Grade Level: - UBC Blogs



UNIT DESCRIPTION:

|Subject and Grade Level: |Big Ideas: |Corresponding Textbook(s): |

|Science 4 |Light and sound in everyday life |BC Science Probe 4 |

|Visual Art 4 | | |

|Music 4 | | |

|Unit Title: |Duration: |Corresponding Chapter(s): |

|Light and Sound All Around! |8-10 weeks ~25 hours |Chapters 4-7 |

|Established Goals: |Science |

| |Processes of Science 1: Make predictions, supported by reasons and relevant to the content |

|Prescribed Learning Outcomes: |Physical Science 1: Identify sources of light and sound |

| |Physical Science 2: Explain properties of light |

| |Physical Science 3: Explain properties of sound |

| |Art |

| |A3 create images that show the use of the following visual elements and principles of design, alone and in combination, to produce|

| |a variety of effects: form, contrast, emphasis |

| |B2 compare and apply various visual elements and principles of design including: form, contrast, emphasis |

| |D3 demonstrate the ability to work co-operatively to develop a group display |

| |Music |

| |B2 sing or play from aural sources |

| |B6 demonstrate appropriate use of classroom instruments |

| |D1 apply skills and attitudes appropriate to a range of music experiences, demonstrating: audience engagement, performance skills,|

| |respect for the contributions of others |

| Unit Rationale: |This will be the third and final unit of science in grade 4. This unit is focused on light and sound with a cross-curricular tie |

| |into the art curriculum as well. Students will learn the properties of light and sound while also creating visual art using the |

| |properties of light and music with the properties of sound. By using a hands-on approach, students will be able to better |

| |understand the abstract concepts of light and sound rather than just learning from the text in a traditional way. |

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| |The flow of this unit will start with light. Students will learn more traditionally the concept of light and how it works; then we|

| |will introduce light through visual artwork. Silhouette sketching, drawing examples of prisms, learning how light creates colour, |

| |are all some examples that will be used. |

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| |After about 4-5 weeks, we will move onto sound. Again, students will learn the theoretical aspects of sound. A big project we will|

| |be doing is building instruments and learning how certain vibrations make certain sounds. This will cover the music portion of the|

| |curriculum. If possible, students will collaborate and create their own songs. |

| | |

| |Through interdisciplinary hands-on investigation, students will gain understanding of the study of matter and energy such as light|

| |and sound. By doing this, students will build connections between light and sound and how it affects everyday life. |

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|Unit Objectives: |Become familiar with the properties of natural and artificial light by observing how light interacts with various objects in the |

| |environment. Through investigations, they gain understanding of light sources. |

|Students Will be Able To: |Discover that light travels in a straight path, and the type of material it strikes determines whether it is absorbed, reflected, |

| |or refracted. They also learn that forms of light are either visible or non-visible. |

| |Explore the properties of sound by discovering how sounds are made, how they change, and how sound travels. Through |

| |experimentation with a variety of objects, they discover how different materials transmit, reflect and absorb sound. They produce |

| |sounds and control frequency and pitch in the sound made. |

| |Define light, sound and their properties |

| |Explain that light is energy that travels in a straight line, can be reflected |

| |Explain that sound travels in waves and all directions |

|Essential Questions: |What are sources of light in my community? |

| |What are the properties of light? |

| |Where does light come from? |

| |How are rainbows made? |

| |How do I hear sound? |

| |What are properties of sound? |

| |Why is noise considered a type of pollution? |

| |Why do I hear different sounds, volumes, and pitches? |

|Assessment Evidence |

|Performance Task: |Other: |

|Complete unit title page based on criteria given |APK strategies |

|Completion of various worksheets |Participation |

|Pastel project demonstrating light travels in a straight line |Checking for understanding |

|Light Quiz |Group work |

|Build your own instrument |Reflections |

|Sound Quiz |Fieldtrip behavior |

| |Checking classroom temperature |

| |Peer-evaluation |

| |Self-evaluation |

UNIT LESSONS GRID:

|1. Introduction |Sources of light & sound (45 min) |

|Objectives |Assess prior knowledge by giving students a graphic organizer to fill out regarding what they already know about sources of light and sound. |

| |Create a unit title page |

|PLOs covered |Science: Identify sources of light and sound |

|SLOs |Point out light and sound sources around the school community |

| |See the differences in various types of light and sound |

|Activities |Discuss the sources of light and sound displayed in the picture handouts. |

| |Take a walk around the school (inside and outside) as a class and see if you can find any of those sources. |

| |Discuss why they are different (emphasize on natural and artificial light, loud and soft sounds) |

| |Go back to class and complete “Things that give us light and sound” graphic organizer |

| |10 minutes work alone quietly, complete with person beside you after 10 minutes if students are having difficulty completing the worksheet. |

