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Let There Be Light!

Science Unit Section 2 Instruction Instruction Summary The unit will begin with the students daily lesson starter prompt to help transition and focus on science. The students will be asked questions for response that connect to the focus lesson of the day. The teacher will use the information as an engagement piece for the daily lessons. The first day the students lesson starter will be a pre-assessment for the teacher to access the students prior knowledge. The students will be asked what they know about light with the reward to students who know everything to be a co-teacher for the week with the teacher. The teaching portion for the unit will be varied from day to day. The teacher will lecture, use guided notes, lead class discussions, and use video clips to present content. Students will take an active part, even as the teacher is presenting content. The teacher will use many class management strategies to keep students focused, listening, and learning. Daily formative assessments will be part of the unit to track student progress. The teacher will have student responses daily in their lesson starters, exit tickets, and assessments/assignments. The students will be engaged in many collaborative and self-discovery activities during the week. The students will research with IPads, work in discovery centers, make travel guides, reading and search textbooks. Student will be working towards becoming independent, active learners. Vocabulary will be explicitly taught and all activities will be purposeful and reinforce content that is being explicitly taught to students in the teaching portion. Students will be given a study guide prior to taking their summative exam. The students will work independently and collaboratively to complete the study guide. Students will use notes, worksheets, and other science resources from the unit to complete the guide. The teacher will go over the guide with the class and make sure that everyone is equally prepared. Students will be encouraged to look over notes and worksheets nightly as a daily review. The students will be given plenty of time to ready for their final assessment. The unit will close with the final assessment. Students will be assessed on content, concepts, and vocabulary. The assessment will include matching, true/false, multiple choice, and short answer sections. The final assessment will be a summative assessment of all that the students have learned from the unit.

Let There Be Light! Science Unit Section 2 Instruction

Instructor: Ashley Patterson Lesson Title: In the Beginning Curriculum Area: Science Standards Connection:

Grade Level: 4th Date: Day 1 Estimated Time: 30-45 minutes

Recognize how light interacts with transparent, translucent, and opaque materials. Learning Objective: When given a pre-assessment students will write about what they know about light. Kid Friendly Objective: Today, we are going to learn, discuss, and write about light. Evaluation of Learning Objective: Students will be evaluated for a pre-assessment during the first lesson of the unit. The teacher will be evaluating the students by giving them a prompt to access their prior knowledge about light and how it behaves. The teacher will use the data collected as a means for guiding instruction for the rest of the unit. Engagement: This week we are going to begin discovering about light! Today, we are going to learn, discuss, and write about light. Before we begin, I want to know everything that you know about light! If you are able to tell me everything that I have already planned to teach you in the next week then you can help me co-teach for the rest of the week! Now, I need for my teacher helper to come help me pass out our pre-assessment. I am going to give you about 3 minutes to write and even draw what you know about light. The teacher will have the students put the preassessment in their classwork bin when everyone has completed the assessment. The teacher will look over the pre-assessment after class. Design for Learning: I. Teaching

Students will remain in their seats and the teacher will be at the front of the room. The style of teaching that will be used today will be discussion with guided notes. Look around you. What do you see? You live in a world full of color-the leaves on trees, the clothes you wear, a rainbow in

Let There Be Light! Science Unit Section 2 Instruction the sky. Do you know where color comes from? The colors you see are part of light. What is light, and how does it behave? The teacher will walk around the room as they talk. I want for you to think of what is light? What do you already know about light? Students will share responses as the teacher calls on students who have raised hands. This week we will be talking about how light behaves. How do you think light behaves? Teacher will call on students. The three big ideas that we will cover about light and how it behaves are: how it travels, how we see light, and how we use light. Every morning we will have a lesson starter that will be a question that I have projected on the screen. These questions will give us a starting place for our lessons and give clues to what we will be learning about for the day. At the end of each lesson we will have an exit ticket. It will be the same question everyday, but your answers will hopefully change or add on more information as we discover more about light. So, lets recap. What are we learning about this week in science? Students should respond light or how light behaves. What are the big ideas that we are learning about this week that deal with light? The students should respond: how light travels, how we see light, and how we use light. Awesome, very good! Make sure you have some good notes because this will help you when you have to fill out your study guide at the end of the week! II. Opportunity for Practice:

Now we are going to watch a short video that will cover some of what we have already gone over today and also some of what is to be covered. If you would like to come sit on the floor, you can. You have some statements written out that are talked about in the movie. Circle the correct answer to make the statements true. The teacher will have the video ready to go before the class starts and will only have to unblock the screen to have a smooth transition. After the movie, we will go over the answers. Please remain quiet and listen well. I want to check those listening ears of yours! Lets go over all the answers. Can anyone answer that bonus! The teacher and the students will discuss all of the statements. The teacher will take the time to re-teach statements and clarify questions that the students may have. Closure: Now, I need for you to transition back to your seats if you have moved. Today we will end our lesson with our exit ticket that we will have at the end of every lesson this week. The teacher will pass out the exit slips. Can I have someone read aloud to the class what the paper says? Student will read aloud: Based on todays lesson what is the importance of light? Why should I care about light? When you are finished, please place the slips in the completed work bin and lets pack up!

