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Science Unit Plan Grade 4 Physical Science: Light

EDUC 5473 Professor Abandanato S.Boyle, M. Doran, J. King, J. Hudon & J.Sharun

Table of Contents

New Brunswick Curriculum Outcomes3 NSES Standards & Outcomes....4 Unit Overview..5 Schedule of Lessons....6
Lesson One: Optical Devices...7 Lesson Two: Sources of Light12 Lesson Three: Absorb, Transmit and/or Reflect Light.19 Lesson Four: Shadows25 Lesson Five: Light Radiates from a Source/Bending Light.30 Lesson Six: Dispersion.34

New Brunswick Curriculum Outcomes Unit 2- Physical Science: Light

NSES Standards & Outcomes Science as Inquiry (4ASI)

Abilities necessary to do scientific inquiry (4ASI1)
Ask a question about objects, organisms, and events (4ASI1.1) Plan and conduct a simple investigation (4ASI1.2) Employ simple equipment and tools to gather data (4ASI1.3) Use data to construct a reasonable explanation (4ASI1.4) Communicate investigations and explanations (4ASI1.5)

Understandings about scientific inquiry (4ASI2)

Asking and answering a question (4ASI2.1) Types of investigations and doing a fair test (4ASI2.2) Simple instruments (4ASI2.3) Develop explanations using observations (evidence) (4ASI2.4) Scientists make the results of their investigations public (4ASI2.5) Review and ask questions about results (4ASI2.6)

Physical Science (4BPS)

Light, heat, electricity, and magnetism (4BPS3)
Behavior of light (4BPS3.1)

Unit Overview:
Throughout this physical science unit on light, students will become familiar with the properties of light. This will be accomplished by observing how light interacts with various objects in the environment. These observations help them gain an understanding of light sources and of materials that block or change the path of light and reflect light. These investigations promote student engagement through hands on activities and the manipulations of materials. This unit is centered on student inquiry. The goal is to have students predicting, observing and recording observations and discoveries. Students will use various materials to discover various behaviors of light. Comparing the science and technology of light could provide a context for this unit. Students will be involved in investigations of an inquiry type to explore the properties of light, but should also examine the optical devices that have been designed to make use of these properties. These optical devices have allowed scientists to enhance their senses, and learn more about the universe. Unit Introduction: A week before the unit starts, the science bulletin board will be put up in the classroom. The students will be exposed to the vocabulary of light unit and some rudimentary activities. After the final unit lesson is completed there will be a whole class dedicated to science stations. The science stations will be set up around the classroom and students will rotate through the stations and show what they have learned, and hopefully enrich their learning again.

Schedule for Unit

Unit Title Optical Devices Sources of Light Objects that Absorb Transmit and/or Reflect Light 303-4 Light Radiates from a Source Bending Light Dispersion 303-2 303-6 303-7 Curriculum Outcome 303-8 303-3

Lesson One: Optical Devices Title: Exploring Optical Devices

Outcome 303-8: Compare how light interacts with a variety of optical devices such as kaleidoscopes, periscopes, telescopes and magnifying glass.

Lesson Title: Exploring Optical Devices Curriculum Area (s): Science Grade Level: Grade 4 Time Required: 30 Standards: Physical Science: Light NSES Standards Employ simple equipment and tools to gather data (4ASI1.3) Use data to construct a reasonable explanation (4ASI1.4) Communicate investigations and explanations (4ASI1.5) Asking and answering a question (4ASI2.1) Simple instruments (4ASI2.3) Develop explanations using observations (evidence) (4ASI2.4) Review and ask questions about results (4ASI2.6) Behavior of light (4BPS3.1) NB Curriculum Outcomes 303-8 compare how light interacts with a variety of optical devices such as kaleidoscopes, periscopes, telescopes, and magnifying glasses 205-10 construct and use devices for a specific purpose Materials: Lenses, mirrors, light sources, various sized paper tubes, tape, construction paper, shiny confetti, beads, Overview:
Students will discover various properties of optical devices They will work collaboratively with their peers, enhancing their social skills Students will develop hypotheses and make connections to the real world through experimentation

Author: Shawn Boyle, Mike Doran, Joannie Hudon, Jason King, Julia Sharun Author Contact: BMH 205 Instructional Groupings: individual, whole class

What will I differentiate? How will I differentiate?