| |If there is time at the end of class, quick class discussion of what the students wrote on their lists to check for understanding. |

|Resources |BC Science Probe 4 pg. 79-81, 114-115 |

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|Adaptations & Extensions |For students who finish quickly, begin creating unit title page on a blank piece of paper. |

| |Title page must have: unit title, students name, 3 illustrations relating to light, 3 illustrations relating to sound |

| |Tell students title page will be marked out of 5. |

| |/1 title, /1 name, 0.5 for each illustration |

|Assessment |Formative assessment: |

| |Check for- worksheet completion, participation in class discussion, ability to work with a partner |

|2. Light |Natural Light (45 min) |

|Objectives |Science: Explain properties of light |

|PLOs covered |Make predictions, supported by reasons and relevant to the content |

|SLOs |With teacher guidance, understand the concept of natural light |

| |Be able to identify and draw a few bioluminescent animals |

|Activities |Hook: read “Sam and the Firefly” to class. Discuss if fireflies are a source of light. |

| |Give definition of natural light, ask students to predict what types of natural light surround us right now. |

| |Read aloud textbook. |

| |Show video: |

| |Do 3 questions of ‘check for understanding’ section on page 85 |

|Resources |BC Science Probe 4 pg. 82-87 |

| |TED-ED The Brilliance of Bioluminescence: |

|Adaptations & Extensions |Finish title page when done. Due by next class |

| |For those done early, ask students to sketch and draw 2 bioluminescent animals from the TED-ED video. |

|Assessment |Formative assessment: |

| |Check for- “check for understanding” completion, participation in class discussion |

|3. Light |Artificial Light (40 min) |

|Objectives |Science: Explain properties of light |

|PLOs covered |Make predictions, supported by reasons and relevant to the content |

|SLOs |With teacher guidance, understand the concept of artificial light |

| |Identify sources of artificial light in the classroom |

|Activities |Collect Title Page |

| |Give example of artificial light, ask students to predict sources of artificial light. |

| |Read aloud textbook |

| |Use sparklers to demonstrate artificial light. |

| |Get students moving by asking them to stand beside/under one source of artificial light in the classroom |

| |Complete “check for understanding” on pg. 90 |

| |Close: Go through questions together to confirm understanding of lesson |

|Resources |BC Science Probe 4 pg. 88-91 |

|Adaptations & Extensions |Bring in more forms of artificial light for demonstration |

|Assessment |Formative assessment: |

| |Check for- “check for understanding” completion, participation in class discussion |

| |Summative assessment: |

| |Mark title page; give mark of 5 according to previously given criteria. |

|4. Light |Properties of light 1 (50 min) |

|PLOs Covered |Science: Explain properties of light |

| |Art: A3 create images that show the use of the following visual elements and principles of design, alone and in combination, to produce a variety of effects: form, contrast, |

| |emphasis |

|SLOs |Understand that light travels in a straight line |

| |Create a pastel art project demonstrating that property of light by sketching. |

|Activities |Read aloud text together |

| |Demonstrate first property of light (that it travels in a straight line) with flashlight |

| |Check for understanding by asking for summaries of property |

| |Pastel art project: shine light in one direction; shade it on black paper with white/yellow pastels as accurately as possible. Emphasize the importance of straight lines, use |

| |rulers/straight edges, etc. |

| |(Have an example prepared before the lesson) |

| |Close: Classroom gallery walk, place all of the art pieces on the ground and walk around as a class pointing out interesting parts of each piece of art that relate to light. |

|Resources |BC Science Probe 4 pg. 96-99 |

|Adaptations & Extensions |Bring various sources of light to demonstrate light travels in a straight line: candle, lamp, etc. |

| |For art project, use different textures such as yellow/white yarn or uncooked noodles/spaghetti to demonstrate straight lines on top of pastel. |

|Assessment |Formative assessment: |

| |Check for- participation in discussion/read aloud |

| |Completion of pastel project |

|5. Light |Properties of light 2 (50 min) |

|Objectives |Science: Explain properties of light |

|PLOs covered | |

|SLOs |With teacher guidance, understand 2 more properties of light |

|Activities |Ask for volunteers to read aloud parts of the textbook |

| |Check for understanding by asking for summaries of the properties of light covered today: |

| |opaque, transparent, translucent |

| |reflection/absorption |

| |To demonstrate, put a white piece of fabric and a black piece of fabric under a lamp. Turn all lights off except the lamp. |

| |Watch Magic School Bus episode, and then ask for a few volunteers to feel each piece of fabric. The black should be warmer because it has absorbed the light from the lamp. |

| |Close: Check for understanding by asking students to summarize key points from the video, check classroom temperature (using thumbs) |

|Resources |BC Science Probe 4 pg. 100-105 |

| |The Magic School Bus Gets A Bright Idea: |

|Adaptations & Extensions |Use different materials under the lamp; for example paper, plastic, rubber, rocks, etc. |

