Lesson - Professional Portfolio of Jordana Etkin - About Me
|Grade 4 | Cluster 2 |
|By: Jordana Etkin |
LIGHT
TABLE OF CONTENTS
|MATERIAL |PAGE |
|Concept Map |1 |
|Essential Questions |2 |
|Cluster Chart |3 |
|Teacher Knowledge Chart |5 |
|Connections |6 |
|Assessment |7 |
|Unit Overview |8 |
|Lesson 1 – Opening Activity |9 |
|Lesson 2 – Sources of Light (1) |11 |
|Lesson 3 – Sources of Light (2) |13 |
|Lesson 4 – How Does Light Travel? |15 |
|Lesson 5 – Reflection (1) |16 |
|Lesson 6 – Reflection (2) |18 |
|Lesson 7 – Reflection (3) |20 |
|Lesson 8 – Transparent, Translucent & Opaque |22 |
|Lesson 9 – White Light (1) |23 |
|Lesson 10 – Colours of Light |25 |
|Lesson 11 – Shadows |27 |
|Lesson 12 – Evolution of Light Technology (1) |28 |
|Lesson 13 – Evolution of Light Technology (2) |30 |
|Lesson 14 – All About the Eye |32 |
|Lesson 15 – Optical Devices |34 |
|Lesson 16 – Quiz Review |36 |
|Lesson 17 – Stations |37 |
|Lesson 18 – Quiz & Surprise |39 |
|Science Journal |40 |
|Quiz Review |41 |
|Quiz |42 |
|Teacher’s Resources (Appendix) |43 |
CONCEPT MAP
ESSENTIAL QUESTIONS
1. What are the properties of light?
4.2.01
4.2.02
4.2.07
4.2.08
4.2.09
4.2.10
2. What are the sources and uses of light?
4.2.03
4.2.05
4.2.06
4.2.09
4.2.11
4.2.13
4.2.14
4.2.15
4.2.16
3. What are shadows, and how do you see colour through light?
4.2.04
4.2.08
4.2.10
4.2.12
CLUSTER CHART
| | | |
|PROPERTIES OF LIGHT |SOURCES AND USES OF LIGHT |SHADOWS AND COLOURS OF LIGHT |
|4.2.01: Use appropriate vocabulary related|4.2.03: Recognize that energy is an |4.2.04: Demonstrate that white light can be|
|to their investigations of light. Include:|integral part of daily life. |separated into colours |
|energy, reflect, absorb, | | |
|transmit, artificial, light beam, |4.2.05: Distinguish between objects |4.2.08: Explore to determine effects |
|transparent, translucent, opaque, |that produce their own light and those |different materials and objects have on a |
|technological development, science, |that reflect light from another |light beam. Examples: prisms and water bend|
|brightness. |source. Examples: the Sun emits its own | |
| |light, the Moon reflects light from the |light; some lenses intensify light, |
|4.2.02: Give examples of various forms of |Sun... |whereas others disperse light... |
|energy. Include: light, heat, food, sound | | |
| |4.2.06: Identify a variety of natural |4.2.10: Classify materials as transparent, |
|4.2.07: Observe and describe properties of|and artificial light sources. Examples: |translucent, or opaque. |
|light. Include: travels in a straight |Sun, candle, light bulb, | |
|path, |firefly, lightning, aurora borealis, |4.2.12: Predict the location, shape, and |
|bends as it passes from one medium |lasers. |size of a shadow based on the |
|to another, can be reflected, can be | |position of a light source relative to |
|different colours |4.2.09: Recognize that most objects that |an object. |
| |produce light also give off heat, and | |
|4.2.08: Explore to determine effects |identify objects that produce | |
|different materials and objects have on a |light but give off little or no heat. | |
|light beam. Examples: prisms and water | | |
|bend |4.2.11: Evaluate the usefulness of a | |
|light; some lenses intensify light, |material for a particular task based on | |
|whereas others disperse light... |its ability to transmit, reflect, or | |
| |absorb light. | |
|4.2.09: Recognize that most objects that | | |
|produce light also give off heat, and | | |
|identify objects that produce |4.2.13: Identify technological | |
|light but give off little or no heat. |developments that extend our ability | |
| |to see, and recognize their impact on | |
|4.2.10: Classify materials as transparent,|science. Examples: the telescope allows | |
|translucent, or opaque. |astronomers to obtain new information... | |
| | | |
| |4.2.14: Use the design process to | |
| |construct a device that transmits and | |
| |reflects light. Examples: periscope, | |
| |kaleidoscope... | |
| | | |
| |4.2.15: Describe practices that help | |
| |ensure protection of eyes and sight. | |
| |Examples: direct mirrors away from | |
| |the eyes when reflecting intense light | |
| |sources... | |
| | | |
| |4.2.16: Identify different uses of light | |
| |at home, at school, and in the community, | |
| |and explain how the | |
| |brightness and colour of the light are | |
| |appropriate for each use. | |
| |Examples: vivid neon lights for | |
| |advertising, blue lights for snow removal | |
| |vehicles... | |
| | | |
TEACHER KNOWLEDGE CHART
4.2.01: Light energy vocabulary
4.2.02: Light as a form of energy
4.2.03: Light is needed in daily life
4.2.04: White light separates into colours
4.2.05: Light either reflects or is absorbed
4.2.06: Natural and artificial light
4.2.07: Properties of light
4.2.08: Effects of materials on light
4.2.09: Objects that produce light also give off heat
4.2.10: Transparent, translucent and opaque materials
4.2.11: Usefulness of materials in relation to light
4.2.12: Shadows
4.2.13: Technology of light
4.2.14: Design a device that transmits and reflects light
4.2.15: Practices that protect eyes
4.2.16: Uses of light in life.
CONNECTIONS
Each lesson has specific cross-curricular connections described within it as all of the lessons can connect to other subject areas. This is an overview of connections throughout this unit.
ELA:
Read
Write
Respond
Listen
Define
Oral Presentations.
Math:
Made predictions
Sort
Classify
Record Data
Research
Social Studies:
Create a timeline (history)
Health:
Learning about parts of the human body
ASSESSMENT
Each lesson has more descriptive information on the specifics of assessment. The lesson plans are more in depth so the teacher will know exactly what is required for each lesson. This is an overview of the assessment practices I, as the teacher, will use.
During this unit plan I will be using both formative and summative assessment.
The formative assessments I will be implementing are creating an optical device, stations, experiments, observations, conferencing, etc.
The summative assessments I will be using are research projects and a final unit quiz on light.
The majority of my assessments will occur throughout observations while the students participate in activities, stations and experiments.
Many evaluations will also occur by reading the students’ journals.
I will assess students by listening to their responses during class/group discussions and conferencing.
The last type of assessment I will use is a final quiz at the end of the unit.