Content

Process

Product For readiness interest learning profile affect/learning environment combination

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Students can be paired with others who have complementary skills. In the creation of the optical devices a varying degree of scaffolding can be given. For example no instruction, partial instruction, all needed information provided.

As a result of this lesson/unit students will

Construct and use optical devices

Know (facts, vocabulary, how-to's, information Do(Skills) (thinking skills, skills of the discipline that is memorisable) skills you will assess)
Different optical effects o Reflection o Magnification o Focal length/point Identify the optical effects that are taking place Create your own optical device

Steps in the Lesson: Include ideas for whole-class instructions, if any; differentiated activities; sharing etc. Engaging Question

Concepts To Be Constructed Different optical devices act on light in different ways. Science Attitudes To Nurture Curiosity Co-operating with others Tolerating other opinions explanations or points of view

How do different optical devices change the way we view the world?

Materials Needed Exploration Demonstration Stage: Barrier (Tables or curtain), flashlight, two full-length mirror, miras, palindromes, and magnifying glasses

Exploration Discovery Stage:

Whiteboard, barrier, mirrors, periscopes, camera, video camera

For Explanation and Expansion Stage:

Paper tubes, construction paper, beads, shiny coloured cellophane sheets, scissors, acrylic mirrors

Evaluation Stage:
Paper for reflections/drawings

Exploration Process Skills Used Observing Identifying Predicting

Teacher sets up a barrier using sheets or tables Teacher arranges two mirrors, so that light shined on one mirror reflects onto the other Teacher cuts out a word on black paper that can be read in both directions (MOT-TOM, TAM-MAT) and tapes it to the front of the flashlight. Turn out the lights The teacher shines the light on the mirror.

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One group of students is looking at the first mirror and the other group is looking at the second. The students write down what it is that they see.

What word do you see? Why does one group see something different than the other? The students then break into smaller groups using numbered heads and go to separate areas. The groups will be given mirrors, miras (Grade Four Geometry co-curricular activity), palindromes, and magnifying glasses. Students can then discover how the experiment above works and discover other interesting optical effects.

Explanation
Write something on the white board and then set up an eight foot high barrier in front of the board such as a curtain. Ask the students, How can we see what is behind the barrier without moving or touching anything? Does the experiment we just did with the flashlight and the mirror give you any ideas about how we can see behind this barrier? What technologies exists that would let us see the board? Camera, video camera, periscope, mirror, etc. Let the students try with the different devices. The only one they should easily be able to get to work is the periscope. Talk to the students about why the periscope was the best tool for the job? How does the periscope change the way we see the world? How would this be handy in real life? Which of these technologies do you think you could make here in class?

11 Expansion Process Skills Used: Hypothesize Manipulating materials Communicating

Students are shown the supplies that they will be able to use to create their optical devices. Ask students what kinds of devices they think they may be able to create with the supplies given. Students pair up and are encouraged to construct any kind of optical device that will change the way they view the world. If students are struggling they can be given some direction. For example instructions about how periscopes work could help students create one of their own. If there is still a problem a step by step instruction sheet can be given. Supplies will be provided that could be used to build: Simple telescope Periscope Kaleidoscope Microscope binoculars

Evaluation
The final project can be used for evaluation. Reflection: How does your device allow you to see the world in a different way? Does it have any practical applications or is it merely for fun? If students do not wish to write a reflection they can draw a picture of what they see when they use their optical device.

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Lesson Two: Sources of Light Title: Exploring Sources of Light

Outcome 303-3: Distinguish between objects that emit their own light and those that require an external source of light to be seen

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Lesson Title: Sources of Light Curriculum Area (s): Science Grade Level: Grade 4 Time Required: 50 minutes Standards: Physical Science: Light NSES Standards Employ simple equipment and tools to gather data (4ASI1.3) Use data to construct a reasonable explanation (4ASI1.4) Communicate investigations and explanations (4ASI1.5) Asking and answering a question (4ASI2.1) Simple instruments (4ASI2.3) Develop explanations using observations (evidence) (4ASI2.4) Review and ask questions about results (4ASI2.6) Behavior of light (4BPS3.1) NB Curriculum Outcomes 104-6 demonstrate that specific terminology is used in science and technology contexts 205-5 make observations and collect information that is relevant to a given question or problem 206-1 classify according to several attributes and create a chart or diagram 206-5 draw a conclusion, based on evidence gathered through research and observation, that answers an initial question 207-1 communicate questions, ideas, and intention, and listen to others 303-3 distinguish between objects that emit their own light and those that require an external source of light to be seen Overview: After this lesson, students will have an understanding of the difference between source of light and objects that require an external light source. Students will also understand the difference between natural and artificial light, and examples of each. Students will think individually about the terms, share their opinions within their groups, and work as a class to classify objects as being light sources, objects that require external light sources, artificial sources of light or natural sources of light. What will I differentiate? Content Process Product How will I differentiate? For readiness interest learning profile Author: Shawn Boyle, Mike Doran, Joannie Hudon, Jason King, Julia Sharun Author Contact: BMH 205 Instructional Groupings: individual, whole class