|Assessment |Formative assessment: |

| |Check for- understanding, participation in discussion/read aloud, volunteers |

|6. Light |Properties of light 3 (50 min) |

|Objectives |Science: Explain properties of light |

|PLOs covered |Art: B2 compare and apply various visual elements and principles of design including: form, contrast, emphasis |

|SLOs |With teacher guidance, understand the last two properties of light |

| |Write reflection of what they have learned/not learned so far |

|Activities |Ask for volunteers to read aloud parts of the textbook |

| |Check for understanding by asking for summaries of the properties of light covered today: |

| |refraction |

| |light is separated into colours |

| |Watch Bill Nye |

| |Ask students to write a reflection on what we have covered so far (5 properties of light). Include: 3 things they’ve learned, 2 things they don’t quite understand, 1 question. |

|Resources |BC Science Probe 4 pg. 106-109 |

| |Bill Nye – Light and color: |

|Adaptations & Extensions |If time permits, place a prism on the overhead and turn the lights off. Ask students to sketch the colours of the rainbow using pastel on black paper (similar to previous art |

| |project). |

| |Worksheet for increasing understanding: |

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|Assessment |Formative assessment: |

| |Check for- participation in discussion/read aloud, volunteers |

| |Reflection of understanding/questions |

|7. Light |Light Review (35 min) |

|Objectives |Science: Identify sources of light and sound |

|PLOs covered |Explain properties of light |

|SLOs |Review what we have covered so far and prepare for quiz next class |

|Activities |Go over what we have covered so far and ask if students have any questions |

| |Play question/answer game in teams using definitions, properties of light, and other review questions |

| |Give students a short work period to review for next lessons quiz. |

| |Allow students to work in pairs. |

|Resources |BC Science Probe 4 pg. 92-95, 110-113 |

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|Adaptations & Extensions |Use review chapters from text and worksheet ideas for students to have something to study with. |

| |Set up a game of Jeopardy for review purpose: break students into teams |

| |Mr Collinson resource is also a good review |

|Assessment |None |

|8. Light |Light Quiz (50 min) |

|Objectives |Science: Identify sources of light and sound |

|PLOs covered |Explain properties of light |

|Activities |Explain test procedure to students |

| |Give quiz, students have 45 minutes to finish |

|Resources |BC Science Probe 4 pg. 92-95, 110-113 |

| |Use review questions directly from the text to create quiz |

|Adaptations & Extensions |If class is struggling from previous review lesson, offer them a chance for a retest of the same topic but different questions. |

| |For grade 3’s, create an easier quiz (ie: matching, multiple choice instead of fill in the blanks.) |

|Assessment |Summative Assessment |

| |Mark test, give score out of /? |

|9. Sound |Vibrations (45 min) |

|Objectives |Science: Identify sources of light and sound |

|PLOs covered |Explain properties of sound |

|SLOs |Create tomato can “instrument” and experiment with it |

| |Complete and mark worksheet based on today’s lesson |

|Activities |Hook: Play Honda choir commercial, discuss voice as a sound and how many amazing sounds can be made with our voice |

| |Read aloud textbook |

| |Use tomato can/wet string experiment to demonstrate how vibrations can make sound |

| |Let students build their own and experiment in groups of 4 |

| |Complete worksheet |

| |Mark worksheet |

|Resources |Honda commercial: |

| |BC Science Probe 4 pg. 115-123 |

| | |

|Adaptations & Extensions |Show video clips of different instruments and their vibrations if actual instruments are unavailable. |

|Assessment |Formative assessment- participation, completion of worksheet |

|10. Sound |Sound waves, loudness, pitch (45 min) |

|Objectives |Science: Explain properties of sound |

|PLOs covered |Music: B2 sing or play from aural sources |

|SLOs |Participate in singing in different pitches and volumes |

| |Experiment with tomato can instruments |

| |Demonstrate various pitches using tomato can instruments |

| |Complete worksheet |

|Activities |Lead class in a sing-along |

| |Sing the same song in different pitches and volumes |

| |Read aloud textbook |

| |Use tomato can/wet string experiment to demonstrate how different lengths of string create different pitches |

| |Use tomato cans from last class to experiment in groups of 4 |

| |Hand out worksheet and complete |

|Resources |BC Science Probe 4 pg. 128-135 |

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|Adaptations & Extensions |Extension of lesson if time permits: |

|Assessment |Formative assessment |

| |Participation, completion of worksheet, ability to work well in groups |

|11. Sound |Sound Travels (45 min) |

|Objectives |Science: Explain properties of sound |

|PLOs covered | |

|SLOs |With teacher guidance, understand two properties of sound |

| |Build and experiment with echoes |

| |Record observations made from experiment |

|Activities |Mark worksheet from previous day |

| |Read aloud text |

| |Check for understanding of properties of sound covered today: |

| |Sound travels through liquids, solids, gases |

| |Materials can transmit, reflect, or absorb sound |

| |Conduct “echoes” experiment with class, ask students to build and try it for themselves in groups |

