
4s57
4s58
4s59
4s62
– recognize, using their observations, that sound
can travel through a substance (e.g., place a
vibrating tuning fork in a shallow dish of water and
describe what happens to the water; place rice on a
drum-head and describe what happens to the rice
when the drum is tapped);
– compare the range of sounds that humans can
hear with the range of sounds that other animals
can hear (e.g., dogs and cats can hear higher
frequencies than humans);
– recognize that sounds are caused by vibrations;
– describe how the human ear is designed to detect
vibrations.
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Response Journal
Direct Teaching
Assessment
Assessment Strategies
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
How the Ear Works
1. Students will view a video about sound that provides a summary of sound and its properties. It should also
demonstrate the difference in hearing abilities between animals and humans.
2. Use Hearing Limits of Animals - BLM 4.10.1 to illustrate the hearing limits of animals. Tell students to
consider the shape of the ear. What animals have ears that are very large in proportion to their bodies?
(rabbit, mouse, dog) How are animals' ears adapted to improve their hearing? (shape, size, position) What
do people do when they are straining to hear a sound? (cup their hand around their ear) How would this
help?
3. Using a copy of The Human Ear - BLM 4.10.2 as an overhead transparency, trace the path of sound
waves as they travel into the human ear.
4. Distribute the chart Parts of the Ear - BLM 4.10.3 to the students. Using the overhead copy of BLM
4.10.2, identify the parts of the ear, and discuss the function of each part. Students should record this
information on their copies of Parts of the Ear - BLM 4.10.3. Answers have been provided for your use on
Parts of the Ear - Teacher's Copy - BLM 4.10.4. NOTE: The purpose of this activity is to understand how
the human ear detects sound and not to memorize the parts of the ear.
5. Have students reflect upon what they have learned about ears in their science and technology journals.
Adaptations
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-31
Do You Hear What I Hear?
Light and Sound To The Rescue
Subtask 10
Energy and Control An Integrated Unit for Grade 4
40 mins
Resources
BLM 4.10.1
BLM 4.10.1.cwk
BLM 4.10.2
BLM 4.10.2.cwk
BLM 4.10.3
BLM 4.10.3.cwk
BLM 4.10.4
BLM 4.10.4.cwk
video about sound
Notes to Teacher
Hertz is the number of oscillations per second.
BLM 4.10.1 could be used as a bulletin board display. Students are not expected to memorize this
information.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-32
Let There Be Sound
Light and Sound To The Rescue
Subtask 11
Energy and Control An Integrated Unit for Grade 4
40 mins
Description
Students will identify sounds used in and around their homes, school, and communities. Information will be
classified on a chart and shared with the class.
Expectations
4s68
4s69
4s71
4s76
– identify various uses of sounds encountered daily
(e.g., warning sounds such as security alarms, fire
sirens, smoke detector alarms);
– describe the harmful effects of high noise levels
and identify potential noise hazards at home or in
the community (e.g., some leaf-blowing machines);
– identify sound-related jobs (e.g., tuning pianos)
and the role of sound in different jobs (e.g., the
beep that warns us a van is backing up; the noise
of jackhammers as an occupational hazard);
– identify systems that use light or sound sensors to
detect movement (e.g., motion detectors, check-out
scanners, the eye, the ear).
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Classifying
Discussion
Response Journal
Assessment
The students will be assessed on their ability
to classify sounds found in their homes or
communities. They will be asked to
summarize results under categories and
present them to the class.
The science and technology journal rubric
(BLM 4.uw.9) may be used to assess the
students' journal entries.
Assessment Strategies
Classroom Presentation
Response Journal
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
Part A
The Use of Sound
1. Have the students work in groups of three or four. Play a sound-effect tape that has been obtained or
created and have the students identify as many sounds as possible in their science journals. (There should
be about 25 sounds on the tape.)
2. Have groups use the graphic organizer of their choice (Venn diagram, tree diagram, webs, T-charts, etc.)
to classify the sounds (i.e., natural, mechanical, home, loud, soft, school, artificial, warning) on chart paper.
3. Discuss the characteristics of each group of sounds and have students identify how these sounds are
alike. Ask the students how some sounds are adapted to their purpose (e.g., warning sounds are loud to
attract attention).
Science and Technology Journal
How is sound used to ensure personal or property safety?
Part B
Sounds That Surround You
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-33
Let There Be Sound
Light and Sound To The Rescue
Subtask 11
Energy and Control An Integrated Unit for Grade 4
40 mins
Have students listen to different sounds at different times in different places and record the information in
their science and technology journals.
Adaptations
Resources
tape of sound effects
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-34
Devices To Detect Sound
Light and Sound To The Rescue
Subtask 12
Energy and Control An Integrated Unit for Grade 4
80 mins
Description
Students will discover through a simple experiment how to improve their ability to hear. An information chart
will be filled out on devices that amplify or dampen sounds.
Expectations
4s68
4s69
4s72
– identify various uses of sounds encountered daily
(e.g., warning sounds such as security alarms, fire
sirens, smoke detector alarms);
– describe the harmful effects of high noise levels
and identify potential noise hazards at home or in
the community (e.g., some leaf-blowing machines);
– describe devices that extend our ability to see and
hear (e.g., a telescope, a magnifying glass, an
optical microscope, a hearing aid, a microphone or
megaphone);
Groupings
Students Working In Pairs
Students Working Individually
Teaching / Learning Strategies
Brainstorming
Classifying
Experimenting
Assessment
Teachers may wish to collect BLM 4.12.2
to determine student understanding of
sound amplification. The communication
rubric (BLM 4.uw.10) may be used to
assess the students' journal entries.
Assessment Strategies
Exhibition/demonstration
Assessment Recording Devices
Anecdotal Record
Rubric
Teaching / Learning
Hearing Devices
1. Present a number of pictures (e.g., band shell, ear horn, megaphone, amphitheatre) and ask students why
these structures and devices are shaped in this way.
2. Students will work in pairs to construct four tubes. Two tubes will be cylindrical tubes of two different
lengths (wrapping paper or paper-towel tubes would work well for this purpose). The other two tubes will
be funnel shaped (conical) tubes of two different lengths.
3. Students will use the tubes to conduct the tests outlined below. For tests 1- 4, student A will whisper a
short, one sentence message to student B, who will be standing at a distance of three metres. Student B will
listen without the tube to the ear and then will listen to the message with the tube next to his/her ear, and will
observe how the sound is changed from part a to part b of each test. Students should also observe how the
length of the tube and the shape of the tube affect their ability to hear.
Safety Note: Remind the students not to yell in someone's ear.
Test 1
a) Listen to the message without using the tube.
b) Put the shortest cylindrical tube with the smallest end close to the ear to assist with hearing.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-35
Devices To Detect Sound
Light and Sound To The Rescue
Subtask 12
Energy and Control An Integrated Unit for Grade 4
80 mins
Test 2
a) Listen to the message without using the tube.
b) Put the longest cylindrical tube with the smallest end close to the ear to assist with hearing.
Test 3
a) Listen to the message without using the tube.
b) Put the shortest conical tube with the smallest end close to the ear to assist with hearing.
Test 4
a) Listen to the message without using the tube.
b) Put the longest conical tube with the smallest end close to the ear to assist with hearing.
4. For tests 5 - 8
Students will conduct the tests outlined above but this time student B will whisper a message without using a
tube and then will whisper a message into the tube. Student A will listen to observe how the sound is
changed from part a to part b of each test. Students should also note how the length of the tube and the
shape of the tube affect their ability to hear.
Test 5
a) Student B will whisper the message.
b) Student B will whisper the message into the shortest cylindrical tube.
Test 6
a) Student B will whisper the message.
b) Student B will whisper the message into the longer cylindrical tube.
Test 7
a) Student B will whisper the message.
b) Student B will whisper the message into the shorter conical tube.
Test 8
a) Student B will whisper the message.
b) Student B will whisper the message into the longer conical tube.
NOTE: The student who is whispering the message should try to ensure the sound in part a is delivered at
the same volume as the sound in part b, or use a pre-recorded sound.
5. Students record their observations and conclusions on Hearing Tubes Observations - BLM 4.12.1.
6. As a class, discuss the question, "What other devices or materials are used to make sounds louder and
what devices are used to make sounds softer?" Introduce the term amplification. Have the students
brainstorm a list of their ideas. Record their ideas on an overhead copy of the chart Hearing Devices - BLM
4.12.2.
7. In their science and technology journals, have students reflect upon what they have learned about sound
amplification.
Science and Technology Journal
Where have you seen sound amplification in use? Draw a scene that illustrates a variety of sound
amplifications in your science and technology journal.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-36
Devices To Detect Sound
Light and Sound To The Rescue
Subtask 12
Energy and Control An Integrated Unit for Grade 4
80 mins
Adaptations
Resources
BLM 4.12.1
BLM 4.12.1.cwk
BLM 4.12.2
BLM 4.12.2.cwk
Notes to Teacher
Groups will have to be spaced out to ensure the reliability of the test. This may necessitate the use of the hall or
other available space.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-37
Musically Speaking
Subtask 13
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
160 mins
Description
Students will view a video to review the idea that sound is caused by vibrations and that sounds vary in
loudness and pitch. They will use task cards to construct a variety of instruments. Through experimentation,
they will develop a list of ways to increase the pitch and volume of the sound produced by various instruments.