I have included some of the different types of assessment sheets I will be using to observe and grade the students with.
| | | | |
|Lesson |Time |Content |Materials |
| | |Energy, light, sources of light, places we find sources of |Science journals, clipboards (/s), paper and pencils |
|L1: Introductory Activity |1 Class |light. |(/s). |
| | | |Science journals, mystery bag materials, |
|L2: Sources of Light (1) |1 Class |Various types of light (artificial, etc) |chalkboard/chart paper, chalk or markers. |
| | |Sources of light over before electricity until present |Science journals, library, books, internet, articles, |
|L3: Sources of Light (2) |1 Class | |etc. |
| | | |Science journals, globe, flashlight, jars of H2O (/g), |
|L4: How Does Light Travel? |1-2 Classes |Refraction, path of light, light beam/ray, can light bend |pencils (/s), flexi-straw (/s) |
| | |or curve? | |
| | |Reflection, absorption, relate both to personal experience |Materials that reflect and absorb, materials with even |
|L5: Reflection (1) |1 Class |(summer winter) |and uneven surfaces, and flashlights. |
| | |Familiarize themselves with materials that reflect and |Materials that reflect and absorb, materials with even |
| | |absorb, examine them with flashlight and sunlight. |and uneven surfaces, flashlights and science journals. |
|L6: Reflection (2) |1 Class | | |
| | | |Mirrors (/s), wiggles (/s), pencil (/s), flashlight (/g)|
|L7: Reflection (3) |1-2 Classes |Hands-on application of previous knowledge about |Science journal |
| | |reflection. | |
| | |Translucent, transparent & opaque materials, adequate time |Transparent materials (lenses), |
|L8: Transparent, Translucent and Opaque |1-2 Classes |to manipulate and use flashlight with all, relate to real |Translucent materials (stained glass), opaque materials |
|Materials | |life. |(tinfoil) and science journals |
| | | |Pan (/g), H2O, rueler (/g), modeling clay (/g), |
| |1 Class |What is white light? Can it be bent? Curved? Taken apart? |flashlight (/g), tape, paper, crayons and science |
|L9: What is White Light? (1) | | |journals. |
| | | |Prism (/g), white paper (/g), pictures of rainbows, |
|L10: Colours of Light (2) |1 Class |Rainbows, colours of the spectrum, separating white light. |clear glass of H2O (/g), flashlight. |
| | | |Poem by Shel Silverstein, science journals, flashlights,|
| | |What are shadows? How are they cast? How do we make them? |opaque objects to cast shadows, screen/white wall, |
| | | |projector/SMART board, clipboards, paper, pencils and |
|L11: Shadows |1-2 Classes | |Peter Pan clip. |
| | |Information on Thomas Edison and his contributions to |Science journals, internet, books, library and articles.|
|L12: Evolution of Light Technology (1) |1 Class |light. | |
| | |Topics of light technology (e.g.: telescope or flashlight, |Science journals |
|L13: Evolution of Light Technology (2) |1 Class |etc) | |
| | | |Diagram of the eye, science journals, SMART |
| | |Parts of the eye, how the eye helps us to see. |board/projector, types of lenses, magnifying glasses, |
|L14: All About the Eye |1 Class | |etc |
| | | |Internet, books, any materials students need to build |
| | |Creating optical devices to help people see. |with, tape, glue, scissors, milk cartons, paper towel/tp|
|L15: Designing and Constructing Optical Devices |3-4 Classes | |rolls, mirrors, pulleys (etc) and science journals |
| | |Teacher will review the unit on light and go over the |Science journals, scrap paper |
| | |information that will be on the quiz. Students will have | |
|L16: Quiz Review |1 Class |time to study in class and ask questions. | |
| | | | |
|L17: Stations |1-2 Classes |Students will complete stations on the light unit |*Go through each station and find the materials needed. |
| | | | |
| | |Students will complete the quiz on light. Once all students|TV & DVD player, DVD of unit, DVDs for students, |
|L18: Closing Activity: Quiz and Surprise | |are done the class will watch the video the teacher |popcorn, quizzes and pencils |
| |1 Class |created. | |
UNIT: Light
TOPIC: L1 - Opening Activity
GRADE: 4
GENERAL LEARNING OUTCOME:
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
• E4: Recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.02: Give examples of various forms of energy.
• 4.2.03: Recognize that energy is an integral part of daily life.
ASSESSMENT:
• The teacher will observe students making observations about light.
• The teacher will assess students through their science journals.
MULTIPLE INTELLIGENCES:
• Verbal/ Linguistic: Students will write down ideas, and record responses in their journal.
• Logical/ Mathematical: Students will observe their surroundings.
• Bodily/Kinesthetic: Hands on learning activity and explore learning materials.
• Visual/Spatial: Imagine what life would be like without light.
• Interpersonal: Discuss, debate, group work, share with others and pretend.
• Intrapersonal: Reflect on learning, science journal entry, record and analyze.
• Naturalist: use science journal, observe natural phenomena, sort and categorize.
CONNECTION TO LAST LESSON:
• We have been learning about types of energy in class. Light, like food, sound and heat, is a type of energy.
FLEXIBLE GROUPINGS:
• Class discussion on light and individual work
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Teacher and students will take a walk through their school and outdoors around their community to look for various sources of light.
• Students will observe the different places the sources of light occur as well as the different types of light. (Sunlight, signs, headlights, etc…)
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Hand out and explain the use of science journals for this unit.
• Provide definitions for energy and light & have students record them in their science journals on the definitions page.
• Discuss with the class all of the sources of light they had seen and the locations of light.
• Explain the use of science journals for this unit.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will transfer their recordings from the ‘light walk’ into their science journals.
• Students will also answer the questions “why is it easier to see in the light than in the dark”? and “what do you think the word would be like without light”?
• The teacher can provide an example: if you’re in a dark closet and somebody turned on the lights, why is it easier to see”?
MATERIALS/ LEARNING RESOURCES:
• Students science journals
• Clipboards, paper and writing utensils for students to record observations.
SOURCES:
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will read the questions in their science journals and then write responses to the questions, students will write definitions in their science journals.
• Math: Students will have to recall prior knowledge.
UNIT: Light
TOPIC: L2 - Sources of Light (1)
GRADE: 4
GENERAL LEARNING OUTCOME:
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
• E4: Recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.03: Recognize that energy is an integral part of daily life.
• 4.2.06: Identify a variety of natural and artificial light sources.
ASSESSMENT:
• Teacher will assess students’ knowledge of light sources by the answers in their science journals.
MULTIPLE INTELLIGENCES:
• Verbal/ Linguistic: Students will write down ideas, students will create a timeline.
• Logical/ Mathematical: Students will research various uses of light.
• Bodily/Kinesthetic: Students will manipulate various objects of light
• Intrapersonal: Working on science journal, students have to reflect on what they know.
CONNECTION TO LAST LESSON:
• This is the second lesson in the unit. Our last lesson was an introduction to light.
FLEXIBLE GROUPINGS:
• Class discussion, individual work
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• The teacher will turn off lights in the classroom and have the students sit on the carpet for a class discussion/learning session.
• Teacher will have a mystery bag (fireflies, glow-worms, moon, sun, flashlight, light bulb, etc) that students can pull out of the bag one at a time.
• Have the students examine and manipulate the sources of light.
• The teacher should ask the students to think about how each object produces light
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• The teacher will have the students recall a definition of light.
• The teacher will then provide the students with definitions for artificial, natural, luminous and illuminated light.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will record new definitions in their science journals.
• The teachers and students will create a mind map “where does light come from”. Students can fill this in in their science journals.
• Students will fill in T-chart with different types of light objects from the mystery bag.
• Students will answer the question “what is the greatest source of light”? “why do you think the sun does not shine brightly on cloudy days”? in their science journals.
MATERIALS/ LEARNING RESOURCES:
• Students science journals.
• Chalkboard or Chart paper for brainstorming ideas.
• Chalk or Marker for writing.
• Materials for mystery bag.
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will read the questions in their science journals and then write responses to the questions, students will write definitions in their science journals.
• Math: Students will have to recall prior knowledge.
UNIT: Light
TOPIC: L3 - Sources of Light (2)
GRADE: 4
GENERAL LEARNING OUTCOME:
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
• E4: Recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.03: Recognize that energy is an integral part of daily life.
• 4.2.06: Identify a variety of natural and artificial light sources.
ASSESSMENT:
• The teacher will assess the students’ timeline on light sources to ensure they understand that light has adapted and how it has adapted.
MULTIPLE INTELLIGENCES:
• Verbal/ Linguistic: Students will write down ideas, students will create a timeline.
• Logical/ Mathematical: Students will research various uses of light.