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combination

Students that are visual learners will benefit from this lesson because of the pictures, objects, and smartboard lesson. Students that favour interpersonal interaction will benefit from the group work. As the students are broken up into groups they will benefit from the scaffolding their peers provide through the ZPD

As a result of this lesson/unit students will Students will think individually about objects that emit their own light and those that require an external light source and those that emit natural or artificial light, share their opinions within their groups, and work as a class to classify objects as being either examples of artificial or natural light. Know (facts, vocabulary, how-to's, information Do(Skills) (thinking skills, skills of the discipline that is memorisable) skills you will assess)
Distinguish between items that emit their light and those that require an external light-source Distinguish between natural and artificial light. Classify objects as either ones that emit their own light or those that require an external light source. Classify objects as either ones that emit natural light and those that emit artificial light.

Pre-Assessment (How will you find out about where your students are at for this lesson? What will your pre-assessment look like?) The student responses to the engaging questions will let the teacher know whether any scaffolding is required. Steps in the Lesson: Include ideas for whole-class instructions, if any; differentiated activities; sharing etc.

15 Concepts To Be Constructed Some objects are a source of light and some require an external light source. Furthermore, some light-sources are natural and some are artificial. Science Attitudes To Nurture Curiosity Co-operating with others Tolerating other opinions explanations or points of view Engaging Question
What do you think of when you hear the term light-source? Can you think of something that requires an external light sources? What do you think of when you think of items that require an external light-source? What are some things that require an external light source? What do you think of when they hear the term natural light? Do you think the word natural relates to the word nature in any way? What would be an artificial source of light? Students will discuss these questions in their groups using the roundrobin strategy.
Materials Needed Exploration Demonstration Stage:

flashlight, lamp, sun, fire, window, glow stick, moon, lightning, glow worms, lines on the street, fire, mirror, and firefly (or pictures of thes items) Exploration Discovery Stage: flashlight, lamp, sun, fire, window, glow stick, moon, lightning, glow worms, lines on the street, fire, mirror, and firefly (or pictures of thes items) For Explanation and Expansion Stage: SmartBoard and smartboard lesson entitled light Expansion Stage: SmartBoard and smartboard lesson entitled light Exit Slip

Exploration Process Skills Used Observing Identifying Predicting Classifying At a table at the front of the room the teacher lays out a variety of objects (or pictures of objects) for the students to look at (flashlight, lamp, sun, fire, window, glow stick, moon, lightning, glow worms, lines on the street, fire, mirror, and firefly). Ask each group to come up and look at the objects and pictures on the front table. Back at their seats, ask the group to come up with a list of which items they think are sources of light and things that require an external light

source. After the list is complete have the students compose a list of objects that produce natural light and those that produce artificial light.

16 Give each group an object or a photo from the table at the front of the room. Inform the students that, as a group, they must decide if their object is an example of a light source or an object that requires an external light source and why they think so. They must also decide whether their object is natural light or artificial light and why they think so Students will choose one person from their group to tell the class what they think their item is an example of and why Explanation The teacher will uncover the definitions for the terms light source, artificial light and natural light on the smart board and have the class read them together Light-source - Any device serving as a source of illumination Artificial light light sources that require an external source Natural light light sources that emit their own light -The teacher will provide an example for each to allow students to make the connection (light source sun, artificial flashlight, natural sun) -The teacher will then give the groups approximately 30 seconds to discuss the object they were given earlier and to ask if they still believe their original opinion or if it has changed. Expansion Process Skills Used: Hypothesizing Classification Communicating
Student Activity #1 The teacher will show the SmartBoard slide with various images of examples of light. There will be two columns; one titled light source, and the other titled requires external light source. The teacher will draw names from the class to get students to come up to the Smartboard and drag the image into the proper column The teacher can add any items that cause some confusion to a list on the side of the board for discussion. (For example: the moon. Students may say it is a light source because they may not realize that it just reflects the suns light.) Student Activity #2 The next slide in the smartboard lesson will be very similar, but one column will be marked Artificial Light, and the other column will be