Expectations
4s56
4s58
4s60
4s62
4s64
4s70
– group a variety of sounds according to pitch and
loudness and demonstrate how the sounds can be
modified;
– recognize that sounds are caused by vibrations;
– formulate questions about and identify needs and
problems related to their own experiences with light
and sound, and explore possible answers and
solutions (e.g., identify different sounds and their
sources in their environment);
– use appropriate vocabulary, including correct
science and technology terminology, in describing
their investigations and observations (e.g., use
terms such as source, artificial, beam of light,
reflection in describing the behaviour of light; or
pitch, loudness, vibrations in describing sounds);
– communicate the procedures and results of
investigations for specific purposes and to specific
audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts
(e.g., draw diagrams showing the position of the
light source and location of the shadow; create a
chart showing how devices that rely on or provide
light and sound contribute to the user’s
convenience and comfort);
– describe, using their observations, how sounds
are produced in a variety of musical instruments
(e.g., wind instruments) and identify those they like
listening to best;
Groupings
Students Working Individually
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Guided Writing
Model Making
Demonstration
Classifying
Assessment
In part A of this subtask, the teacher may
collect the student responses to the video
worksheet for evaluation. In part B, the
teacher may keep an anecdotal record as
he/she evaluates students' understanding of
concepts and how they relate to the world
outside the class.
Assessment Strategies
Classroom Presentation
Exhibition/demonstration
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
Part A (40 mins)
Loudness and Pitch
1. Review the concept that sound travels in waves. Explain that high sounds vibrate more quickly while low
sounds vibrate more slowly.
2. Gather devices that make loud, soft (volume), high and low (pitch) sounds (e.g., a drum, pencils that can
tap against each other, a whistle, a kazoo, sandpaper that can rub against wood). A kazoo can be easily
constructed using paper and a comb.
3. Demonstrate, or have students demonstrate, each sound-making device.
4. Working as a whole class classify each sound as loud, soft, high, or low and record this information in
chart form. See Sample Chart - BLM 4.13.1.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-38
Musically Speaking
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 13
160 mins
5. Classify other sounds, and add these to the chart.
6. In their science and technology journals, have students reflect upon what they have learned about
loudness and pitch.
Part B (80 mins)
Making Instruments
1. Each student will construct a musical instrument capable of modifying (changing) the loudness and/or pitch
of the sound it produces.
2. Divide the class into three groups: A, B, and C. Assign each group a musical instrument, and the
appropriate instruction cards from BLM 4.13.2. Each student will make an instrument. Provide each group
with the materials they require.
3. When the students have finished their instruments, they should work with their group to find ways to
change the pitch and/or loudness of the sound produced. This will enable each person to change the same
variable to compare the way pitch or loudness is altered (e.g., for the guitar, each student uses a slightly
different length of elastic; for the water bottle, each student will fill the bottle to a different level; for the tubs,
students will fill the tub with different materials or different amounts of materials).
4. Students should record their observations and conclusions about the pitch and loudness of the instruments
on BLM 4.13.2.
5. Students will likely share the following observations:
Guitar Gizmos
It made my instrument
sound...
a) louder
-cutting a hole in
box to create
an echo
b) softer
-filling the box with
material to muffle
sound
c) higher
- moving pencils
together
- using thinner
elastics
- pulling elastics
tighter
d) lower
- moving pencils
farther apart
- using thicker
elastics
- loosening the
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-39
Musically Speaking
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 13
160 mins
elastics
Water Bottle Melodies
It made my instrument
sound...
a) louder
- tapping the glass
harder
b) softer
- tapping the glass
gently
c) higher
- putting more water
in the glass
d) lower
- putting less water
in the glass
Tub Tunes
It made my instrument
sound...
a) louder
- using larger materials in
the container
b) softer
- using smaller materials in
the container
c) higher
- varying the amount of
material in the container
d) lower
- varying the amount of
material in the container
6. Each group will play their instruments, and will share what they learned in their investigation.
7. You may wish to have students bring musical instruments from home to demonstrate how pitch and
loudness can be changed.
Science and Technology Journal
Why do foghorns use a low pitch rather than a high pitch? (A low pitch travels farther.)
Where would you use high pitch sounds? Where would you use low pitch sounds?
Part C (40 mins)
What I Have Learned About Sound
1. As a class, discuss what the students have learned about sound. Record student responses on the
K.W.L. chart you started in Subtask 8. This is an excellent opportunity for review before the summative task.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-40
Musically Speaking
Subtask 13
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
160 mins
Adaptations
Resources
BLM 4.13.1
BLM 4.13.1.cwk
BLM 4.13.2
BLM 4.13.2.cwk
chart paper
markers
rubber bands of different widths
pencils
1-litre milk carton
string of various thickness
paper clips
stiff box with no opening
beads, sand, and/or rice
piece of garden hose
large funnel
scissors
metal utensil (such as a fork)
glasses
nails
tubs of different sizes
cans of different sizes
drum
whistle
sand paper
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-41
Musically Speaking
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Subtask 13
160 mins
Notes to Teacher
This subtask may also be used to meet some of the expectations in the Grade 4 Music curriculum.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-42
Adrift On Lake Erie
Subtask 14
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
360 mins
Description
In this summative task, students will construct devices that use light and sound to assist in nautical rescues.
Students will use the knowledge gained throughout this unit to complete the assignment.
Expectations
4s45
4s46
4s47
• demonstrate an understanding of the
characteristics and properties of light and sound;
• investigate different ways in which light and sound
are produced and transmitted, and design and
make devices that use these forms of energy;
• identify technological innovations related to light
and sound energy and how they are used and
controlled at home and in the community, and
determine how the quality of life has been affected
by these innovations.
Groupings
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Model Making
Problem-solving Strategies
Assessment
The teacher may wish to use the Design
Rubric - BLM 4.UW.7 for daily, as well as
summative evaluation.
Assessment Strategies
Performance Task
Assessment Recording Devices
Rubric
Anecdotal Record
Teaching / Learning
Culminating Task
In order to produce the student work booklet for this task, pages one to four of Adrift On Lake Erie- BLM
4.14.1 should be photocopied back to back.
1. Distribute the Captain's Log to the students. Review the Captain's Log with the students to ensure that they
understand what is expected. Create a class vocabulary/definition chart for words that are unclear and/or
unfamiliar to most of the class. Write a student definition of each of these terms on chart paper and post
these papers in the room. Clarify any questions the students have about the assignment.