• Bodily/Kinesthetic: Hands on learning activity and exploring learning materials.
• Intrapersonal: Working on science journal, students have to reflect on what they know.
• Naturalist: observing different phenomena.
CONNECTION TO LAST LESSON:
• This is our third lesson in the unit. Our last lesson was on sources of light, this is a continuation.
FLEXIBLE GROUPINGS:
• Group and individual work
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Recall information from previous day on various types of light.
• Ask students to list as many sources of light as possible.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• The teacher will assign students into pairs or small groups to research various forms of light energy.
• Students will create a light source timeline and research how people have used light over time, before electricity. (campfires, candles, oil lamps, torches, incandescent bulb, halogen bulbs, florescent bulbs, etc..)
• Students will include interesting facts about their discovery and how they worked.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will create a light source timeline and research how people have used light over time, before electricity. (campfires, candles, oil lamps, torches, incandescent bulb, halogen bulbs, florescent bulbs, etc..)
• Students will include interesting facts about their discovery and how they worked.
MATERIALS/ LEARNING RESOURCES:
• Students science journals for timeline
• Library, internet materials for research
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
• Pritchet, Chris. Light Up Your Life (2000). Scholastic Canada Ltd: Toronto, Ontario
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will read the questions in their science journals and then write responses to the questions, students will write definitions in their science journals.
• Math: Students will have to recall prior knowledge.
UNIT: Light
TOPIC: L4 - How does Light Travel?
GRADE: 4
GENERAL LEARNING OUTCOME:
• A1: Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena.
• A2: Recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop.
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D3: Understand the properties and structures of matter, as well as various common manifestations and applications of the actions and interactions of matter.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.07: Observe and describe properties of light.
• 4.2.08: Explore to determine the effects different materials and objects have on a light beam.
ASSESSMENT:
• Teacher will assess students’ knowledge of refraction and the path of light by the responses and drawings in the science journals.
• Teachers can assess students’ knowledge by observing them during activities.
• Teacher can also assess students’ knowledge by the discussion revolving around the activities in the activating section.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Journal entry, class discussion, explaining concepts.
• Logical/Mathematical: Brainstorm ideas, formulate hypotheses, conduct experiments.
• Visual/Spatial: Illustrate a diagram.
• Bodily/Kinesthetic: Hands on learning activity and do a science experiment.
• Naturalist: Observe natural phenomena, record observations, journal entry.
• Interpersonal: Discussion and group work.
• Intrapersonal: journal entry, relate content to personal experiences, reflect on learning.
CONNECTION TO LAST LESSON:
• This is the fourth lesson in the light unit, we are learning about how light travels.
FLEXIBLE GROUPINGS:
• Class discussion, group work, individual work
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Teacher will shine a flashlight toward a globe. The students will observe which part is illuminated and record their responses.
• Ask if the light goes around the globe – why or why not? – Let students think about this while we do the second activity.
• Refraction activity (in groups). – Encourage the students to move the pencil around in the water to see what happens.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Definition of light ray/beam, refraction & add them to science journal.
• Class discussion on the path of light (use sunlight as an example).
• Ask students to describe the path of light.
• Can ray or beam of light bend?
• Remind students that light bends as it passes through different materials making objects look different to the human eye.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• In science journals have students record their responses to the questions about light bending.
• Students will complete the light travels diagram and summary in their science journals.
• Think outside the box: Can Light curve? Where have students seen something that could be bent without breaking that they can see through (flexi-straw).
MATERIALS/ LEARNING RESOURCES:
• Students science journals
• Globe
• Flashlight
• Jars of water (enough for 1 per group)
• Pencils (enough for 2 per group)
• Flexi-straws (enough for 1 per person)
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
• Pritchet, Chris. Light Up Your Life (2000). Scholastic Canada Ltd: Toronto, Ontario
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will read the questions in their science journals and then write responses to the questions, students will write definitions in their science journals.
• Math: Students will have to recall prior knowledge, students will have to make predictions in regards to light bending.
UNIT: Light
TOPIC: L5 - Reflection (1)
GRADE: 4
GENERAL LEARNING OUTCOME:
• A1: Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena.
• A2: Recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop.
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.05: Distinguish between objects that produce their own light and those that reflect light from another source.
ASSESSMENT:
• Teacher will assess students’ knowledge on reflection by the responses during discussions.
• Teacher will assess students’ knowledge on reflection and absorption by their arrangement of reflective to non-reflective objects.
• Teacher will assess students knowledge through the reflection chart students will fill out in their science journals.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: journal entry and class discussion.
• Logical/Mathematical: Apply information and conduct experiment.
• Visual/Spatial: Sort and chart
• Bodily/ Kinesthetic: Hands on learning activity, manipulate objects and explore learning materials.
• Naturalist: Journal entry.
• Interpersonal: Group work and sharing ideas.
• Intrapersonal: Journal entry and reflection on learning.
CONNECTION TO LAST LESSON:
• This is the fifth lesson in this unit, and our first about reflection.
FLEXIBLE GROUPINGS:
• Class discussion, group work, and individual work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Have a bunch of objects that reflect and absorb light for students to manipulate and observe.
• Discuss with students what happens when light hits the surface of the objects.
• Ensure that there are even and uneven surfaces among the objects.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Definitions for Absorb, reflect
• Include white materials reflect light, black absorbs it – winter vs summer.
• Talk about even and uneven surfaces.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• In groups, have students arrange objects from most reflective to least reflective.
• In science journals students will fill out the reflection chart. They will have to do some thinking on their own and figure out how reflective materials help them in everyday life.
MATERIALS/ LEARNING RESOURCES:
• objects the reflect and absorb light.
• Objects with even and uneven surfaces.
• Science journals.
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
• Pritchet, Chris. Light Up Your Life (2000). Scholastic Canada Ltd: Toronto, Ontario
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will respond in their science journals.
• Math: students will sort and classify materials.
UNIT: Light
TOPIC: L6 - Reflection (2)
GRADE: 4
GENERAL LEARNING OUTCOME:
• A1: Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena.
• A2: Recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop.
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.05: Distinguish between objects that produce their own light and those that reflect light from another source.
ASSESSMENT:
• Teacher will assess students’ knowledge by their ability to categorize items into the correct piles.
• Teacher will assess students’ knowledge by the completion of their Carroll Diagram.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Discussion and journal entries.
• Logical/Mathematical: Categorize, observe, recall prior information and conduct experiments.
• Bodily/Kinesthetic: Hands on learning activity and explore learning materials.
• Naturalist: Observe, record observations, classify and categorize.
• Interpersonal: Group work and discussions.
• Intrapersonal: Journal entry and reflection of learning.
CONNECTION TO LAST LESSON:
• This is the sixth lesson in this unit. We are continuing to learn about reflection.
FLEXIBLE GROUPINGS:
• Class discussion, group work, and individual work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Have students observe objects that produce their own light and objects that reflect light from other sources.
• Have students in groups categorize items into natural and artificial light.
• Turn off the lights (close blinds if possible) and have students observe these objects again.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Discuss the why some objects reflect light and how others produce it.
• As a class categorize items into artificial or natural light piles. Students can add in other items if they are available.
• Have students share their work with classmates.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Have students revisit their list from the initial artificial/natural light lesson and add what they have come up with in this lesson.
• Have students fill in the reflection diagram in their science journals with all of their new knowledge on light.
MATERIALS/ LEARNING RESOURCES:
• Science journal
• Objects that produce light & those that reflect it
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
• Pritchet, Chris. Light Up Your Life (2000). Scholastic Canada Ltd: Toronto, Ontario
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will respond in their science journals
• Math: Students will have to recall prior knowledge, students will sort and classify materials
UNIT: Light
TOPIC: L7 - Reflection (3) -- Mirrors
GRADE: 4
GENERAL LEARNING OUTCOME:
• A1: Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena.