Let There Be Light! Science Unit Section 2 Instruction Differentiation Strategies: Extenders-Students can research about one of the movie statements and write a paragraph of their findings. Expand- Students can search for video clips that talk about light and share with the teacher. The teacher may even use one as an engagement during the week! Accommodations-Students will be able to listen to the movie without having to take notes. The student will have to be actively participating during the discussion afterward to check for comprehension of the material presented. Materials and Resources: Pre-Assessment (day one lesson starter) Exit Ticket Movie Notes Sheet Movie clip- http://www.youtube.com/watch?v=gtgBHsSzCPE Projector Computer Pencils

Reflection: Day one of the unit was a success! Looking over the class pre-assessments they all have a really great understanding that light is all around us. Many examples that the students gave me of light were the sun, moon, stars, and light bulbs. None of them could give me reasons or understanding for the behavior of light. The objective of this week is the behavior of light and not where can we find light. The students were very eager to show off their knowledge of the content. I did have a few students who made the connection that light is a form of energy, which is great! The students were confused on why I would do a lesson starter and an exit ticket. Those are new concepts to them, but I really want to create a routine for them. The movie was very engaging to them. They love Bill Nye just as much as I did when I was their age. The movie notes went over really well and lead to great discussions. These students are really great at making connections to the world around them, so I want to continue to encourage that because it will really help them grasp the content. The time I have to teach science is not very

Let There Be Light! Science Unit Section 2 Instruction long, so I am working to make sure that I end math on time and jump right in to science. Todays formative assessment was based on completion of the pre -assessment, which was done by all of my students.

Let There Be Light! Science Unit Section 2 Instruction Name________________________________________ #_________________________________________

Light Pre-Assessment

Are You an Expert?

If you can tell me all about light and cover everything I am about to teach you for the next week, then you can help me co-teach! In the space below write all the YOU know about light! (ex. What is light?)

Let There Be Light! Science Unit Section 2 Instruction Student Example of the Pre-Assessment:

Let There Be Light! Science Unit Section 2 Instruction

Name___________________________

#______________

Bill Nye Light Video Notes An Introduction to Light

DIRECTIONS: As you are watching and listening to the following video, circle the correct answer.

1. White is a mixture of all or some of the different colors of the rainbow? 2. When light hits a prism all the light breaks of stays together?

3. The black cloth is absorbing or reflecting light?

4. The white cloth is absorbing or reflecting light?

5. The blue paint is absorbing the blue color or the others colors and reflecting the blue colors or the other colors?

Bonus: Can you name all the colors of the rainbow?

Let There Be Light! Science Unit Section 2 Instruction

Student Example of the Video Notes:

Let There Be Light! Science Unit Section 2 Instruction Name_______________________________________

Daily Exit Ticket Based on todays lesson, what is the importance of light? Why should you care? Do you see any connections to other topics that we have learned about?

Day 1

Day 2

Day 3

Day 4

Day 5

Let There Be Light! Science Unit Section 2 Instruction

Student Example of Exit Slip:

Let There Be Light! Science Unit Section 2 Instruction

Instructor: Ashley Patterson Lesson Title: Light Brings Adventure! Curriculum Area: Science Standards Connection:

Grade Level: 4th Date: Day 2 Estimated Time: 30-45 minutes

Recognize how light interacts with transparent, translucent, and opaque materials. Learning Objective: Students will use three open-ended questions to construct a travel guide based on how light travels. Kid Friendly Objective: Today, we are going to create a travel guide about light! Evaluation of Learning Objective: Student will be evaluated on the light travel guide that they construct. Students will be graded on participation, completeness, and following directions. The students will be guided in how to construct the guide and the information that belongs in the guide. Students will be asking and answering questions about light and the teacher is looking for proof of being an active learner. Engagement: As we walk into day I would like for you to pick up your starter lesson for today and begin the answer the following question: If you could travel anywhere where would it be? How would you travel there? How long would it take you? I will give you three minutes and then we will share together. Design for Learning: I. Teaching:

Can anyone guess what about the behavior light we are talking about today? Teacher waits for responses. Today we are talking about how light travels! And the way that we will discover how light travels is through questioning! First, listen as I talk about light and how it travels. As you listen, take notes. I will be using a PowerPoint to share information with you today that is mainly used with pictures. We will deal more with writing and words when we make out travel