2. Review the criteria for the final assessment. See Design Rubric - BLM 4.UW.7.
3. Allow the students the necessary time to complete the assignment.
4. Reconvene the class as a whole to allow the students to present and explain their devices.
Adaptations
Resources
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-43
Adrift On Lake Erie
Subtask 14
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
BLM 4.14.1
360 mins
BLM 4.14.1.cwk
paper towel
sunscreen
duct tape
craft sticks
wood
cardboard
tinfoil
plastic containers
chart paper and markers
fishing equipment (rod, hooks, lure, line)
metal spoons, knives, forks
rope
oars
aluminum plates
metal pots
mirrors
flashlights
funnels
Notes to Teacher
An underwater sound simulation centre must be created in order to test the sound transmitted underwater. The
centre and method used in subtask 9 may be used to test the students' devices.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-44
Appendices
Light and Sound To The Rescue
Energy and Control
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:27 AM
Resource List
Page 1
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Blackline Master / File
BLM 4.2.1
BLM 4.2.1.cwk
ST 2
BLM 4.2.2
BLM 4.2.2.cwk
ST 2
BLM 4.UW.1
BLM 4.UW.1.cwk
Unit
BLM 4.2.3
BLM 4.2.3.cwk
ST 2
BLM 4.UW.2
BLM 4.UW.2.cwk
Unit
BLM 4.2.4
BLM 4.2.4.cwk
ST 2
BLM 4.UW.3
BLM 4.UW.3.cwk
Unit
BLM 4.3.1
BLM 4.3.1.cwk
ST 3
BLM 4.UW.4
BLM 4.UW.4.cwk
Unit
BLM 4.3.2
BLM 4.3.2.cwk
ST 3
BLM 4.UW.5
BLM 4.UW.5.cwk
Unit
BLM 4.3.3
BLM 4.3.3.cwk
ST 3
BLM 4.UW.6
BLM 4.UW.6.cwk
Unit
BLM 4.4.1
BLM 4.4.1.cwk
ST 4
BLM 4.UW.7
BLM 4.UW.7.cwk
Unit
BLM 4.4.1b
BLM 4.4.1b.cwk
ST 4
BLM 4.UW.8
BLM 4.UW.8.cwk
Unit
BLM 4.4.1c
BLM 4.4.1c.cwk
ST 4
BLM 4.UW.9
BLM 4.UW.9.cwk
Unit
BLM 4.4.2
BLM 4.4.2.cwk
ST 4
BLM 4.1.1
BLM 4.1.1.cwk
ST 1
BLM 4.6.1
BLM 4.6.1.cwk
ST 6
BLM 4.1.2
BLM 4.1.2.cwk
ST 1
BLM 4.6.2
BLM 4.6.2.cwk
ST 6
BLM 4.1.3
BLM 4.1.3.cwk
ST 1
BLM 4.8.1
BLM 4.8.1.cwk
ST 8
BLM 4.1.4
BLM 4.1.4.cwk
ST 1
BLM 4.1.5
BLM 4.1.5.cwk
ST 1
BLM 4.1.6
BLM 4.1.6.cwk
ST 1
BLM 4.10.1
BLM 4.10.1.cwk
ST 10
BLM 4.10.2
BLM 4.10.2.cwk
ST 10
BLM 4.10.3
BLM 4.10.3.cwk
ST 10
BLM 4.10.4
BLM 4.10.4.cwk
ST 10
BLM 4.12.1
BLM 4.12.1.cwk
ST 12
BLM 4.12.2
BLM 4.12.2.cwk
ST 12
BLM 4.13.1
BLM 4.13.1.cwk
ST 13
BLM 4.13.2
BLM 4.13.2.cwk
ST 13
BLM 4.14.1
BLM 4.14.1.cwk
ST 14
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:33 AM Page D-1
Resource List
Page 2
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
markers
Licensed Software
Light and Sound
ST 2
Print
Science for Fun Experiments
Gary Gibson
0-7613-0517-3
Copper Beech Books
ST 2
masking tape
ST 8
mirror
ST 3
modelling clay
ST 2
paper clips
ST 8
paper clips
ST 13
paper cups
ST 8
paper towel
ST 14
pencils
ST 13
pieces of material
ST 8
plastic bottles (clear and coloured)
ST 2
plastic containers
plastic straws
Media
rubber bands of different widths
tape of sound effects
ST 11
video about sound
ST 10
ST 14
ST 8
ST 13
sandpaper
ST 3
shoe boxes
ST 8
small weights
ST 2
stiff box with no opening
string
Material
ST 13
ST 13
ST 8
string of various thickness
ST 13
sunscreen
ST 14
1 litre milk cartons
ST 4
1-litre milk carton
ST 13
tape
ST 4
a window
ST 2
tape
ST 6
acetate (clear and coloured)
ST 2
tin cans
ST 8
ST 4
tinfoil
ST 8
ST 13
tinfoil
ST 14
acetate sheets
beads, sand, and/or rice
bristol board
ST 2
tissue paper
bristol board
ST 6
white paper
ST 2
buttons
ST 8
white paper
ST 4
cardboard
ST 3
wood
cardboard
ST 14
chart paper
ST 13
chart paper and markers
ST 14
coloured construction paper
ST 3
coloured paper
ST 4
construction paper
ST 2
craft sticks
ST 14
duct tape
ST 14
elastic bands
ST 8
expanded polystyrene
ST 2
fabric (different types and thicknesses)
ST 2
foil
ST 2
foil
ST 3
glass beakers
ST 3
wood pieces
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:33 AM Page D-2
ST 2
ST 14
ST 2
Resource List
Page 3
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Equipment / Manipulative
a book about fish
ST 7
alarm clock
ST 9
aluminum plates
ST 14
mirrors
ST 4
mirrors
ST 14
nails
ST 13
oars
ST 14
opaque objects
ST 6
overhead projector
as many as possible
ST 6
bucket or pail
ST 9
pencils
ST 3
candle
per group
ST 1
pencils or straws
ST 2
pennies
ST 3
ST 1
cans of different sizes
ST 13
compact discs
ST 5
picture of a firefly
per group
compass (mathematical)
ST 6
picture of a firefly
ST 7
concave lenses
ST 3
ST 3
picture of the moon
per group
ST 1
convex lenses
picture of the sun
per group
ST 1
drum
ST 9
drum
ST 13
fishing equipment (rod, hooks, lure, line)
ST 14
piece of garden hose
ST 13
piece of metal
ST 7
flashlight
per group
ST 1
prisms
ST 5
flashlights
ST 2
protractor
ST 6
flashlights
ST 3
radio
ST 9
flashlights
ST 5
rope
ST 14
flashlights
ST 6
rulers
flashlights
ST 14
sand paper
ST 6
ST 13
ST 7
scissors
ST 4
ST 14
scissors
ST 6
glass jar
ST 5
scissors
ST 13
glasses
ST 13
shallow tubs / basins
ST 9
glow stick
ST 7
small clear container
ST 9
glow-in-the-dark materials
ST 7
stones and / or pebbles
ST 9
guitar
ST 9
sunlight
ST 7
hole punch
ST 2
translucent objects
ST 6
incandescent light bulb
ST 7
tubs of different sizes
lamp
ST 7
whistle
ST 8
lantern
per group
ST 1
whistle
ST 13
fluorescent light bulb
funnels
large funnel
ST 13
Light and Sound CD
ST 7
light bulb
ST 1
per group
metal pots
ST 14
metal spoons, knives, forks
ST 14
metal utensil (such as a fork)
ST 13
microscope slides
ST 3
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:33 AM Page D-3
ST 13
What I Know About Light
In your science and technology journal, answer the following:
1.
What is light?
2.
Give an example of natural light and of artificial light.
3.
What are the properties of light? How does light behave?
4.
What is a shadow?
5.
How is a rainbow made?
6.
How is light used in our homes and communities?
List some optical devices (objects that help us see or change the way we
see) that we use in our world. Explain how they help us.
Example: telescope - allows us to see far away
7.
8.
Things I want to learn about light:
BLM 4.1.1
Sorting Sources of Light
Sort the displayed objects. Discuss with your group which categories you would use
to sort these objects. Divide your page accordingly. Explain how you sorted the
objects.
Objects
Category (Criteria)
______________________________________________
Explanation:
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
BLM 4.1.2
Natural and Artificial Light
Natural light is
Artificial light is
_______________________________________
_______________________________________
_______________________________________
______________________________________
Examples:
Examples:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
BLM 4.1.3
What I Know About Light
Teacher's Copy
1. What is light?
Light is a form of energy. It radiates from a light source.
2. Give an example of natural light and artificial light.
Natural light: the sun (comes from a source not made by humans)
Artificial light: lightbulb (comes from a source made by humans)
3. What are the properties of light? How does light behave?
Light travels in straight lines. It travels at a speed of 300 000 km per second. It can
move through some materials such as air and can be reflected off surfaces.
4. What is a shadow?
A shadow is the dark area made when an object blocks light rays.
5. How is a rainbow made?
Rainbows are made when light travels through water droplets causing the white light to
separate into the colour spectrum. The raindrops act like tiny prisms.
6. How is light used in our homes and communities?
Light is used to illuminate our homes and communities. Different colours are used
to represent a variety of things. (e.g., stop lights) Light can also be used for medical purposes
such as lasers and heat bulbs.
7. Name some optical devices (objects that help us to see) that we use in our world. Explain how
they work.
Answers will vary.
Things I want to learn about light:
Answers will vary.
BLM 4.1.4
USE OF LIGHT
Type of Light
Location of Light
Purpose of Light
(safety, security, comfort, other)
BLM 4.1.5
Quality of Light
(intensity, colour, brightness...)
Teacher’s Copy
Use of Light
Type of Light
Location of Light
Purpose of Light
Quality of Light
flourescent
kitchen
safety when cooking
brightness
lightbulb - incandescent
T.V. room, bedroom
comfort when reading or
when watching T.V.
intensity
indirect lighting
computer room
comfort - no glare
intensity
motion light beam
sensor light in hall, on
doors
security
colour
motion sensor
garage sensor
safety, security
brightness
signal
light on stove
safety
colour
BLM 4.1.6
A Pinhole Camera Showing Light
Travelling in Straight Lines
BLM 4.2.1
Making A Pinhole Camera
Using a small cardboard box that doesn't let light through, cut out a
rectangle approximately 6 cm by 4 cm from the end of the box. Tape a piece
of dark coloured acetate (green or grey) over the cutout end, keeping it as
smooth as possible.
1.
2.
Use a pen to punch a hole in the centre or the opposite end of the box.
Have the end with the hole in it facing toward a window and move toward
the window until you can see an image of what is outside of the window on
the acetate sheet.
3.
In your Science and Technology Journal, explain why the image is reversed
in your pinhole camera.
4.
BLM 4.2.2
Materials That Control Amounts of Light
Experiment with a flashlight and a variety of materials to determine which materials let no light through, let some light through and
which let all light through. Complete the following chart and list.
Material
Decription of Material
Amount of Light which Passes through the Material
No Light
BLM 4.2.3
Some LIght
All Light
DOES LIGHT TRAVEL IN A STRAIGHT LINE?
Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that examines how
light travels.
I - Identify the Problem
Does light travel in a straight line?
N - Narrow the Problem
What materials should be used? What will be used as a light source? How can you demonstrate
that light travels in a straight line?
S - State the Hypothesis
Make a scientific guess as to how you think light travels.