labeled Natural Light. The teacher will draw names from the class to get students to come up to the Smartboard and drag the image into the proper column The teacher can add any items that cause some confusion to a list on the side of the board for discussion. Student Activity #3 Students will be given an exit slip (see below) on which they have to explain why an object is a light source or requires an external light source. They will also be asked to give an explanation of why an item is a natural light source or an artificial light source.

17 Evaluation
The teacher will observe the students categorizing the items and telling the class about their specific item. The teacher will observe as the students complete the smartboard activities The teacher will collect and review the exit slip

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Exit Slip
Are the following objects light sources or do they require an external light source? Please provide a short explanation for why you believe so. Lava: _________________________________________________________ _________________________________________________________ _________________________________________________________ Window: ______________________________________________________ ______________________________________________________ ______________________________________________________ Are the following objects light sources or do they require an external light source? Please provide a short explanation for why you believe so. Laser: _________________________________________________________ _________________________________________________________ _________________________________________________________ Starlight: ______________________________________________________ ______________________________________________________ ______________________________________________________

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Lesson Three: Objects that Absorb, Transmit, and/or Reflect Light Title: Exploring Light Interactions

Outcome 303-4: Investigate how a beam of light interacts with a variety of objects, to determine whether the objects cast shadows, allow light to pass through, or reflect the light

20 Lesson Title: Exploring Light Interactions Curriculum Area (s): Science Grade Level: Grade 4 Time Required: 45-50 minutes Standards: Physical Science: Light NSES Standards Employ simple equipment and tools to gather data (4ASI1.3) Use data to construct a reasonable explanation (4ASI1.4) Communicate investigations and explanations (4ASI1.5) Asking and answering a question (4ASI2.1) Simple instruments (4ASI2.3) Develop explanations using observations (evidence) (4ASI2.4) Review and ask questions about results (4ASI2.6) Behaviour of light (4BPS3.1) NB Curriculum Outcomes 303-4: Investigate how a beam of light interacts with a variety of objects, to determine whether the objects cast shadows, allow light to pass through, or reflect the light 206-1: Classify objects as opaque, transparent, or translucent Materials: Wax paper, aluminum foil, plastic wrap, glass pop bottle, small mirror, chart paper, clear plastic cups, milk, chocolate pudding, water, Gatorade (any flavour), flashlights, science notebooks Overview:
Students will discover how light interacts with a variety of materials/objects, some which allow light to pass through and others that do not They will work collaboratively with their peers, enhancing their social skills Students will develop hypotheses and make connections to the real world

Author: Shawn Boyle, Mike Doran, Joannie Hudon, Jason King, Julia Sharun Author Contact: BMH 205 Instructional Groupings: whole class, partners/small groups, individual

What will I differentiate? How will I differentiate?

Content

Process

Product For readiness interest learning profile affect/learning environment combination

Students can be paired with others who have complementary skills, or with a stronger student if this combination would benefit both of their learning experiences During the experimentation portion, the teacher or peers can provide extra direction if needed for the task to be completed

21 As a result of this lesson/unit students will

Predict, explore and draw conclusions surrounding how light interacts with various objects and materials

Know (facts, vocabulary, how-to's, information Do(Skills) (thinking skills, skills of the discipline that is memorisable) skills you will assess)
Properties of certain materials/objects when they interact with light o Opaque o Translucent o Transparent Explore and understand the interaction of light with these materials Think about the impact of reflection on different objects

Steps in the Lesson Engaging Question Concepts To to be Be Constructed Different optical objects and materials allow devices act on light in certain amounts different ways. of light to pass through Science Attitudes To while others reflect Nurture light (to varying Curiosity degrees) Co-operating with Science Attitudes to others Nurture other Tolerating Perseverance opinions explanations Curiosity or points of view Cooperating with others
How does a beam of light interact differently with various objects and materials? Materials Needed Exploration Phase (partners/small group) each group will need: Wax paper, aluminum foil, plastic wrap, flashlights, science notebooks to draw chart