• A2: Recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
SPECIFIC LEARNING OUTCOMES:
• 4.2.05: Distinguish between objects that produce their own light and those that reflect light from another source.
ASSESSMENT:
• Teacher will assess students by listening to them during the class discussion.
• Teacher will assess students knowledge through their science journals.
• Teacher will assess students through observations at mirror stations.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Discussion and journal entries.
• Logical/Mathematical: Apply information, brainstorm and conduct an experiment.
• Visual/Spatial: Visualize
• Bodily/Kinesthetic: Hands on learning activity, fine motor skills, manipulatives, explore learning materials.
• Naturalist: Journal entry.
• Interpersonal: Group work and discussions.
• Intrapersonal: Journal entry and reflection on learning.
CONNECTION TO LAST LESSON:
• This is our seventh lesson of this unit and our third on reflection.
FLEXIBLE GROUPINGS:
• Class work, group work and independent work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Mirror and reflection stations.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Why do you think we are able to see ourselves in a mirror?
• What other surfaces might reflect light like a mirror does?
• Teacher will explain that the shape of a mirror determines how light is reflected.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will respond in their science journals – what happens when light hits a mirror?
• Students will write a paragraph about why they think it was so difficult to follow the wiggle when they were looking in the mirror and trying to keep their pencil on the page.
MATERIALS/ LEARNING RESOURCES:
• Mirrors for wiggles & mirrors for flashlights
• Pencils
• Flashlights
• Science journals
SOURCES:
• Etkin, Jordana. Teacher Candidate, January 2013.
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will respond in their science journals
UNIT: Light
TOPIC: L8 - Transparent, Translucent & Opaque Materials
GRADE: 4
GENERAL LEARNING OUTCOME:
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D3: Understand the properties and structures of matter, as well as various common manifestations and applications of the actions and interactions of matter.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
• E1: Describe and appreciate the similarity and diversity of forms, functions and patterns within the natural and constructed world.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.10: Classify materials as transparent, translucent, or opaque.
• 4.2.11: Evaluate the usefulness of a material for a particular task based on its ability to transmit, reflect or absorb light.
ASSESSMENT:
• Teacher will assess students’ knowledge by their ability to classify the objects into the correct type of material
• Teacher will assess students’ knowledge on relevance of materials to everyday life.
• Teacher will assess students’ knowledge in regards to their explanations.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Journal Entry and discussion.
• Logical/Mathematical: Observations, recall prior knowledge, brainstorm and categorize.
• Visual/Spatial: Visualize objects and conduct an experiment.
• Bodily/Kinesthetic: Hands on learning activity and explore learning materials.
• Naturalist: Classify, categorize and observe.
• Interpersonal: Group work and discussions.
• Intrapersonal: Journal entry and reflection on learning.
CONNECTION TO LAST LESSON:
• This is our eighth lesson in the unit on light. We will be learning about transparent, translucent and opaque materials.
FLEXIBLE GROUPINGS:
• As a class, individual work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Display various types of transparent, translucent and opaque materials for the students to manipulate and observe.
• Discuss similarities and differences (e.g: why are plastic wrap and the eye glass lens the same?
• Invite students to ‘test’ the items with a flashlight so they can grasp an understanding if they can see through them or not.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Explain to students the definition of transparent, translucent and opaque.
• Ask students to discuss these materials in day-to-day life (eg: a cold glass of water near sunlight will become warm)
• Ask students when they might use any of the three materials (e.g: windows are transparent because we want light to come in and we want to see outside).
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Have students answer questions in science journal (e.g: why is it important that lenses in glasses are transparent?).
• Have students explain whether or not they can see through some objects. Why or why not?
• List five objects (each) around their house that are transparent, translucent and opaque.
MATERIALS/ LEARNING RESOURCES:
• Translucent materials.
• Transparent materials
• Opaque materials
• Flashlights
• Science journals
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will respond in their science journals.
• Math: students will classify materials into the correct groupings when responding in their science journals
UNIT: Light
TOPIC: L9 - What is white light? (1)
GRADE: 4
GENERAL LEARNING OUTCOME:
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C2: Demonstrate appropriate scientific inquiry skills when seeking answers to questions.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.04: Demonstrate that white light can be separated into colours.
ASSESSMENT:
• Teacher will assess students’ knowledge by reading the students responses in the science journals.
• Teacher will observe students during the activity.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Journal entry, discussion and sharing ideas.
• Logical/Mathematical: Brainstorm ideas, apply information, recall information and conduct an experiment.
• Visual/Spatial: Visualization.
• Bodily/Kinesthetic: Hands on learning activity, explore learning materials and do a science experiment.
• Naturalist: Observe, record and complete a journal entry.
• Interpersonal: Work together in a group and discussions.
• Intrapersonal: Journal entry, reflect on learning, relate information to personal experience.
CONNECTION TO LAST LESSON:
• This is the ninth lesson in our unit on light. We are learning about white light.
FLEXIBLE GROUPINGS:
• Class discussion, group work, and individual work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• What is white light? How do you think we can discover what it is?
• Do you think we can take white light apart?
• What sorts of things would we need to take light apart?
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Provide a definition for white light
• Separate white light activity
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Record responses of activity in science journals
• Students ‘homework’ is to think about how light changed into different colours and come back to class with an answer the next day (continuation- colours in light)
• Why is does snow appear to be white?
MATERIALS/ LEARNING RESOURCES:
• Science journals
• Pan (for each group)
• Water
• Ruler (for each group)
• Modeling clay (each group)
• Mirror (each group)
• Flashlight (each group)
• Tape
• Paper
• Crayons
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
• Pritchet, Chris. Light Up Your Life (2000). Scholastic Canada Ltd: Toronto, Ontario
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will respond in their science journals, and read directions from activity.
• Math: students will make predictions about white light
UNIT: Light
TOPIC: L10 - The Colours of Light (2)
GRADE: 4
GENERAL LEARNING OUTCOME:
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C2: Demonstrate appropriate scientific inquiry skills when seeking answers to questions.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.04: Demonstrate that white light can be separated into colours.
ASSESSMENT:
• Teacher will observe students throughout activities and stations
• Teacher will assess students’ knowledge by reading through science journals.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Journal entry and discussion.
• Logical/Mathematical: Apply information, recall prior knowledge and conduct an experiment.
• Visual/Spatial: Visualize and draw.
• Bodily/Kinesthetic: Hands on learning activity, explore learning materials and complete a science experiment.
• Naturalist: Observe and record.
• Interpersonal: Discussion and group work.
• Intrapersonal: Journal entry and relate to personal experience.
CONNECTION TO LAST LESSON:
• This is the tenth lesson in the unit on light, and the second lesson involving colours/white light.
FLEXIBLE GROUPINGS:
• Class discussion, group work and individual work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Class discussion on who has ever seen a rainbow?
• What colours are present when you see a rainbow?
• What do you think causes a rainbow to appear?
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Rainbow activity & prism station with paper
• Definition of a prism
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will record their observations in their science journals.
• Students will draw a diagram of what happens when they shine light through a prism.
MATERIALS/ LEARNING RESOURCES:
• Science journals
• White paper (for each group – both activities)
• Prism (for each group – both activities)
• Various pictures of rainbows
• Clear glass of water (for each group)
• Flashlight (for each group)
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
• Pritchet, Chris. Light Up Your Life (2000). Scholastic Canada Ltd: Toronto, Ontario
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will respond in their science journals, and read directions from activity.
• Math: students will recall prior information
UNIT: Light
TOPIC: L11 - Shadows
GRADE: 4
GENERAL LEARNING OUTCOME:
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C2: Demonstrate appropriate scientific inquiry skills when seeking answers to questions.