I hypothesize that
____________________________________________________
____________________________________________________
____________________________________________________
I - Investigate and Gather Information
Materials:
- 4 cards (10 cm x 10 cm)
- a straw or round dowel (it must be small enough to fit through the holes in the cardboard)
- modelling clay or small weights
- a flashlight
- a ruler
Variables: the position of the cards
Constants: light source
Procedure:
I. Create four evenly sized cards.
II. Hold three of the cards together in a stack (be sure the corners of the cards are precisely lined
up) and punch a hole through the centre of all three.
III. Lay a ruler on your desk. Position the three cards with holes in them along the ruler. Place one
at the 0 cm mark, one at the 10 cm mark, and one at the 20 cm mark. Each card should have its
bottom edge flush against the table. Pieces of modelling clay or small weights can be used to
support the cards and keep them upright. Position the fourth card (the one with no hole in it) at
the 30 cm mark. This card will act as a screen so you can see if the light has passed through the
holes. Once the cards have been positioned remove the ruler.
BLM 4.2.4
IV. Test that the holes in the cards are lined up by putting a straw or a round dowel through them.
Gently remove the straw or dowel without moving the cards.
V. When the teacher has turned the lights classroom off, turn on your flashlight and shine it
towards the hole in the first card (the one at the 0 cm mark).
VI. Turn off your flashlight. Record your observations by answering the “What did you see when
the holes were lined up?” question below.
VII. Move the second card (the one at the 10 cm mark) about 5 cm to the left or right. The three
cards with holes in them should no longer be lined up.
VIII. Turn on your flashlight and shine it towards the hole in the first card (the one at the 0 cm mark).
IX. Turn off your flashlight. Record your observations by answering the “What did you see when
the holes were not lined up?” question below.
T - Test the Hypothesis and Record Observations
What did you see when the holes were lined up?
____________________________________________________
____________________________________________________
____________________________________________________
What did you see when the holes were not lined up?
____________________________________________________
____________________________________________________
____________________________________________________
E - Examine the Results and Write Conclusions
Describe how light travels by drawing a picture that shows the path of light when the holes in the
cards were lined up and the path of light when they were not lined up. Explain what happened
when the holes in the cards were lined up and when they were not lined up.
R - Reflect
Was your hypothesis correct? Explain your answer.
BLM 4.2.4
REFLECTING SURFACES
Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that
examines how the surface of an opaque material affects the quality of a reflection.
I - Identify the Problem
Do different surfaces affect the quality of a reflection?
N - Narrow the Problem
What materials will be tested? How will the test be done? How long will the materials be
tested for?
S - State the Hypothesis
Make a scientific guess as to what you think about how the surface of a material affects
the quality of a reflection.
I hypothesize that:
______________________________________________
______________________________________________
______________________________________________
I - Investigate and Gather Information
We know that light travels in straight lines and does not bend around objects in its
path. When we see an object, we are actually seeing the light that bounces or is
reflected off of that object.
Materials:
List the five materials you are using as test surfaces (e.g., foil, cardboard, a mirror, glass,
sand paper).
Variables: materials
Constants: distance of materials to your face
Procedure:
1. Hold one of the test surfaces at arm’s length from your face.
2. Look at your reflection in the surface.
3. Based on your observations about the quality of your reflection in the test surface fill
in the chart on the next page.
4. Repeat the above steps for each of the test surfaces.
BLM 4.3.1
T - Test the Hypothesis and Record Observations
SURFACE
DESCRIPTION OF REFLECTION
E - Examine the Results and Write a Conclusion
Examine the results of your test.
What kind of surfaces give the best reflections?
______________________________________________
______________________________________________
Why do you think this happens?
______________________________________________
______________________________________________
______________________________________________
Write a conclusion that outlines what you have learned about how different surfaces
affect the quality of a reflection.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
BLM 4.3.1
Can Light Be Bent?
Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that
examines what happens to light as it passes through one material to another.
I - Identify the Problem
Does light bend when it passes through one material to another?
N - Narrow the Problem
What materials will be used? How will the test be done? How can you show that light
can be refracted (bent)? What materials allow light to pass through them?
S - State the Hypothesis
Make a scientific guess as to what you think will be a solution to the problem above.
I hypothesize that:
______________________________________________
______________________________________________
______________________________________________
I - Investigate and Gather Information
We know that light travels in straight lines and does not bend around objects in its
path. When we see light pass through one material to another we see a change in the
path that light takes.
Materials: a glass 3/4 filled with water, a pencil
Variables: your view of the glass; angle of the pencil
Constants: level of water in the glass
Procedure:
1. Hold the pencil straight up in the glass and look at it from the top. In the chart on the
next page, draw a picture of what you see and describe what you see.
2. Hold the pencil straight up in the glass of water look at it from the side. In the chart
on the next page, draw a picture of what you see and describe what you see.
3. Let the pencil rest against the side of the glass at so that it is on an angle. Look at it
from the top. In the chart on the next page, draw a picture of what you see and describe
what you see.
4. Let the pencil rest against the side of the glass so that it is on an angle. Look at it
from the side (with the tip at the opposite side of the glass from where you are looking).
In the chart on the next page, draw a picture of what you see and describe what you
see.
BLM 4.3.2
T - Test the Hypothesis and Record Observations
TOP VIEW
SIDE VIEW
Pencil straight up
Pencil straight up
I can see
I can see
Pencil at an angle
Pencil at an angle
I can see
I can see
BLM 4.3.2
E - Examine the Results and Write a Conclusion
Examine the results of your test.
As light travels from the water through the air to my eyes, it
______________________________________________
Why do you think this happens?
______________________________________________
______________________________________________
______________________________________________
Write a conclusion that outlines what you have learned about what happens to light as
it passes through one material to another.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
BLM 4.3.2
Refracted Light
Work in pairs to complete this activity.
1. Place a penny in a shallow opaque container where it is fixed in location by stick
tack.
2. Move back until you can not see the penny. Stop as soon as you can not see the
penny.
3. Have a partner fill the container with water.
4. What happens? Explain why you think this occurs.
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
BLM 4.3.3
Card 1 - The Periscope
Materials:
1 litre milk carton
2 mirrors
scissors
tape
Building Instructions:
1. Place modelling clay about 3 cm from the top and bottom of a ruler.
2. Fix mirrors into each piece of clay. Try to use the device to see things on top of a desk
when you are lower than the desk. Adjust the angles of the mirrors until you get a clear view.
3. Hold your device against the side of a milk carton. Mark the angles for the mirrors on the
side of the carton.
4. Carefully cut slots through both sides of the carton.
5. Carefully cut two rectangular holes in the milk carton; one at the top and one at the
bottom of the opposite side. Do not cut these holes on the same sides as the slots. The bottom
hole should allow you to look into the bottom mirror.
Card 2 - Kaleidoscope
Materials:
3 rectangular mirrors
tape
scissors
bright-coloured paper
white paper
acetate sheets
Building Instructions:
1. Tape the three mirrors together in a triangular prism shape. Be sure the mirrors face
inwards.
2. Trace the triangular end of the mirrors onto an acetate sheet. Draw 5-cm wide flaps
on each of the three sides. Repeat to create two triangle shapes. Cut out these triangle shapes.
3. Tape one of the triangle shapes (from above) over one end of the mirrors to make an
open-ended triangular box.
4. Fold up the flaps of the second triangle shape to make a small triangle shaped box.
5. Cut out small pieces of brightly coloured paper and place them inside the small triangle
shaped box you just made.
6. Tape the second triangle box over the closed end of the triangular mirror box (the end where the
acetate sheet is). Leave a 1-cm gap between the two acetate sheets.
7. Trace the triangular end of the mirrors onto a piece of paper. Draw 5-cm wide flaps on each of
the three sides. Cut out this shape.
8. Tape the triangle shape made of paper over the open end of the triangular mirror box and use
a pencil to poke a small hole in it.
9. Hold your kaleidoscope up to bright light to see the design. Shake it and look again.
BLM 4.4.1
The Kaleidoscope Construction
Step 1: Tape the three mirrors
together.
tape mirrors together
mirrors facing in
Step 2: Create two acetate
templates.
same width
as mirrors
Step 3: Fold one acetate sheet
to end of mirrors.
Tape the acetate
to the mirrors.
tape acetate to mirrors
BLM 4.4.1b
Step 4: Using the other
acetate template, create and
tape a triangular acetate box.
Step 5: Cut out small pieces
of brightly coloured paper
and put them into the triangular
acetate box .
Step 6: Tape the second
acetate triangle box (with
coloured paper) over the first
acetate box leaving a 1-cm
gap.
BLM 4.4.1b
Step 7: Make a white paper
template and poke a hole in
the paper.
Step 8: Finally, cut out the
paper template and tape it over
the open end of the mirrors.
BLM 4.4.1b
The Periscope Construction
Step 1: Place modelling clay at top
and bottom of a ruler.
about 3 cm from top
about 3 cm from bottom
Step 2: Fix the mirrors into each
piece of clay.
BLM 4.4.1c
Adjust the mirrors so
that you can see
things on top of the
desk when you are
lower than the desk.