| |Record observations on worksheet |

| |Remind students to bring materials to build your own instrument for next class |

|Resources |BC Science Probe 4 pg. 139-149 |

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|Adaptations & Extensions | |

|Assessment |Formative assessment |

| |Participation, ability to work in groups, |

|12. Sound |Build your own instrument! (60 min) |

|Objectives |Science: Explain properties of sound |

|PLOs covered |Music: |

| |B6 demonstrate appropriate use of classroom instruments |

| |D1 apply skills and attitudes appropriate to a range of music experiences, demonstrating: audience engagement, performance skills, respect for the contributions of others |

|SLOs |Create your own instrument using household recyclable items |

| |Reflect on this process |

|Activities |Have examples of Kleenex box guitars, drums, and other homemade instruments |

| |Discuss the materials used to build these – recyclable? Sustainable? Reusable? |

| |Give students time to build their own instruments (in pairs or by themselves) |

| |Have students write reflection of the process of making their instrument. What worked? What didn’t? |

|Resources | |

| |BC Science Probe 4 pg. 146-149 |

|Adaptations & Extensions |If time permits, have the class perform a well known song together with their own instruments while singing together. This lesson might have to be broken into 2 lessons. |

|Assessment |Summative assessment: |

| |Give mark for instrument: materials /5 creativity /5 reflection /5 |

| |Formative assessment: |

| |Participation, effort, ability to work with others |

| |Peer evaluation in groups |

| |Self evaluation |

|13. Sound |Sound Review (40 min) |

|Objectives |Science: Identify sources of light and sound |

|PLOs covered |Explain properties of sound |

|SLOs |Review unit so far and prepare for next class’s quiz |

|Activities |Go over what we have covered so far for sound and ask if students have any questions |

| |Give students a short work period to review for next lessons quiz. |

| |Allow students to work in pairs. |

|Resources |BC Science Probe 4 pg. 124-125, 144-145 |

|Adaptations & Extensions |Use review chapters from text and worksheet ideas for students to have something to study with. |

| |Set up a game of Jeopardy for review purpose: break students into teams |

| |Mr Collinson resource is also a good review |

| | |

|Assessment |None |

|14. Sound |Sound Quiz (50 min) |

|Objectives |Science: Identify sources of light and sound |

|PLOs covered |Explain properties of sound |

|Activities |Explain test procedure to students |

| |Give quiz, students have 45 minutes to finish |

|Resources |BC Science Probe 4 pg. 124-125, 144-145 |

| |Use review from text to make quiz questions |

|Adaptations & Extensions |If class is struggling from previous review lesson, offer them a chance for a verbal discussion(assessment) with me during lunch/after school regarding the unit. |

| |For grade 3’s, create an easier quiz (ie: matching, multiple choice instead of fill in the blanks.) |

|Assessment |Summative Assessment: |

| |Mark quiz, give mark out of /? |

|15. Sound |Wrap-up- Field trip (Morning or Afternoon) |

|Objectives |Science: Identify sources of light and sound |

|PLOs covered |Explain properties of sound |

|Activities |Fieldtrip to Science wrold |

| |Prior to leaving, review fieldtrip behavior, safety issues, what to do if you get lost, etc. |

| |Students will be able to see and hear various string instruments, similar to the ones they made in class |

|Resources | |

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|Adaptations & Extensions | |

|Assessment |Formative Assessment: |

| |Fieldtrip behavior, cooperation |

| |Reflection of fieldtrip and entire unit. Again, include 3 things you learned, 2 things you don’t understand, 1 question. |

|Annotated Bibliography |

|BC Integrated Resource Package: Science 4 |

|BC Science Probe 4: Classroom textbook for Science |

|: Exhibition at science world relating to music and sound. |

|: Vancouver Symphony Orchestra, good end of unit fieldtrip idea if you are planning on making homemade instruments with your class. |

|: Art gallery, good end of unit fieldtrip idea if looking for artwork relating to light/dark |

|: awesome unit plans by a teacher from Ontario, contains grade 1-4 science units with full worksheets. |

|: fun compilation of games and websites for this unit |

|: bank of websites/worksheets with definitions and pictures |

|The Magic School Bus Gets A Bright Idea: |

|The Magic School Bus Makes A Rainbow – The Secrets of Colors: |

|Bill Nye – Light and color: |

|Bill Nye – Sound: |

|The brilliance of bioluminescence: |

|Sam and the Firefly by P.D. Eastman |

|Honda commercial: - amazing commercial using choir as sound for all car parts/surrounding environment |

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