• C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.
• D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed elements.
SPECIFIC LEARNING OUTCOMES:
• 4.2.01: Use appropriate vocabulary related to their investigations of light.
• 4.2.12: Predict the location, shape, and size of a shadow based on the position of a light source relative to an object.
ASSESSMENT:
• Teacher will observe students making shadows, when moving the light source closer or further away.
• Teacher will assess students responses after exploring shadows outside.
• Teacher will assess students responses in science journals.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Journal entry and discussions.
• Logical/Mathematical: Conduct an experiment and brainstorm.
• Visual/Spatial: Create a mind-map and watch a film.
• Bodily/Kinesthetic: Hands on learning activity, use tools and explore learning materials.
• Naturalist: Observe natural phenomena, observe and record.
• Interpersonal: Group work and discussion.
• Intrapersonal: Journal entries, reflections and relate to personal experiences.
CONNECTION TO LAST LESSON:
• This is the eleventh lesson in the unit on light. We will be learning about shadows.
FLEXIBLE GROUPINGS:
• Class discussion, group work, and individual work
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Show clip from Peter Pan about shadows.
• Read Shel Silverstein’s Shadow Race and Shadow Wash.
• On a sunny day, take the class outside to examine shadows by the sun. Have students predict where the shadows might be before they go outside.
• Record the time of day and where the shadow was. Try this again throughout the day.
• Have students draw the location of their shadows in relation to their bodies each time you go outside.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Ask students what they know about shadows and create a mind map on the chalkboard/ chart paper (how are shadows created? What do you need to make a shadow?).
• Give students a definition of the word shadow
• Turn off classroom lights and turn on flashlight (or projector/SMART board).
• Ask students to predict what will happen if they were to place an object between a light and a screen and record responses in their science journal.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Have students reflect on shadows in their science journals. Were their predictions correct?
• Students will answer the questions in their journals.
• Students will record information on shadows outside in the science journal.
MATERIALS/ LEARNING RESOURCES:
• Flashlights
• Projector/SMART board
• Screen/plain wall
• Science journals
• Poems by Shel Silverstein
• Objects to place between light and screen
• Clipboards, paper and writing utensils.
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
• Ostrove, Reesa. Elementary School Teacher, February 2013
• Silverstein, Sheldon. Shadow Race and Shadow Wash
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will listen to poems by Shel Silverstein, they will respond in their science journals, and read directions from activity.
• Math: students will recall prior information, students will make predictions, and students will record data.
Shadow Race – Shel Silverstein
Every time I've raced my shadow
When the sun was at my back,
It always ran ahead of me,
Always got the best of me.
But every time I've raced my shadow
When my face was toward the sun,
I won.
Shadow Wash – Shel Silverstein
I've never washed my shadow out
In all the time I've had it.
It was absolutely filthy I supposed,
And so today I peeled it off
The wall where it was leaning
And stuck it in the washtub
With the clothes.
I put in the soap and bleach and stuff,
I let it soak for hours,
I wrung it out and hung it out to dry,
And whoever would have thunk
That it would have gone and shrunk
For now it's so much
Littler than I.
UNIT: Light
TOPIC: L12 - Evolution of Light Technology (1)
GRADE: 4
GENERAL LEARNING OUTCOME:
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
SPECIFIC LEARNING OUTCOMES:
• 4.2.13: Identify technological developments that extend our ability to see, and recognize their impact on science.
ASSESSMENT:
• Teacher will observe students during research and presentation.
• Teacher is looking for students’ ability to find information on advances in technology beginning with Edison.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Read a story, discussion, speeches and journal entries.
• Logical/Mathematical: Apply information, categorize, classify and research.
• Bodily/Kinesthetic: Hands on learning activity – research.
• Naturalist: Categorize and classify.
• Interpersonal: Group work, discussion, sharing ideas and team presentations.
• Intrapersonal: Journal entry, reflection of learning and relating information to personal experiences.
CONNECTION TO LAST LESSON:
• This is our twelfth lesson in the unit on light. We are learning about the evolution of light technology.
FLEXIBLE GROUPINGS:
• Class Discussion and group work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Read students excerpts from Thomas Edison’s biography.
• Discuss how the light bulb came to be. In previous lessons we learned about artificial light, so the teacher should touch on this again.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Have students research Thomas Edison in pairs or small groups.
• Students must find a minimum of five facts about Edison in relation to science.
• Have students focus on different topics so the information is not repeated very often.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will present their findings on Thomas Edison to the class.
• The teacher will create a mind-map on the board or chart paper for Edison and the students can copy it into their journals.
MATERIALS/ LEARNING RESOURCES:
• Computers, books, library resources, articles, for students to research Edison.
• Science Journals.
SOURCES:
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
CROSS-CURRICULAR CONNECTIONS:
• ELA: students will respond in their science journals and complete an oral presentation.
• Math: research Edison
UNIT: Light
TOPIC: L13 - Evolution of Light Technology (2)
GRADE: 4
GENERAL LEARNING OUTCOME:
• A5: Recognize that science and technology interact with and advance one another.
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
SPECIFIC LEARNING OUTCOMES:
• 4.2.13: Identify technological developments that extend our ability to see, and recognize their impact on science.
ASSESSMENT:
• Teacher will assess students ability to perform research as well as present in class.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Journal entry and discussion.
• Logical/Mathematical: Research, categorize and classify.
• Visual/Spatial: Use mind-map from the previous day and illustrate a drawing for a class book.
• Naturalist: Classify information.
• Interpersonal: Group work, discussions, sharing ideas and team presentations.
• Intrapersonal: Reflection of learning and relation to personal experiences.
CONNECTION TO LAST LESSON:
• This is our thirteenth lesson in the unit on light. We will be continuing to learn about the evolution of light technology.
FLEXIBLE GROUPINGS:
• Class discussion, and group work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Discuss the importance of light in every day life.
• Refresh students’ memories on Thomas Edison – ask how his science helped humans? Why were his accomplishments important?
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Challenge students to research other scientists and their advances in light technology.
• Have students work in small groups or pairs (same as Edison if they worked well) and research a topic given to them.
• As a class identify the criteria needed for project on chart paper/chalkboard so students can refer to them.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will briefly present their technology findings to the class.
• Have students create a written page for each topic to include in a classroom book titled Light Technology.
• Students must present an illustrated page (drawing, painting, etc) of the invention to include with their written portion in the book.
MATERIALS/ LEARNING RESOURCES:
• Computers, books, library resources, articles, for students to research Edison.
• Binding materials for book
• Teacher will photocopy the book for students.
SOURCES:
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
• Chantal Morin, Cooperating Teacher, 2013.
CROSS-CURRICULAR CONNECTIONS:
• ELA: oral presentation.
• Math: research scientists inventions.
UNIT: Light
TOPIC: L14 - Learning about the Eye
GRADE: 4
GENERAL LEARNING OUTCOME:
• N/A
SPECIFIC LEARNING OUTCOMES:
• N/A
ASSESSMENT:
• Teacher will assess students understanding of the eye through the science journal.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Explanations and discussions.
• Logical/Mathematical: Apply information.
• Bodily/Kinesthetic: Hands on learning activity and explore learning materials.
• Interpersonal: Group work and discussions.
• Intrapersonal: Journal entry.
CONNECTION TO LAST LESSON:
• This is the fourteenth lesson in the unit on light and we will be learning about the eye.
FLEXIBLE GROUPINGS:
• Class work and individual work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Ask students how they think light effects the eye.
• Ask students how glasses can help people see.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Have students look through magnifying glasses, lenses, etc to get a feel of how devices help humans see.