Step 3: Hold the device
against the side of the milk
carton and mark the angles
for the mirrors on the side
of the carton.
mark the angles
for the slots
BLM 4.4.1c
Step 4: Cut the slots through
both sides of the carton.
make sure slots
are even on
both sides
cut rectangle
Step 5: Cut two
rectangular holes in the
milk carton; one at the
top and one at the
bottom of the opposite
side. Insert the mirrors.
cut rectangle
Check your
final product!
BLM 4.4.1c
The Periscope
What does the periscope do?
Does the periscope use reflection or refraction?
Explain how the periscope uses the properties of light. (How is light redirected, or bent, to do
what you want it to do?)
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Draw a labelled diagram that shows how the periscope works.
BLM 4.4.2
The Kaleidoscope
What does the kaleidoscope do?
Does the kaleidoscope use reflection or refraction?
Explain how the kaleidoscope uses the properties of light. (How is light redirected, or bent, to do
what you want it to do?)
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Draw a labelled diagram that shows how the kaleidoscope works.
BLM 4.4.2
PROPERTIES OF SHADOWS
How is a shadow affected by the position of a light source? Complete the chart below by making a prediction (guess) about what or where the
location, shape, and size of the shadow will be and then recording what actually happened when you used the light to create a shadow.
P = prediction
A = actual
POSITION OF LIGHT
= object (wooden block)
Prediction
Close - 5 cm
Close -10 cm
Far - 20 cm
Far - 30 cm
Directly above
Above at an angle
Below at an angle
BLM 4.6.1
Draw
= light source
Describe
MAKE A SUNDIAL
Materials:
bristol board
protractor
scissors
tape
compass
pencils
Building Instructions:
1. Cut a 25-cm square out of bristol board. Cut from the corners to save board.
2. Make a half circle on your square of bristol board.
3. Divide the circle into twelve 15-degree angles by using a protractor.
4. Choose the latitude closest to where you live.
5. Cut an angle (equal in degrees to your latitude) out of cardboard.
6. Fasten the angle to the centre of you sundial with tape.
7. Put your sundial in sunlight so that the triangle faces directly north. The shadow
cast will indicate the approximate time.
8. Try telling the time with your sundial.
9. Make adjustments to the scale so that it is more accurate. Fill in the chart below to
show your results.
10. Fasten the angle to the centre of your sundial with tape.
11. Put your sundial in sunlight so that the triangle faces directly north. The shadow
cast will indicate the approximate time.
12. Try telling the time with your sundial.
N
BLM 4.6.2
SQUAWKERS & SQUEALERS
Use the S.P.I.C.E. method, as laid out below, to design and
construct a device that makes noise.
S - Situation
You and your class are on a tour at a coast guard training centre. You
have fallen behind the rest of the group while looking at the cloud
formations out the window. In the distance you see a dangerous
storm rapidly approaching, but the rest of your class is unaware of
the danger because they are working in the room next door which has no windows.
P - Problem
You need to design and build a device that makes noise to alert the people in the room of the
rapidly approaching danger.
Requirements:
Your device must make enough noise to be clearly heard by someone in another room.
Restrictions:
Your device can only make use of the following materials: string, paper clips, tin cans, margarine
containers, foil plates, straws, paper, and masking tape.
I - Ideas
Create a solution to the problem of alerting someone in another room of the approaching danger.
Following the problem above, what can you create to reach your goal? Write down your ideas
and draw a sketch of what your device will look like. Label your sketch, describing how your
device works as well as the materials you used. (Label this Solution A)
Create another possible solution to the problem of alerting someone in another room of the
approaching danger. Following the problem above, what can you create to reach your goal? Write
down your ideas and draw a sketch of what your device will look like. Label your sketch,
describing how your device works as well as the materials you used. (Label this Solution B)
BLM 4.8.1
C - Choose and Construct
1. Choose the solution that you think will be most successful for
creating a device that will alert the people in another room of the
rapidly approaching danger. (Choose Solution A or Solution B.)
2. Explain why you think it will work better than the other
solution.
3. Create a step-by-step plan for how you will construct your
device.
4. Construct your device and test it. Record any revisions (changes) that you have made to your
design.
5. Explain precisely how your device works. Use science terms and language in your explanation.
6. Draw an accurate and detailed picture of your final solution. Label your drawing, describing
how your device works as well as the materials you used.
E - Evaluate
1. Think about your device and write about the most challenging thing that you tried during its
design and/or construction.
2. Examine your device and write about what did not work so well. Write about both the design
and construction of the device, and explain why it did not work well.
3. Examine your device and write about what you would do differently if you were to build it
again.
BLM 4.8.1
Hearing Limits of Animals
Humans
20 000 Hz
Cats
25 000 Hz
Dogs
Mice
30 000 Hz
BLM 4.10.1
100 000 Hz
Bats
120 000 Hz
The Human Ear
outer ear
inner ear
semi-circular
canals (3)
pinna
auditory
nerve
ear canal
cochlea
middle ear
bones (3)
middle ear
ear drum
eustachian
tube
to throat
BLM 4.10.2
Parts of the Ear
Complete the following chart with your own diagram and functions.
Parts of the Ear
Function
Outer Ear
Pinna:
Ear Canal:
Ear Drum:
Middle Ear
Middle Ear Bones (3):
Eustachian Tube:
Inner Ear
Semi-circular Canals:
Cochlea:
Auditory Nerve:
BLM 4.10.3
Parts of the Ear
Complete the following chart with your own diagram and functions.
Parts of the Ear
Outer Ear
Pinna:
Function
- collects sound and directs it to the ear
canal
Ear Canal:
- conducts sound to ear drum
Ear Drum:
- membrane that vibrates in response to sound
and causes middle ear bones to vibrate
Middle Ear
-(Hammer, Anvil and Stirrup)
Middle Ear Bones (3):
transfer sound energy through the middle ear to
the cochlea
Eustachian Tube:
Inner Ear
Semi-circular Canals:
Cochlea:
Auditory Nerve:
- tube that connects middle ear space to the throat
- allows fluid to drain from middle ear and allows
air to enter the middle ear
- sends messages to the eyes and brain
about balance and head position
- a snail-shaped fluid-filled bone that contains
hair cells
- middle ear bones move, causing waves in
the fluid which bend hair cells
- when the hair cells bend electrical
messages are sent to the brain
- carries electrical message from the cochlea to
the brain when sound is heard
BLM 4.10.4
HEARING TUBES OBSERVATIONS
Hearing Scale:
1 Do Not Hear 2 Hear 1 or 2 Words
5 Hear All of Message
3 Hear 4 or 5 Words
TEST FOR HEARING
Part A (no tube)
1 - cylindrical (short)
2 - cylindrical (long)
3 - conical (short)
4 - conical (long)
By doing tests 1 to 4, I discovered that:
Using tubes
The length of the tube
The best shape to use to assist with hearing
This is the best shape because
BLM 4.12.1
4 Hear Most of Message
Part B (using tube)
HEARING TUBES OBSERVATIONS
Hearing Scale:
1 Do Not Hear 2 Hear 1 or 2 Words
5 Hear All of Message
3 Hear 4 or 5 Words
TEST FOR HEARING
Part A (no tube)
1 - cylindrical (short)
2 - cylindrical (long)
3 - conical (short)
4 - conical (long)
By doing tests 5 to 8, I discovered that:
Using tubes
The length of the tube
The best shape to use to amplify the sound
This is the best shape because
BLM 4.12.1
4 Hear Most of Message
Part B (using tube)
HEARING DEVICES
1. MAKE SOUNDS LOUDER
DEVICE/MATERIAL
REAL-LIFE USE
2. MAKE SOUNDS SOFTER
DEVICE/MATERIAL
REAL-LIFE USE
BLM 4.12.2
HEARING DEVICES
1. MAKE SOUNDS LOUDER
DEVICE/MATERIAL
REAL-LIFE USE
2. MAKE SOUNDS SOFTER
DEVICE/MATERIAL
REAL-LIFE USE
BLM 4.12.2
Teacher’s Copy
Sample Chart
Loud Sounds
Low Pitch
Soft Sounds
High Pitch
BLM 4.13.1
GUITAR GIZMOS
Group A
Remember that higher pitch sounds are caused by vibrations that are fast and that lower pitch sounds
are caused by vibrations that are slow.
MATERIALS:
- rubber bands of different widths
- a 1-litre milk carton or other stiff box with no opening
- 2 pencils
- scissors
BUILDING INSTRUCTIONS:
1. Put one rubber band around the milk carton or box the long way.
2. Fit the pencils under the rubber bands at each end of the box.
3. Pluck the rubber band.
4. Try to change your instrument so that it can play sounds that are lower, higher, louder, and softer
and record your tests on the chart.
SOUND TEST:
I tried to make my instrument sound . . .
louder by:
softer by:
higher by:
lower by:
SOUND FINDINGS:
I made my instrument sound . . .
louder by:
softer by:
higher by:
lower by:
CHALLENGE:
Use your instrument to play as many lines of Three Blind Mice as you can.
WATER BOTTLE MELODIES
BLM 4.13.2
Group B
Remember that higher pitch sounds are caused by vibrations that are fast and that lower pitch sounds
are caused by vibrations that are slow.