Explanation Phase (whole class) teacher will need:

Glass pop bottle, mirror, chart paper, marker

Expansion Phase (partners/small groups) each group will need:

Clear plastic cups, water, Gatorade, milk, chocolate pudding, flashlights, science notebooks to draw chart, chart paper, marker

Evaluation Phase (individual):

Science notebooks

Process Skills Used Observing Identifying Predicting

Exploration

Teachers instructions to students: You will be given three different types of materials (wax paper, aluminum foil and plastic wrap) and a flashlight. First, I would like you to predict in your science notebooks whether the light beam will shine through each material completely, a little bit, or not at all Next, you will break into your smaller groups/pairs and one member from each will come to the front to pick up the materials Use the materials in any order to determine whether the light beam shines through each material completely, a little bit, or not at all Once you have reached your conclusions, carefully draw and complete the chart shown below in your science notebooks Using the flashlights, the students work together to shine the beam of light at each type of material to explore how the light source interacts with each one

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Can I See Through It? Type of Material

Observation

What did you discover? How did you explore the different effects? How did you decide whether each material let some light through, all light through, or no light through? At this point the students are predicting, identifying and observing the effect of the light beam on certain materials without knowing and understanding the terminology and reasoning (beginning of the discovery!)

Explanation
The teacher asks for the attention of the students back to the front of the class and begins a class discussion Ask the students, What conclusions did you come to? Write down their responses on chart paper for everyone to observe Teacher asks each group how they determined whether the materials allowed light through completely, a little bit, or not at all and a class discussion can stem from this At this point, the teacher introduces the terms opaque, translucent, and transparent to the students The teacher explains that the light can make it through some objects depending on properties such as thickness, reflectivity, etc. The teacher also questions the students about where the light comes from (it may be a common belief that many of the objects emit their own light, such as a glass pop bottle or a mirror) Class, why can we see objects such as these? (holding pop bottle and mirror) Where does the light come from? To demonstrate for the students why we can see the objects, the teacher closes the blinds and turns off the lights Once the room is completely dark with no outside light sources, the students will not be able to see the pop bottle and mirror, helping them gain understanding about light sources (without outside light, no reflection of light occurs off of the objects, forbidding us from seeing them) To conclude this portion, the teacher explains that this reflection plays a role in opaque objects (lots of reflection), translucent objects (some reflection) and transparent objects (limited reflection) Now that the students have a knowledge surrounding opaque, translucent and transparent, they are ready for further discovery Challenge the students to find objects in the classroom environment that fit into these categories; ask them to work together as a group to compile these into a graphic organizer on chart paper These are presented group by group to their peers in a whole group setting Once this step is completed, the students move onto their final discovery-based learning

Expansion

23 Process Skills Used: Hypothesize Classify Communicating

opportunity- they will hypothesize, classify and work together to determine the impact of the light beam on different types of liquids Teachers instructions to students: In your science journals, hypothesize as to whether or not different liquids will behave in a similar fashion as the solid materials from the previous experiment Next, in your groups/pairs one member from each will come to the front to pick up the materials (the different liquids, cups, flashlights) Use the materials in any order to determine whether the light beam shines through each liquid completely, a little bit, or not at all Once you have reached your conclusions, carefully draw and complete the chart shown below in your science notebooks Can I See Through It? Type of Material Observation Opaque, Translucent, or Transparent?

Using the flashlights, the students work together to shine the beam of light at each type of liquid to explore how the light source interacts with each one What similarities did you find between the solids and the liquids? Which differences did you find? Were the results what you predicted they would be? If not, why do you think this is? Did the plastic cup play a role in what you found? If you think so, how so? The students will be asked to complete a reflection in their science notebooks, which will be collected by the teacher Reflection: What impacts did the light beam have on the different materials and objects? What was your favourite part of this experiment? If students do not wish to write a reflection they can draw a picture demonstrating the different impacts The students will also be asked to list 2 opaque, 2 translucent, and 2 transparent objects/materials that they can think of in the real world The attached rubric will be used to assess the students progress throughout this lesson

Evaluation

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Lesson Four: Light Shadows Title: Exploring Shadows

Outcome 303-5: Predict changes in the location, shape, and relative size of a shadow when an object is placed in different positions and orientations relative to the light source and screen.