• Teacher will explain normal, near sighted and far-sighted eyeball.
• Put picture diagram of the eye on the projector/ SMART board and go through it with students. Students will label the diagram in their science journal at the same time as the teacher
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will have labeled the eye and included the definitions on their diagram.
MATERIALS/ LEARNING RESOURCES:
• Diagram of the eye
• Science Journals
• Projector or SMART board
• Different types of lenses
• Magnifying glass
SOURCES:
• Wesley, Addison. (1999). Science and Technology: Light. Addison Wesley Longman Ltd. Canada.
CROSS-CURRICULAR CONNECTIONS:
• Health: Learning about the human body
UNIT: Light
TOPIC: L15 - Designing and Constructing Optical Devices
GRADE: 4
GENERAL LEARNING OUTCOME:
• B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
• C3: Demonstrate appropriate problem-solving skills while seeking solutions to technological challenges.
SPECIFIC LEARNING OUTCOMES:
• 4.2.14: Use the design process to construct a device that transmits and reflects light.
ASSESSMENT:
• Teacher will assess students based on group work toward a common goal.
• Teacher will assess students based on a working model of the device created.
• Teacher will assess students understanding through designing and constructing optical devices diagram.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic: Discussions and communication.
• Logical/Mathematical: Research, conduct an experiment and apply information.
• Visual/Spatial: Build an object and use geometric shapes.
• Bodily/Kinesthetic: Hands on learning activity and explore learning materials.
• Interpersonal: Working together, team presentations, assigning roles and tasks, and discussions.
• Intrapersonal: Design and construct a diagram in journal once the optic device is complete.
CONNECTION TO LAST LESSON:
• This is the fifteenth lesson plan in the unit on light. This is a continuation of light technology.
FLEXIBLE GROUPINGS:
• Group work and independent work.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Students will be put into the groups they were in for researching a scientific invention related to light technology.
• Each group will be given a ‘problem’ that requires them to build a device to help people see.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Students will brainstorm how to make the specific device and the materials they will need to do so (they can research for help)
• Students will create the device and see if it works. If it doesn’t work, students will go back to the drawing board.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will create a device that helps people see.
• Students will briefly present their device to the class.
• A photograph of the device will be taken and included into the classroom book.
• The devices will be placed in an area of the room so students can look through their peers’ creations.
• Students will fill out the “designing and constructing” diagram in their science journal once their device is complete.
MATERIALS/ LEARNING RESOURCES:
• Any materials students think they will need to build their devices
• Milk cartons, tape, mirrors, etc
• Computers, library resources for research
• Science Journal
SOURCES:
• Lawson, Jennifer. (1999). Hands on Science: Level 4. Peguis Publishers. Winnipeg, Canada.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
CROSS-CURRICULAR CONNECTIONS:
• ELA: oral presentation.
• Math: possible research for creating an optical device
UNIT: Light
TOPIC: L16 - Quiz Review
GRADE: 4
GENERAL LEARNING OUTCOME:
• N/A
SPECIFIC LEARNING OUTCOMES:
• N/A
ASSESSMENT:
• N/A
MULTIPLE INTELLIGENCES:
• N/A
CONNECTION TO LAST LESSON:
• Review of all of the lessons in the unit on light.
FLEXIBLE GROUPINGS:
• The teacher will review the information for the quiz as a class.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Students will come prepared with any questions they have for the teacher.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• The teacher will review the information covered in class that will be on the quiz for the unit on light.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will have the opportunity to ask questions revolving around the unit on light.
MATERIALS/ LEARNING RESOURCES:
• Science journals
• Relevant information for quiz.
SOURCES:
• Unit plan information
• Anything we have used in class
CROSS CURRICULAR CONNECTIONS:
• N/A
UNIT: Light
TOPIC: L17 - Stations
GRADE: 4
GENERAL LEARNING OUTCOME:
• All of the GLO’s for the cluster on light will be covered in one of the many stations the students will be participating in.
SPECIFIC LEARNING OUTCOMES:
• All of the SLO’s in the cluster on light will be covered in one of the many stations the students will be participating in.
ASSESSMENT:
• Teacher will assess students’ knowledge by observation and responses to the stations on the given pieces of paper.
MULTIPLE INTELLIGENCES:
• Verbal/Linguistic
• Logical/Mathematical
• Visual/Spatial
• Bodily/Kinesthetic
• Naturalist
• Interpersonal
• Intrapersonal
CONNECTION TO LAST LESSON:
• This is an activity day to conclude the unit on light. The students will participate in stations related to all of the things they have learned in the unit.
FLEXIBLE GROUPINGS:
• Group work
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Teacher will briefly explain all of the stations on a given day.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Students will participate in a variety of stations in regards to the unit on light. The stations will be determined based on the materials covered.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• Students will fill out papers related to the stations in which they can explain what they have learned
MATERIALS/ LEARNING RESOURCES:
• Materials vary depending on which stations the teacher chooses to use.
• Stations are attached at the back of the lesson.
SOURCES:
• Etkin, Jordana. Teacher Candidate. January 2013.
• Manitoba Education Kindergarten to Grade 4 Science: A Foundation for Implementation.
CROSS-CURRICULAR CONNECTIONS:
• ELA
• Math
UNIT: Light
TOPIC: L18 - Surprise – Video of Light Unit (closing activity)
GRADE: 4
GENERAL LEARNING OUTCOME:
• N/A
SPECIFIC LEARNING OUTCOMES:
• N/A
ASSESSMENT:
• N/A
MULTIPLE INTELLIGENCES:
• Visual/ Spatial: Watch films
CONNECTION TO LAST LESSON:
• Students will write a short quiz on the things they have learned throughout this unit.
• Students get to see all of the things they have done in the unit on light.
FLEXIBLE GROUPINGS:
• Students will write the quiz individually.
• Students will watch the video as a class.
ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:
• Students will write the quiz on light.
ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:
• Students will have the opportunity to watch a DVD surprise video of all the things they have done in their unit on light. At the end of the movie all of the students will go home with a copy of the DVD.
APPLYING STRATEGIES: CONSILIDATING LEARNING:
• N/A
MATERIALS/ LEARNING RESOURCES:
• Quizzes for students.
• Video to play in class
• DVD Player, DVD for students. Popcorn for students
SOURCES:
• Jordana Etkin, Teacher Candidate, February
Light Quiz Review
1. Light is a form of ________________________________________________.
2. Light does not have ______________ and does not take up ______________.
3. What is natural light? Provide an example of natural light. ___________________________________________________________________________________________________________________________________________________________________________________________________
4. What is artificial light? Provide an example of artificial light. ___________________________________________________________________________________________________________________________________________________________________________________________________
5. What is luminous light? Provide an example of luminous light.
___________________________________________________________________________________________________________________________________________________________________________________________________
6. What is illuminated light? Provide an example of illuminated light. ___________________________________________________________________________________________________________________________________________________________________________________________________
7. What is our greatest source of light? _________________________________.
8. Light rays travel in a ______________________________________________.
9. ______________________________________ occurs when a light ray bends.
10. What occurs when a lights’ rays are stopped by an object? _________________________________________________________________
11. What happens when a lights’ rays bounce off an object?
_________________________________________________________________
12. What does transparent mean? Provide an example of a transparent object. _________________________________________________________________
_________________________________________________________________
13. What does translucent mean? Provide an example of translucent object. _________________________________________________________________
_________________________________________________________________
14. What does opaque mean? Provide an example of an opaque object. __________________________________________________________________________________________________________________________________
15. What are the seven colours of light? List them in order.
__________________________________________________________________________________________________________________________________
16. How are shadows formed? ________________________________________
_________________________________________________________________
17. What did Thomas Edison invent? Provide three facts you have learned about him in your research. _______________________________________________
_________________________________________________________________
__________________________________________________________________________________________________________________________________
18. Draw a diagram of light passing through a prism. Briefly explain what is happening and why it occurs.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Part 1 - Fill in the blanks:
Use the words in the WORD BANK below to answer the statement and write the word on the line provided. Not all words in the word bank will be used.