MATERIALS:
- several glasses
- water
- a metal utensil (such as a fork)
BUILDING INSTRUCTIONS:
1. Fill one of the glasses half full with water.
2. Gently hit the side of the glass with the utensil.
3. Try to change your instrument so that it can play sounds that are lower, higher, louder, and softer
and record your tests on the chart.
SOUND TEST:
I tried to make my instrument sound . . .
louder by:
softer by:
higher by:
lower by:
SOUND FINDINGS:
I made my instrument sound . . .
louder by:
softer by:
higher by:
lower by:
CHALLENGE:
Use your instrument to play as many lines of Three Blind Mice as you can.
BLM 4.13.2
TUB TUNES
Group C
Remember that higher pitch sounds are caused by vibrations that are fast and that lower pitch sounds
are casued by vibrations that are slow.
MATERIALS:
- containers with lids (yogurt, margarine, sour cream, ice cream)
- a variety of materials (beads, sand, rice, etc.)
BUILDING INSTRUCTIONS:
1. Add one of the materials to a container.
2. Place the lid on the container and invert the container.
3. Play the container as you would play a drum.
4. Try to change the instrument so that it can play sounds that are lower, higher, louder, and softer
and record your tests on the chart.
SOUND TEST:
I tried to make my instrument sound . . .
louder by:
softer by:
higher by:
lower by:
SOUND FINDINGS:
I made my instrument sound . . .
louder by:
softer by:
higher by:
lower by:
CHALLENGE:
Use your instrument to play as many lines of Three Blind Mice as you can.
BLM 4.13.2
Adrift on Lake Erie: Captain’s Log
Ship’s Name:___________________________
Date: ___________________
THE SITUATION
You have been stranded on Lake Erie in a wooden boat. On the horizon to the north
you can see a small village. Some distance to the west of your stranded boat you can
see a diving buoy. You cannot swim to safety because the water is too cold. The
weather forecast predicts that within the next 24 hours there will be a major storm.
REFERENCE MAP OF THE AREA
THE PROBLEM
Using your understanding of light and sound, design and construct a device that will
send a distress signal through the air to the village using light, and another device
that will use sound to send a distress signal through water to the rescue divers.
BLM 4.14.1
REQUIREMENTS
Signals travelling through air:
Your light signals must be able to reach a receiver 100 metres away.
Signals travelling through water:
Your sound signals must be able to reach a receiver (ear/stethoscope to ear) in an inclass underwater sound simulation centre (a basin with water and a stethoscope).
RESTRICTIONS
In your design you will be limited to using only the following materials from your boat:
fishing equipment (rod, hooks, lure, line)
life preserver
disabled motor with no fuel
candle and matches *
paper towel
metal spoons, knives, forks
rope
sunscreen
a pair of oars
sun hat
multicoloured beach towel
aluminum plate
duct tape
metal pots
small mirror
funnel
Safety Note: for testing purposes the candle and matches will be replaced by a
flashlight.
Note: During construction of your sound and light devices you will have to use some
materials that represent some of the above listed materials. You will not be able to
use some of the real things themselves as they will be too big.
BLM 4.14.1
PART ONE: THE LIGHT SIGNAL
IDEAS
Create a solution to the problem of sending a light signal through the air to the village.
Following the problem above, what can you create to reach your goal? Write down your
ideas and draw a sketch of what your device will look like. Label your sketch, describing the
source, carrier and receiver of your signal, as well as the materials you will use. (Label this
Solution A.)
IDEAS
Create another possible solution to the problem of sending a light signal through the
air to the village. Following the problem above, what else can you create to reach your
goal? Write down your ideas and draw a sketch of what your device will look like.
Label your sketch, describing the source, carrier and receiver of your signal, as well
as the materials you will use. (Label this Solution B.)
CHOOSE
1. Choose the solution that you think will be most successful for creating a device that
will send a light signal through the air to the village. (Choose Solution A or Solution B.)
2. Explain why you think it will work better than the other solution.
3. Create a step-by-step plan to show/explain how you will construct your device.
CONSTRUCT
1. Construct your device and test it. Record any revisions (changes) that you have
made to your design.
2. Explain precisely how your device works. Use science terms and language in your
explanation.
3. Draw an accurate and detailed picture of your final solution. Label your drawing,
describing the source, carrier and receiver of your signal, as well as the materials you
used.
BLM 4.14.1
EVALUATE
1. Examine your device and explain, in writing, what you like about it.
2. Think about your device and write about the most challenging thing that you tried
during its design and/or construction.
3. Examine your device and write about what did not work so well. Write about both the
design and construction of the device, and explain why it did not work well.
4. Examine your device and write about what you would do differently if you were to
build it again.
5. If you could include one other item in the boat’s supplies, what would you want?
Why?
PRESENTATION
The coast guard has asked you to demonstrate the distress signal techniques you
used to aid in your rescue.
PART TWO: THE SOUND SIGNAL
IDEAS
Create a solution to the problem of sending a sound signal through water to the
divers. Following the problem above, what can you create to reach your goal? Write
down your ideas and draw a sketch of what your device will look like. Label your
sketch, describing the source, carrier and receiver of your signal, as well as the
materials you will use. (Label this Solution A.)
IDEAS
Create another possible solution to the problem of sending a sound signal through
water to the divers. Following the problem above, what else can you create to reach
your goal? Write down your ideas and draw a sketch of what your device will look like.
Label your sketch, describing the source, carrier and receiver of your signal as well as
the materials you used. (Label this Solution B.)
BLM 4.14.1
CHOOSE
1. Choose the solution that you think will be most successful for creating a device that
will send a sound signal through water to the divers. (Choose Solution A or Solution
B.)
2. Explain why you think it will work better than the other solution.
3. Create a step-by-step plan for how you will construct your device.
CONSTRUCT
1. Construct your device and test it. Record any revisions (changes) that you have
made to your design.
2. Explain precisely how your device works. Use science terms and language in your
explanation.
3. Draw an accurate and detailed picture of your final solution. Label your drawing,
describing the source, carrier and receiver of your signal, as well as the materials you
used.
EVALUATE
1. Examine your device and explain, in writing, what you like about it.
2. Think about your device and write about the most challenging thing that you tried
during its design and/or construction.
3. Examine your device and write about what did not work so well. Write about both the
design and construction of the device, and explain why it did not work well.
4. Examine your device and write about what you would do differently if you were to
build it again.
5. If you could include one other item in the boat’s supplies, what would you want?
Why?
PRESENTATION
The coast guard has asked you to demonstrate the distress signal techniques you
used to aid in your rescue.
BLM 4.14.1
Glossary of Terminology
Artificial light comes from sources that people have made, such as light bulbs, flashlights and
lanterns.
Beam is a bundle of light rays.
Energy is the ability to do work.
Hertz is the number of oscillations per second.
Lens is a piece of glass or other such material that is curved to bend light.
Light is a form of energy.
Natural light comes from natural sources such as the sun, fireflies, stars, and fire.
Opaque objects do not allow light to pass through them.
Photons are waves of tiny bundles of energy which make up light.
Ray is a single stream of light made of photons.
Reflection is light bouncing off a surface.
Refraction is the bending of light.
Sound is a form of energy produced by the vibrations of objects.
Translucent objects allow some light to pass through them.
Transparent objects allow light to pass through them.
BLM 4.UW.1
I.N.S.I.T.E. Method
Throughout this unit students will be involved in inquiry-based learning and investigations. We have developed
a problem-solving model to help the students work through these investigations, based on the principles of
scientific inquiry, called the I.N.S.I.T.E. method.
Identify the problem
Narrow the problem
S tate the hypothesis
Investigate and gather information
Test your hypothesis and record observations
Examine the results and write (communicate) conclusions
Identify the problem
The first step is for the students to identify the problem they will investigate or need to resolve.
Narrow the problem
The second step is to narrow the problem. At this stage the students will state the varied questions (what,
when, where, how, why, etc.) related to the problem.
State the hypothesis
The third step is to state the hypothesis. In this statement the students will make a scientific guess as to what
they believe will be a solution or an answer to the problem.
Investigate and gather information
The fourth step is for the students to conduct a scientific investigation related to the hypothesis. Students will
need to conduct research and gather information related to the problem and the questions they generated in the
second step. Once the students have enough background they will create a plan of investigation to test their
hypothesis. The students will need to consider all the possible variables and constants in order to carry out a
fair test. Plans should include a list of materials they will need.
Test the hypothesis and record observations
The fifth step is for the students to follow their plan and carry out a fair test to confirm the validity of their
hypothesis. Students will record their observations as they test their hypothesis. Students should be given
opportunity to use a variety of recording devices such as charts, graphs, learning logs, or science journals.
Examine the results and write (communicate) conclusions
The sixth step is for the students to examine the results of their test and then write a conclusion (communicate a
response) that outlines what they learned in the investigation and testing of their hypothesis. It is important
that students examine their results and whether or not their hypothesis was valid before writing their conclusion.