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Lesson Title: Exploring Shadows Curriculum Area (s): Science Grade Level: Grade 4 Time Required: 45-50 minutes Standards: Physical Science: Light Shadows NSES Standards Employ simple equipment and tools to gather data (4ASI1.3) Use data to construct a reasonable explanation (4ASI1.4) Communicate investigations and explanations (4ASI1.5) Asking and answering a question (4ASI2.1) Simple instruments (4ASI2.3) Develop explanations using observations (evidence) (4ASI2.4) Review and ask questions about results (4ASI2.6) Behaviour of light (4BPS3.1) NB Curriculum Outcomes: 303-5 predict changes in the location, shape, and relative size of a shadow when an object is placed in different positions and orientations relative to the light source and screen. Materials: Overview:
Students will discover the locations sizes and shapes of shadows. Moreover, they will make predictions record their findings. They will work collaboratively with their peers, enhancing their social skills Students will develop hypotheses and make connections to the real world through experimentation

Authors: Shawn Boyle, Mike Doran, Joannie Hudon, Jason King, Julia Sharun Author Contact: BMH 205 Instructional Groupings: Individual, Pairs, Whole class

What will I differentiate? How will I differentiate?

Content

Process

Product For readiness interest learning profile affect/learning environment combination

Students can be paired with others who have complementary skills. In the expansion phase, the students can be paired with a student if necessary, rather than doing it alone.

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As a result of this lesson/unit students will

Explore and investigate the location, sizes, and shapes of shadows.

Know (facts, vocabulary, how-to's, information Do(Skills) (thinking skills, skills of the discipline that is memorisable) skills you will assess)
o Shadows Identify the optical effects that are taking place Create shadows and experiment the creation of shadows using different materials.

Steps in the Lesson: Include ideas for whole-class instructions, if any; differentiated activities; sharing etc. Engaging Question Do all objects cast shadows? Can you explain when you see a shadow? (at night) Concepts To Be Students will be asked to discuss this Constructed How shadows are created Materials Needed How the size and location of shadows Exploration Phase: can be altered. Flashlights, construction paper, notebooks, pencils Science Attitudes To Nurture Explanation Phase: Curiosity Flashlights, construction paper, notebooks, pencils Co-operating with others Expansion Phase: Tolerating other Recording sheet, flashlights, notebooks, pencils, various objects opinions explanations around the classroom or points of view Evaluation Phase:
Science notebooks

Exploration Process Skills Used Observing Identifying Predicting In groups of four, the students disperse themselves around the room. Each pair of students should have 2 flashlights, and two pieces of construction paper.

The students will now get in groups of 2. One group will hold the flashlight far away from the small piece of construction paper to cast a shadow on the wall. The other group will hold the flashlight close to the paper to cast a shadow on the wall.

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The students can explore and examine the differences in the shadows. The students will then record their findings with words and images in their science notebooks.

Explanation
The students get in larger groups to discuss and share their findings with the shadows experiments. The students will discuss the following questions in their groups (teacher will put questions on the SMARTBoard: In your group of four people, were your two shadows the same? Why do you think this happened? The teacher will bring the discussion back to the class and have students offer their explanations, and observations. The teacher will have a group demonstrate the activity to review and explain the effects of having the students stand closer and further away from the object with the flashlight.

Expansion Process Skills Used: Hypothesize Manipulating materials Predicting Communicating

Individually, students will experiment making their own shadows using an object that they can find around the classroom. Students will fill out the attached sheet to make predictions, record observations, and sketch a picture. The students will be asked to manipulate the object in different ways: have the object closer to the light, shine the light at the object in different directions and angles. Students will be asked to complete this with 3 different manipulations.

Evaluation
The recording sheet from the expansion phase will be used for student evaluation and assessment. The teacher will also collect and evaluate the student notebooks.

Rubric for assessment attached.