1. The path light travels in is a: __________________________
2. Materials that allow light to
pass through them are called: _________________________
3. Materials that do not allow
light to pass through them are called: _________________________
4. Shadows are caused by: _________________________
5. When light bounces off an object
it is called: _________________________
6. When light rays are stopped they
are being: __________________________
7. Candles, neon lights and fluorescent
bulbs are examples of: __________________________
8. Fireflies, glow-worms, and the sun
are examples of: __________________________
9. When light rays bend, it is called: _________________________
10. White light is made up of the colours of the rainbow. Can you list them all in
order.
____________________, ____________________, _____________________,
____________________, ____________________, _____________________,
____________________.
Part 2- Short Answer:
Answer the following questions or statements in complete sentences.
11. Why does snow appear to be white?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
12. Write down 3 things you learned about Thomas Edison.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
13. Write down 3 things you learned while constructing your own optical device.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
13. Explain what happens when you shine a light through a prism.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Part 3 – Diagram:
14. In class we participated in an experiment where we broke up light by using a prism. Draw a picture of what you would see if a flashlight was shining through a prism. Make sure to include all aspects of the experiment we did.
-MAKE SURE YOU CHECK AND RE-CHECK YOUR ANSWERS.
-GOOD LUCK!
- MS. ETKIN
Grade 4, Cluster 2: Light
Physical Science
Students will begin to develop an understanding of light by investigating some of the things that can be done with light as a form of energy.
Curricular Outcomes
4.2.01 – Use appropriate vocabulary related to their investigations of light
4.2.02 – Give examples of various forms of energy
4.2.03 – Recognize that energy is an integral part of daily life
4.2.04 – Demonstrate that white light can be separated into colours
4.2.07 – Observe and describe the properties of light
4.2.08 – Explore to determine effects different materials and objects have on a
light beam
4.2.10 – Classify materials as transparent, translucent and opaque
4.2.11 – Evaluate the usefulness of a material for a particular task based on its
ability to transmit, reflect or absorb light
4.2.12 – Predict location, shape and size of shadow based on the position of a
light source relative to an object
Cross Curricular Outcomes
ELA:
General Outcome 2: Comprehend and respond personally and critically to oral,
literary, and media texts.
2.3.5 – Create original texts: Create original texts [such as murals, scripts
for short plays, descriptive stories, charts, poems…] to
communicate and demonstrate understanding of forms and
techniques
General Outcome 3: Manage ideas and information.
3.3.4 – Experiment with language: Recognize how words and word
combinations [such as word play, repetition, rhyme…] influence or
convey meaning; identify ways in which exaggeration is used to
convey humour
General Outcome 4: Enhance the clarity and artistry of communication.
4.2.5 – Enhance Presentation: Prepare organized compositions and
reports using sound effects and visuals [such as graphs, charts,
diagrams…] that engage the audience
General Outcome 5: Students will listen, speak, read, write, view, and represent
to celebrate and to build community.
5.2.1 – Cooperate with others: Appreciate that everyone in a group has to
work together to achieve cooperative and collaborative group tasks, and act accordingly
5.2.2 – Work in groups: Take roles and share responsibilities as a group
member
Math:
General Outcome SP: The student collects first and second-hand data, assesses
and validates the collection process, and graphs the data.
SP 1.3.5 – Predict Results
Key Concepts:
To learn about light and the effects it has on everyday objects
To learn about the properties of light (e.g: does light bend?)
To expand students vocabulary in regards to light
Multiple Intelligences:
Verbal/Linguistic: Reading station instructions and the log book, writing in the log
book, and completing a crossword puzzle
Bodily/Kinesthetic: Creating shadows and the stations are hands-on
Logical/Mathematical: Predicting what will happen in some stations, and
recording in their log book what actually happens
Interpersonal: Working in groups, discussions within the group
Intrapersonal: Working along on crossword puzzle and log-book
Visual/Spatial: Reflection of light, shadows
Naturalist: explaining answers in some stations
Introduction to Learning Centres on Light:
To introduce the learning centres, we will review the different forms of energy. We will talk about light and places students can find light energy within their home, classroom and school building. Each station will be demonstrated for the students so they are fully aware of what is expected when they get to it. When I explain station six on shadows I will reinforce that students need to move the projector slowly and carefully. There will be absolutely no tolerance for pushing or pulling it quickly because there is a chance it can fall. This no tolerance policy will also be reinforced when it comes to disrespecting classmates or learning centres. Each person in the group will have a turn to use the materials so all students can experience the properties of light. Students will all be given a log-book to fill out while they are moving through the centres. Approximately ten minutes will be given at each station, however time will be adjusted accordingly. Attached to the back of the students’ log-book is an extra diagram of energy forms. It will be explained to the students that they can work on this diagram if they finish all of their long-book questions/responses before the time to change centres is up.
Materials Needed for Learning Centres:
| | |
| |mini flashlights, cellophane cut into square pieces (at least 15 squares), wax paper cut into squares |
| |(minimum 10 squares), aluminum foil cut into squares (minimum 10 squares), paper bags, milk cartons, small |
|Centre 1: |clear plastic bags, clear glass (ENSURE EDGES ARE SMOOTHED), frosted glass, anything else you can find! |
| | |
|Centre 2: |mini flashlights, small straight-edge mirrors, small curved mirrors |
| | |
|Centre 3: |1 large class jar, water to fill jar, 1 regular sized flashlight, small container of milk, 1 eye dropper |
| | |
|Centre 4: |prism and white paper |
| | |
|Centre 5: |enough crossword puzzles for all of the students in the class plus 3 extras |
| | |
|Centre 6: |1 regular sized flashlight, 1 large flashlight |
Assessment:
Assessment of the students will mostly occur through observation. This will take place while the teacher walks around the room and observes the students while they are participating in group work and cooperating with their group members.
Assessment will also include a demonstration of an understanding of light [as a form of energy], and completion of the students’ log-book. The demonstration of understanding will be done by the teacher conferencing with the students at each station. The observations of students will be recorded using a checklist the teacher will create. This checklist will include aspects of curricular outcomes, multiple intelligences and anything else the teacher can think of.
Sources:
Manitoba K-4 Science Curriculum: A foundation for Implementation
Manitoba K-4 ELA Curriculum: A foundation for Implementation
Manitoba K-8 Mathematics: Manitoba Curriculum Frameworks of Outcomes
Science Kids:
Darlene Diller: Science Methods Handouts. January, 2013
Station One:
Does light travel through every object? Show the difference light creates between transparent, translucent and opaque objects.
Directions:
1. Predict what will happen when you shine a flashlight through the objects. Record your predictions in your log-book.
2. Shine flashlight through different filters to show transparent, translucent and opaque light. Use at least three objects from each bag.
3. When you are done observing the different objects, record the responses in your log-book.
4. Use more than one layer of each object for translucent and transparent objects. What happens? Record the response in your log-book
Transparent Translucent Opaque
Station Two:
Experimenting with mirrors. What happens to the light beam?
Directions:
1. What do you think will happen when you shine your flashlight at the mirror? Record your response in your log book.
2. Using the flashlight, shine the beam onto the straight-edged mirror head on. Now try it at an angle. When you have finished, record your responses in the log-book.
3. Using the flashlight, shine the beam onto a curved mirror head on. Now try it at an angle. When you have finished, record your responses in the log-book.
Station Three:
How Does Light Scatter? Use the materials in this station to show how light scatters, as it hits particles such as pollution.