If their hypothesis was not valid the students may need to either develop a new hypothesis or create a new plan
to test their hypothesis in order to gain different results. Students should examine what worked and why, what
needs further research, and what needs further investigation. If their hypothesis was valid the students should
state the solution to the problem in their conclusion and outline why it was a solution.
BLM 4.UW.2
I.N.S.I.T.E. Method
I = Identify the problem
N = Narrow the problem
S = State the hypothesis
I = Investigate and gather information
T = Test the hypothesis and record
observations
E = Examine the results and write
(communicate) conclusions
BLM 4.UW.3
INQUIRY / I.N.S.I.T.E. RUBRIC
CRITERIA
1
2
3
i. develops an unrelated i. develops a simple
Identifying the
hypothesis
Problem and Stating hypothesis
ii. shows limited
ii. shows some
the Hypothesis
Developing an
Investigation
Carrying Out the
Test
Explaining the
Results
4
i. develops an
appropriate hypothesis
ii. shows a general
understanding of most of
understanding of the
understanding of the
components of a fair test components of a fair test the components of a fair
test
i. develops an insightful
hypothesis
ii. shows a thorough
understanding of the
components of a fair test
i. applies a few of the
skills and strategies to
develop a plan for the
investigation
i. applies some of the
skills and strategies to
develop a plan for the
investigation
i. applies all or almost all
of the skills and
strategies to develop a
plan for the investigation
i. records data with
limited accuracy
i. records data with some i. records data with
accuracy
general accuracy
i. applies most of the
skills and strategies to
develop a plan for the
investigation
i. records data with
precision and accuracy
i. gives the explanation of i. gives the explanation of i. gives the explanation of i. gives the explanation of
new learning with limited new learning with some new learning accurately new learning with
accuracy
accuracy
accuracy and detail
BLM 4.UW.4
S.P.I.C.E. Model
S = Situation
Observe the scene. Think about what has happened to create the
problem.
P = Problems or Possibilities
Tell what the problem is, what you are required to do, what are your
restrictions, and what the possible solutions to the problem might be.
I = Investigate / Ideas
Brainstorm as many solutions to the problem as possible.
Think about materials, tools, people.
C = Choose / Construct
Choose the best idea. Plan your design and build it. Test your design to
make sure it works.
E = Evaluate
Look back at the problem and think about how well you solved the
problem.
* adapted from the S.P.I.C.E. model created by Geoff Day, University of Toronto, 1989
BLM 4.UW.5
I.N.S.I.T.E. CHECKLIST
1
2
3
4
MC
with assistance, frequently
developing partially
consistently, successfully
outstanding, thoroughly
most consistent level
STUDENT NAME
Does the student ...
1. Identify the problem?
2. Narrow the problem?
3. State the hypothesis?
4. Investigate and gather information?
5. Test the hypothesis and record observations?
6. Examine the results and write conclusions?
1
2
BLM 4.UW.6
3
4
5
6
MC
DESIGN RUBRIC
Criteria
KNOWLEDGE
Understanding of
Concepts
Application of
Concepts
Level One
- demonstrates a limited
understanding of the
properties and
characteristics of light
and sound
- makes limited use of
light and sound
knowledge to complete
the design challenge
- applies a few of the
skills and strategies to
plan an investigation
Developing a Plan
- makes limited use of the
Following the Design design process in
Process
the construction of the
Construction
devices
- demonstrates limited
ability to construct
devices to meet criteria
SKILLS
COMMUNICATION
Using Terminology
Clarity
- makes limited use of
S&T terminology and
concepts to write up the
plan and the report
- uses limited detail in
written explanations
Level Two
- demonstrates some
understanding of the
properties of light and
sound
- makes some use of light
and sound knowledge to
complete the design
challenge
Level Three
Level Four
- demonstrates general
understanding of most of
the properties of light and
sound
- uses general light
and sound knowledge
to complete the design
challenge
- demonstrates an
extensive understanding
of the properties of light
and sound
- makes comprehensive
use of light and sound
knowledge to complete
the design challenge
- applies some skills and
strategies to plan an
investigation
- follows some of the steps in
the design process for
construction of the devices
- demonstrates ability to
construct devices that meet
most of the stated criteria
- applies most skills and
strategies to plan an
investigation
- follows most steps in
the design process to
complete the
construction
- demonstrates ability
to construct a device
which meets the stated
criteria
- applies all or almost all
skills and strategies to
plan an investigation
- follows all the steps in the
design process to complete
the construction
- demonstrates and
modifies design that meets
stated criteria
- makes some use of the S&T
terminology and concepts to
write up the plan
and the report
- uses some details in
written explanations
- makes considerable
use of the S&T
terminology and
concepts to write up
the plan and the report
- writes clear
explanations
BLM 4.UW.7
- makes extensive use
of S&T terminology
and concepts to write
up the plan and the
report
- writes detailed and
clear explanations
COMMUNICATION RUBRIC
Criteria
Level Two
Level Three
- provides a limited
analysis of the
problem or challenge
- provides partially
detailed analysis
of the problem or
challenge
- provides detailed
analysis of the
problem or challenge
- provides
complex analysis
of the problem or
challenge
- shows limited
understanding
related to the topic
- shows some
understanding
related to the topic
- shows
considerable
understanding of
the topic
- shows
insightful
understanding of
the topic
Terminology
- makes limited
use of scientific
and technological
terminology and
symbols
- makes some use
of scientific and
technological
terminology and
symbols
- makes general use
of scientific and
technological
terminology and
symbols
- makes extended
use of scientific and
technological
terminology and
symbols
Relating to the
World Outside the
Classroom
- demonstrates limited
ability to relate concepts
to the world outside
the classroom
- demonstrates some
ability to relate
concepts to the world
outside the classroom
- demonstrates
considerable ability
to relate concepts to
the world outside the
classroom
- demonstrates ability
to relate complex
relationships to
concepts and the world
outside the classroom
Knowledge
Level One
BLM 4.UW.8
Level Four
SCIENCE AND TECHNOLOGY JOURNAL ASSESSMENT RUBRIC
CRITERIA
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Knowledge
i. demonstrates limited
understanding of the
topic
ii. draws a few
conclusions about new
learnings
i. demonstrates some
understanding of the
topic
ii. draws some
conclusions about new
learnings
i. demonstrates a
general understanding of
the topic
ii. generally draws
relevant conclusions
about new learnings
i. demonstrates a
comprehensive
understanding of the
topic
ii. draws meaningful and
insightful conclusions
about new learnings
Communication
i. communicates
information with
limited clarity and
accuracy
ii. makes limited use of
scientific and
technological
terminology
i. communicates
information with some
clarity and accuracy
ii. makes some use of
scientific and
technological
terminology
i. generally
communicates
information with clarity
and accuracy
ii. makes general use of
scientific and
technological
terminology
i. communicates
comprehensive
information with clarity
and accuracy
ii. makes extensive use
of scientific and
technological
terminology
i. demonstrates some
understanding of how
concepts relate to the
world outside the
classroom
i. demonstrates general
understanding of how
concepts relate to the
world outside the
classroom
i. demonstrates
understanding of how
concepts relate to the
world outside the
classroom and the
implications of this
relationship
Relating to the World i. demonstrates limited
Outside the Classroom understanding of how
concepts relate to the
world outside the
classroom
BLM 4.uw.9
Expectation List
Light and Sound To The Rescue
Page 1
Energy and Control An Integrated Unit for Grade 4
Selected
Assessed
Science and Technology---Energy and Control
4s45
4s46
4s47
4s48
4s49
4s50
4s51
4s52
4s53
4s54
4s55
4s56
4s57
4s58
4s59
4s60
4s61
4s62
4s63
4s64
4s65
4s67
4s68
4s69
4s70
4s71
4s72
4s73
4s75
4s76
• demonstrate an understanding of the characteristics and properties of light and sound;
1
• investigate different ways in which light and sound are produced and transmitted, and design and make devices that use these 1
forms of energy;
• identify technological innovations related to light and sound energy and how they are used and controlled at home and in the
1
community, and determine how the quality of life has been affected by these innovations.
– identify a variety of natural and artificial light sources (e.g., the sun, a candle, a light bulb);
1
– describe the behaviour of light, using their observations, and identify some of its basic characteristics (e.g., that it travels in a
5
straight path, bends as it passes from one medium to another, and is reflected off shiny surfaces);
– distinguish between objects that produce their own light and those that reflect light from another source (e.g., candles and the
1
sun emit their own light; the moon reflects light from the sun);
– identify, through observation, colour as a property of light (e.g., use prisms to show that white light can be separated into
1
colours);
– predict the location, shape, and size of a shadow when a light source is placed in a given location relative to an object;
1
– investigate and compare how light interacts with a variety of optical devices (e.g., kaleidoscopes, periscopes, telescopes,
3
magnifying glasses);
– recognize, using their observations, that most objects give off both light and heat (e.g., the sun, a candle, a light bulb), and
1
identify some objects that give off light but produce little or no heat (e.g., light sticks, fireflies);
– recognize, using their observations, that sound can travel through a substance (e.g., place a vibrating tuning fork in a shallow
2
dish of water and describe what happens to the water; place rice on a drum-head and describe what happens to the rice
when the drum is tapped);
– group a variety of sounds according to pitch and loudness and demonstrate how the sounds can be modified;
1
– compare the range of sounds that humans can hear with the range of sounds that other animals can hear (e.g., dogs and cats
1
can hear higher frequencies than humans);
– recognize that sounds are caused by vibrations;
4
– describe how the human ear is designed to detect vibrations.