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Finding Out About Shadows

Change Predict Location Predict Size Actual Location Actual Size Predict Shape (Draw) Actual Shape (Draw

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Lesson Five: Light Radiates from a Source & Bending Light Title: Diffraction and Bending of Light

Outcomes 303-2: Demonstrate that light travels away from a source in all directions 303-6: Demonstrate and describe how a variety of media can be used to change the direction of light

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Lesson Title: Diffraction and Bending of Light Curriculum Area (s): Science Grade Level: Grade 4 Time Required: 50 Standards: Author: Shawn Boyle, Mike Doran, Joannie Hudon, Jason King, Julia Sharun Author Contact: BMH 205 Instructional Groupings: individual, whole class

Physical Science: Light NSES Standards Employ simple equipment and tools to gather data (4ASI1.3) Use data to construct a reasonable explanation (4ASI1.4) Communicate investigations and explanations (4ASI1.5) Asking and answering a question (4ASI2.1) Simple instruments (4ASI2.3) Develop explanations using observations (evidence) (4ASI2.4) Review and ask questions about results (4ASI2.6) Behaviour of light (4BPS3.1) NB Curriculum Outcomes 303-2 - demonstrate that light travels away from a source in all directions 303-6 - demonstrate and describe how a variety of media can be used to change the direction of light Materials: Light sources, bowls, water glasses, copper wire, AAA batteries, a small light bulb Overview:
Students will discover various properties of optical devices They will work collaboratively with their peers, enhancing their social skills Students will develop hypotheses and make connections to the real world through experimentation

What will I differentiate? How will I differentiate?

Content

Process

Product For readiness interest learning profile affect/learning environment combination

Students can be paired with others who have complementary skills.

As a result of this lesson/unit students will

Be able to accurately predict how light will travel Be able to show how different forms of media can be used to change the direction of light

32 Know (facts, vocabulary, how-to, information that is memorisable)

Different optical effects o Refraction o Dispersal o Incandescent o Luminescent

Do(Skills) (thinking skills, skills of the discipline skills you will assess)
Identify the light effects that are taking place Predict the dispersal of light

Pre-Assessment (How will you find out about where your students are at for this lesson? What will your pre-assessment look like?) This will be the third of six lessons on the light unit. Students will already be familiar with most of the language and resources being used. Using a round table strategy, students will be asked to discuss, develop, and record guesses on the possible dispersal of different light sources and how one might bend light. Steps in the Lesson: Include ideas for whole-class instructions, if any; differentiated activities; sharing etc. Engaging Question
Does light have a direction? Can light change direction?

Concepts To Be Constructed Different light sources and light dispersion Science Attitudes To Nurture Curiosity Co-operating with others Tolerating other opinions explanations or points of view

Materials Needed Exploration Demonstration Stage: Variety of light sources candles, flashlights, laptops,etc

Exploration Discovery Stage:

Variety of light sources, chalk dust

For Explanation and Expansion Stage:

Variety of light sources, chalk dust, bowl/glass of water, clear sheet of plastic, mirror, pencil, coin, copper wire, AAA batteries, small light bulb

Evaluation Stage:
Paper for reflections/drawings, pen/pencil

Explanation
What use would we have for the chalk dust? How could it help us determine the dispersion of light? Let the students try with the different light sources. Talk to the students and ask them how they used the chalk dust. How does light affect our daily lives? Does the choice of light source change how we see things? Which light source do you think you could make here in class?

33 Expansion
Students can explore the bending of light as it travels from one medium to another Ask students to now incorporate different media sources into their observations. Using bowls of water, glasses of water, or clear plastic sheets, observe how light passes through different mediums Supplies will be provided that could be used to build: A simple flashlight (with instructions if required) Have students place different object into a glass/bowl of water and observe and record the results

Evaluation.
From your observations of light sources, make a sketch to illustrate how light comes from each object. Include pictures such as a candle, light bulb, or flashlight. From your observations of objects in water, make a sketch to illustrate your findings From your observations of light sources, write a descriptive paragraph on your discoveries.

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Lesson Six: Dispersion of Light Title: Exploring Optical Dispersion

Outcome 303-7: Students will be expected to demonstrate that white light can be separated into colours, and use the term dispersion for this process

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Lesson Title: Exploring Optical Dispersion Curriculum Area (s): Science Grade Level: Grade 4 Time Required: 45-50 minutes Standards: Physical Science: Light Dispersion of Light NSES Standards Employ simple equipment and tools to gather data (4ASI1.3) Use data to construct a reasonable explanation (4ASI1.4) Communicate investigations and explanations (4ASI1.5) Asking and answering a question (4ASI2.1) Simple instruments (4ASI2.3) Develop explanations using observations (evidence) (4ASI2.4) Review and ask questions about results (4ASI2.6) Behaviour of light (4BPS3.1) NB Curriculum Outcomes: 303-7 Students will be expected to demonstrate that white light can be separated into colours, and use the term dispersion for this process 205-3 Follow a set of procedures to make and use a colour wheel 207-1 Communicate and listen to others during investigations with colour wheels Materials: Science Notebooks, Pencils, Prisms, Flashlights, White Paper, Glue, Cardboard, Pins, Crayons, Coloured Paint, Protractors, Scissors Overview:
Students will discover the dispersion of white light as it separates into colors They will work collaboratively with their peers, enhancing their social skills Students will develop hypotheses and make connections to the real world through experimentation