Directions:
1. Fill a large glass jar with water and shine the flashlight through it. What colour is the light that appears? Record this in your log-book.
2. What do you think will happen when you add in a few drops of milk? Record this response in your log-book.
3. Using the eye dropper, add a few drops of milk (3 at a time) and watch what happens. Write the results in your log-book.
4. Why do you think this happened?
Water Milk Eye-dropper Flashlight
Station Four:
Does light always beam in a straight line? Is it possible to bend light?
Directions:
1. What do you think will happen when you hold the prism up to the white paper? Record the response in your log-book.
2. Take the prism and the white piece of paper and hold them up to the window (the prism should be above the white paper).
3. As the sunlight passes through the prism, watch what happens.
4. When your observation is complete, record the results in your log-book.
Station Five:
Complete the word search to learn words related to light as a form of energy.
Directions:
1. Take a word search from the pile. Write your name and the date at the top of page.
2. Complete the light word search puzzle.
3. Place finished crossword in the ‘hand-in’ bin.
4. Choose 3 words from the light word search that you would like Ms. Etkin to explain. Write them in your log-book.
Station Six:
How do shadows work? Use the projector to make all sorts of shadows.
Directions:
1. What do you think will happen when a student stands in between the projector and the overhead screen? Record the response in your log-book
2. Turn on the projector and shine it against the screen. Have one person stand in front of the screen and make movements with their hands or body. In your log-book, record what happens.
3. Slowly push the projector trolley toward the screen. What happens to the shadow? Record the results in your log-book.
4. Slowly pull the projector trolley away from the screen. What happens to the shadow? Record the results in your log-book.
*Do NOT push the trolley quickly for either step 3 or 4.
NAME: _______________________________ DATE: ______________
A |F |A |J |L |S |R |T |T |D |J |F |M | |B |N |R |V |I |T |B |E |R |O |L |L |O | |S |L |T |B |G |R |B |E |A |M |K |A |O | |O |C |I |R |H |A |Q |R |N |R |X |S |N | |R |O |F |I |T |I |O |E |S |D |S |H |K | |B |L |I |G |R |G |P |F |P |B |C |L |Q | |C |O |C |H |A |H |A |L |A |O |A |I |J | |C |U |I |T |N |T |Q |E |R |U |T |G |U | |T |R |A |N |S |L |U |C |E |N |T |H |F | |M |S |L |E |M |I |E |T |N |C |E |T |H | |V |U |S |S |I |N |H |O |T |E |R |M |F | |G |N |W |S |T |E |N |E |R |G |Y |I |M | |W |K |S |H |A |D |O |W |B |L |O |C |K | |
ABSORB COLOURS SCATTER
ARTIFICIAL ENERGY SHADOW
BEAM FLASH LIGHT STRAGIHT LINE
BEND LIGHT SUN
BLOCK MOON TRANSLUCENT
BOUNCE OPAQUE TRANSMIT
BRIGHTNESS REFLECT TRANSPARENT
NAME: _______________________________ DATE: ______________
A |F |A |J |L |S |R |T |T |D |J |F |M | |B |N |R |V |I |T |B |E |R |O |L |L |O | |S |L |T |B |G |R |B |E |A |M |K |A |O | |O |C |I |R |H |A |Q |R |N |R |X |S |N | |R |O |F |I |T |I |O |E |S |D |S |H |K | |B |L |I |G |R |G |P |F |P |B |C |L |Q | |C |O |C |H |A |H |A |L |A |O |A |I |J | |C |U |I |T |N |T |Q |E |R |U |T |G |U | |T |R |A |N |S |L |U |C |E |N |T |H |F | |M |S |L |E |M |I |E |T |N |C |E |T |H | |V |U |S |S |I |N |H |O |T |E |R |M |F | |G |N |W |S |T |E |N |E |R |G |Y |I |M | |W |K |S |H |A |D |O |W |B |L |O |C |K | |
ABSORB COLOURS SCATTER
ARTIFICIAL ENERGY SHADOW
BEAM FLASH LIGHT STRAGIHT LINE
BEND LIGHT SUN
BLOCK MOON TRANSLUCENT
BOUNCE OPAQUE TRANSMIT
BRIGHTNESS REFLECT TRANSPARENT
Learning Centre Log Book
Station One:
Does light travel through every material?
1. What do you think will happen when you shine a flashlight…
Through Translucent Objects?:
__________________________________________________________
Through Transparent Objects?:
_____________________________________________________________________
Through Opaque Objects?:
_____________________________________________________________________
2. When you are done observing the different objects, record the difference between each type of object.
________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. What happens to the light when you add another layer of an object?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Why do you think this happens?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Station Two:
Experimenting with mirrors
1. What do you think will happen when you shine your flashlight at the mirror?
___________________________________________________
___________________________________________________
___________________________________________________
2. What happens when you shine the flashlight toward a straight-edged mirror head on? At an angle?
___________________________________________________
___________________________________________________
___________________________________________________
3. What happens when you shine your flashlight toward a curved mirror head on? At an angle?
___________________________________________________
___________________________________________________
___________________________________________________
4. Why do you think this happens?
___________________________________________________
___________________________________________________
___________________________________________________
Station Three:
How Does Light Scatter?
1. What colour is the light when it shines through a jar filled only with water?
___________________________________________________
___________________________________________________
___________________________________________________
2. What do you think will happen to the light when you add in a few drops of milk?
___________________________________________________
___________________________________________________
___________________________________________________
3. What happens to the light when you add in a few drops of milk?
___________________________________________________
___________________________________________________
___________________________________________________
4. Why do you think this happens?
___________________________________________________
___________________________________________________
___________________________________________________
Station Four:
Is it possible to bend light?
1. What do you think will happen when you hold a prism up to a white piece of paper?
___________________________________________________
___________________________________________________
___________________________________________________
2. What happens when you hold the prism up to the white piece of paper?
___________________________________________________
___________________________________________________
___________________________________________________
3. Why do you think this happens?
___________________________________________________
___________________________________________________
___________________________________________________
Station Five:
Complete the light word search
1. Choose 3 words from the light word search that you would like the teacher to explain in class. Write one word on each line.
Station Six:
How do shadows work?
1. What do you think will happen when a student stands in between the projector and the overhead screen?
___________________________________________________
___________________________________________________
___________________________________________________
2. Record what happens when a person makes movements in between the projector and the screen.
___________________________________________________
___________________________________________________
___________________________________________________
3. Record what happens when the projector is slowly pushed toward the screen.
___________________________________________________
___________________________________________________
___________________________________________________
4. Record what happens with the projector is slowly pulled away from the screen.
___________________________________________________
___________________________________________________
___________________________________________________
Forms of Energy Diagram
Use this thinking map to organize your knowledge on these different forms of energy. When you write down a word, draw a line connecting it to the correct source of energy.
____________________________:
___________________________________________________________________________________________________________________________________________________________________________________________________
____________________________:
___________________________________________________________________________________________________________________________________________________________________________________________________
____________________________:
___________________________________________________________________________________________________________________________________________________________________________________________________
____________________________:
___________________________________________________________________________________________________________________________________________________________________________________________________
____________________________:
___________________________________________________________________________________________________________________________________________________________________________________________________
____________________________:
___________________________________________________________________________________________________________________________________________________________________________________________________
-----------------------
WORD BANK
Red Straight Line Artificial Light Violet Refraction Translucent Absorbed Blocking Light Indigo Blue
Transparent Yellow Luminous Light Green Opaque
Natural Light Orange Illuminated Light Reflection
Name: ___________________________________________________________
Group: __________________________________________________________
Date: ________________________________________________________________
Heat
Energy
Light
Food
Sound
................
................
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