1
– formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore 7
possible answers and solutions (e.g., identify different sounds and their sources in their environment);
– plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair 2
test and identifying criteria for assessing solutions;
– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and
11
observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch,
loudness, vibrations in describing sounds);
– compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled
4
graphs produced by hand or with a computer (e.g., create a “sound diary” to record the sounds encountered over a period of
time);
– communicate the procedures and results of investigations for specific purposes and to specific audiences, using media
6
works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position of
the light source and location of the shadow; create a chart showing how devices that rely on or provide light and sound
contribute to the user’s convenience and comfort);
– design, make, and test an optical device (e.g., a periscope, a kaleidoscope);
1
– follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not
3
reflected into their eyes or the eyes of others; avoid producing excessively loud sounds).
– identify various uses of sounds encountered daily (e.g., warning sounds such as security alarms, fire sirens, smoke detector
2
alarms);
– describe the harmful effects of high noise levels and identify potential noise hazards at home or in the community (e.g., some 2
leaf-blowing machines);
– describe, using their observations, how sounds are produced in a variety of musical instruments (e.g., wind instruments) and 1
identify those they like listening to best;
– identify sound-related jobs (e.g., tuning pianos) and the role of sound in different jobs (e.g., the beep that warns us a van is
1
backing up; the noise of jackhammers as an occupational hazard);
– describe devices that extend our ability to see and hear (e.g., a telescope, a magnifying glass, an optical microscope, a
1
hearing aid, a microphone or megaphone);
– identify different uses of light at home, at school, or in the community, and explain how their brightness and colour are related 2
to their purpose (e.g., vivid neon lights are used for advertising; blue lights are used to identify snow-removal vehicles; dim
lighting is used to create a soothing atmosphere in restaurants);
– identify common phenomena related to light and sound (e.g., rainbows, shadows, echoes) and describe the conditions that
3
create them;
– identify systems that use light or sound sensors to detect movement (e.g., motion detectors, check-out scanners, the eye, the 1
ear).
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:40 AM Page F-1
Expectation Summary
Selected
Light and Sound To The Rescue
Assessed
Energy and Control An Integrated Unit for Grade 4
English Language
4e1
4e11
4e21
4e31
4e41
4e51
4e61
4e2
4e12
4e22
4e32
4e42
4e52
4e62
4e3
4e13
4e23
4e33
4e43
4e53
4e63
4e4
4e14
4e24
4e34
4e44
4e54
4e64
4e5
4e15
4e25
4e35
4e45
4e55
4e65
4e6
4e16
4e26
4e36
4e46
4e56
4e66
4e7
4e17
4e27
4e37
4e47
4e57
4e67
4e8
4e18
4e28
4e38
4e48
4e58
4e68
4e9
4e19
4e29
4e39
4e49
4e59
4e69
4e10
4e20
4e30
4e40
4e50
4e60
4e70
4f3
4f13
4f4
4f14
4f5
4f15
4f6
4f16
4f7
4f17
4f8
4f18
4f9
4f19
4f10
4f20
4m3
4m13
4m23
4m33
4m43
4m53
4m63
4m73
4m83
4m93
4m103
4m113
4m4
4m14
4m24
4m34
4m44
4m54
4m64
4m74
4m84
4m94
4m104
4m114
4m5
4m15
4m25
4m35
4m45
4m55
4m65
4m75
4m85
4m95
4m105
4m115
4m6
4m16
4m26
4m36
4m46
4m56
4m66
4m76
4m86
4m96
4m106
4m116
4m7
4m17
4m27
4m37
4m47
4m57
4m67
4m77
4m87
4m97
4m107
4m117
4m8
4m18
4m28
4m38
4m48
4m58
4m68
4m78
4m88
4m98
4m108
4m118
4m9
4m19
4m29
4m39
4m49
4m59
4m69
4m79
4m89
4m99
4m109
4m119
4m10
4m20
4m30
4m40
4m50
4m60
4m70
4m80
4m90
4m100
4m110
4s4
4s14
4s24
4s34
4s44
4s54
4s64
4s74
4s84
4s94
4s104
4s114
4s5
4s15
4s25
4s35
4s45
4s55
4s65
4s75
4s85
4s95
4s105
4s115
4s6
4s16
4s26
4s36
4s46
4s56
4s66
4s76
4s86
4s96
4s106
4s116
4s7
4s17
4s27
4s37
4s47
4s57
4s67
4s77
4s87
4s97
4s107
4s117
4s8
4s18
4s28
4s38
4s48
4s58
4s68
4s78
4s88
4s98
4s108
4s118
4s9
4s19
4s29
4s39
4s49
4s59
4s69
4s79
4s89
4s99
4s109
4s119
4s10
4s20
4s30
4s40
4s50
4s60
4s70
4s80
4s90
4s100
4s110
4s120
French as a Second Language
4f1
4f11
4f2
4f12
Mathematics
4m1
4m11
4m21
4m31
4m41
4m51
4m61
4m71
4m81
4m91
4m101
4m111
4m2
4m12
4m22
4m32
4m42
4m52
4m62
4m72
4m82
4m92
4m102
4m112
Science and Technology
4s1
4s11
4s21
4s31
4s41
4s51
4s61
4s71
4s81
4s91
4s101
4s111
4s121
4s2
4s12
4s22
4s32
4s42
4s52
4s62
4s72
4s82
4s92
4s102
4s112
4s122
1
2
1
1
11
1
4s3
4s13
4s23
4s33
4s43
4s53
4s63
4s73
4s83
4s93
4s103
4s113
4s123
3
4
2
1
6
1
2
1
3
1
1
1
1
1
3
1
4
2
5
1
2
Social Studies
4z1
4z11
4z21
4z31
4z41
4z51
4z61
4z2
4z12
4z22
4z32
4z42
4z52
4z62
4z3
4z13
4z23
4z33
4z43
4z53
4z4
4z14
4z24
4z34
4z44
4z54
4z5
4z15
4z25
4z35
4z45
4z55
4z6
4z16
4z26
4z36
4z46
4z56
4z7
4z17
4z27
4z37
4z47
4z57
4z8
4z18
4z28
4z38
4z48
4z58
4z9
4z19
4z29
4z39
4z49
4z59
4z10
4z20
4z30
4z40
4z50
4z60
Health & Physical Education
4p1
4p11
4p21
4p31
4p2
4p12
4p22
4p32
4p3
4p13
4p23
4p33
4p4
4p14
4p24
4p34
4p5
4p15
4p25
4p35
4p6
4p16
4p26
4p36
4p7
4p17
4p27
4p8
4p18
4p28
4p9
4p19
4p29
4p10
4p20
4p30
4a2
4a12
4a22
4a32
4a42
4a52
4a62
4a3
4a13
4a23
4a33
4a43
4a53
4a63
4a4
4a14
4a24
4a34
4a44
4a54
4a64
4a5
4a15
4a25
4a35
4a45
4a55
4a65
4a6
4a16
4a26
4a36
4a46
4a56
4a66
4a7
4a17
4a27
4a37
4a47
4a57
4a67
4a8
4a18
4a28
4a38
4a48
4a58
4a68
4a9
4a19
4a29
4a39
4a49
4a59
4a69
4a10
4a20
4a30
4a40
4a50
4a60
4a70
The Arts
4a1
4a11
4a21
4a31
4a41
4a51
4a61
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:44 AM Page G-1
1
7
1
Unit Analysis
Page 1
Light and Sound To The Rescue
Energy and Control An Integrated Unit for Grade 4
Analysis Of Unit Components
14
72
166
128
Subtasks
Expectations
Resources
Strategies & Groupings
-- Unique Expectations -30 Science And Tech Expectations
Resource Types
0
38
1
1
2
0
55
69
0
0
0
0
Rubrics
Blackline Masters
Licensed Software
Print Resources
Media Resources
Websites
Material Resources
Equipment / Manipulatives
Sample Graphics
Other Resources
Parent / Community
Companion Bookmarks
Groupings
Assessment Recording Devices
11
2
11
12
13
1
2
8
Students Working As A Whole Class
Students Working In Pairs
Students Working In Small Groups
Students Working Individually
Anecdotal Record
Checklist
Rating Scale
Rubric
Teaching / Learning Strategies
Assessment Strategies
4
4
3
3
3
5
1
2
4
5
2
4
1
2
8
5
2
2
3
1
4
Brainstorming
Classifying
Demonstration
Direct Teaching
Discussion
Experimenting
Guided Writing
Inquiry
Learning Log/ Journal
Model Making
Problem-solving Strategies
Response Journal
Sketching To Learn
Classroom Presentation
Exhibition/demonstration
Learning Log
Observation
Performance Task
Questions And Answers (oral)
Quizzes, Tests, Examinations
Response Journal
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:53 AM Page H-1