Authors: Shawn Boyle, Mike Doran, Joannie Hudon, Jason King, Julia Sharun Author Contact: BMH 205 Instructional Groupings: Individual, Pairs, Whole class

What will I differentiate? How will I differentiate?

Content

Process

Product For readiness interest learning profile affect/learning environment combination

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Students can be paired with others who have complementary skills. In the creation of the color wheels a varying degree of scaffolding can be given. For example no instruction, partial instruction, all needed information provided.

As a result of this lesson/unit students will

Explore and investigate the dispersion of white light.

Know (facts, vocabulary, how-to's, information Do(Skills) (thinking skills, skills of the discipline that is memorisable) skills you will assess)
Dispersion o Colour Spectrum o White Light Identify the optical effects that are taking place Create color wheel to observe the process of dispersion

Steps in the Lesson: Include ideas for whole-class instructions, if any; differentiated activities; sharing etc. Engaging Question Concepts To Be Constructed Dispersion: how white light separates into colours. Color Spectrums. Science Attitudes To Nurture Curiosity Co-operating with others Tolerating other opinions explanations or points of view
How does white light separate into colours? How can we make rainbows?

Materials Needed Exploration Phase:

Science Notebooks, Prisms, flashlights, white paper

Explanation Phase:
Science Notebooks, Prisms, flashlights, white paper

Expansion Phase:
Glue, Cardboard, Pin, Crayons (or Coloured Paint, Protractor, Scissors

Evaluation Phase:
Paper for reflections/drawings

Exploration Process Skills Used Observing Identifying Predicting

The students are paired up and each given a prism, a flashlight, and white paper. The students are given an opportunity to examine the objects Students are asked to predict how they think they can create a rainbow (dispersion) with these materials (and the lights off) Students record their predictions in their science notebooks. Teacher turns the lights off and the students test out their predictions and explore how to create dispersion of white light separating into colors.

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Students record their observations in their science journals. They have the option to draw what they observed, to write their observations (or both). Students come back to a whole class discussion sharing their predictions as well as their observations to explore what they reveal.

Explanation
Ask the students Does the experiment we just did with the prisms, flashlights and white paper give you any other ideas of how you can separate white light into colors to create a rainbow effect? Allow them to discuss amongst themselves about different places that they have observed dispersion (for example: bubbles with dish soap, other prisms, rainbows) Turn the lights out again and have the students in pairs create another rainbow. Ask them to record how many colors they see, and the order in which the colors appear on the white paper. As a whole class discussion ask for students to share their observations Introduce to the students that this is known as the color spectrum, and there are 7 main colors. Have students record the color spectrum in their science notebook (Red, Orange, Yellow, Green, Blue, Indigo, Violet)

Expansion Process Skills Used: Hypothesize Manipulating materials Predicting Communicating

Students are shown the supplies that they will be able to use to create color wheels There will be a pre-made example for the students to refer to when creating their own color wheels. Teacher will reiterate the importance of using colors in the order of the color spectrum. Students can refer to their science notebooks for the color spectrum that was previously recorded (explanation phase). If a student is experiencing difficulty creating their color wheel, the teacher will provide step-by-step instructions of how to create the color wheel. Upon completion, the students will be asked to predict and record what they think will happen when they spin the color wheel. The students can then explore and test their predictions and record their observations.

Evaluation
The final project of the color wheel can be used for evaluation. Students will be assessed based on the completion of the following reflections in their Science Notebooks which will be collected. Reflection: How is the first experiment with prisms show white light and color differently than the experiment with the color wheel? How are these two experiments similar? If students do not wish to write a reflection they can draw a picture of what they see with both experiments.

A checklist will be used to evaluate the students based on completion and participation.

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Assessment Checklist Student Name Example: Shawn Boyle

Color Wheel Completed

Reflection Response

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