Let There Be Light! Science Unit Section 2 Instruction guides! The teacher will begin with a slide of a picture of wave. All light is made of waves. So, how do we think waves travel? Student should reply waves. Light can be described using wavelengths. A wavelength is the distance from the top of wave to the top of another. Yesterday we learned from our video notes that white light is made up of all the colors that we see. These colors that we see are part of a spectrum. Teacher will click to the next slide that is the electromagnetic spectrum. A spectrum is a range of light waves with different wavelengths and energies. The six colors that make up white light are called the visible spectrum. Teacher will point to this part of the spectrum. This whole picture is the electromagnetic spectrum. It contains a range of wavelengths. These waves vary by their amount of energy. The teacher will briefly describe each section. Electromagnetic waves with the longest wavelengths are radio waves. They have the lowest energy. The electromagnetic waves with the shortest wavelengths are gamma waves. They have the highest energy. Lets look at this chart together. What do you think, see, or know? What are learning so far about how light travels? How does the way that light travels differ? Students should respond that wavelengths and energies are different. Lets talk some more about how light travels. The absorption of light is the stopping of light. The teacher will have a slide of an object with a shadow. What is a shadow? Students respond. Shadows show that light travels in straight lines, or rays. A shadow forms when light is blocked. Light cannot bend or go around things. II. Opportunity for Practice:

Now, lets pretend that our families have gotten the chance to get to go to Disney! What kinds of questions would we ask? Teacher waits for raised hands responses. If any of the questions are the 5 W or H questions she will write those down on a piece of paper projected on the Elmo. Using your notes from the lecture, your science book, and tablemates, you all are going to design a travel guide on the adventures of travel. You will be graded on completeness, participation, and following directions. This guide will serve as a grade and a test preparation piece. First, we are going to come up with some important questions to ask when wanting to learn all that we can about light traveling. The teacher will guide the students to the three open-ended questions that they will be answering. The questions are: How does light travel, how light travel in different ways, and what is a shadow. Students will need to make these questions the title of the foldable. You will fold your paper into three sections and make a pamphlet. You will each be required to make one, but can all work together on them. Watch as I fold the paper. You will title the front and put one question per page. Now lets think of some questions based on who, what, when, where, why, and how!

Let There Be Light! Science Unit Section 2 Instruction Now work with your tablemates and use your resources! If you have questions ask your friends first, then me. I will be walking around or working with small groups while you all are working.

III.

Closure:

As we finish up today, I am passing back your exit slips and you will respond in the day two section of the paper. Respond to the same question and add to you thoughts from the lesson today. After you are done, please place it back in the bin. If you have any questions, please write them there as well. Tomorrow we will learn about how we see light! Differentiation Strategies: Extenders Students may ask additional questions and search for the answers to their questions independently. Expand Students may compare the questions that they have asked about the adventures of light to how they could plan an adventure of their own. Accommodations Students may type up their responses on the IPad and make a virtual brochure. Materials and Resources: Lesson starter worksheet Lecture Powerpoint Sheet of paper (per group) Exit Slip Pencil Marker Textbook

Reflection:

Let There Be Light! Science Unit Section 2 Instruction Todays lesson was full of energy and collaboration! I really enjoyed being able to have some movement as I lectured and having the simple visuals behind me to help enhance the lesson. During this lesson, I also used the Elmo to show some information in the textbook. The students are always eager to join in discussions, which always makes a lesson more meaningful. The students did really well with the travel guide assignment. The students made up some creative names for their guides and did some really great work together as groups. I had to walk around and re-direct students who got distracted or slacked off in really digging in to their textbooks. For this lesson I wrote out on a piece of paper the three questions we were answering, so that they could see them and stay on task. The Elmo is so helpful for having the task projected and clearly seen for everyone in the classroom. I did have some students work at my table so that I could keep them close and so that they could do their best work. Some students really wanted to work at my desk for attention and I really want to encourage them to work independently without the constant approval of the teacher. These students do good work, but I want them to grow in confidence of their work.

Lecture PowerPoint Slides

Let There Be Light! Science Unit Section 2 Instruction

Example of Student Work:

Let There Be Light! Science Unit Section 2 Instruction

Name_______________________________________

Let There Be Light! Science Unit Section 2 Instruction

Daily Exit Ticket Based on todays lesson, what is the importance of light? Why should you care? Do you see any connections to other topics that we have learned about?

Day 1

Day 2

Day 3

Day 4

Day 5

Instructor: Ashley Patterson Lesson Title: Light Brings Sight!

Grade Level: 4th Date: Day 3

Let There Be Light! Science Unit Section 2 Instruction Curriculum Area: Science Standards Connection: Recognize how light interacts with transparent, translucent, and opaque materials. Learning Objective: Students will experiment to discover how light is seen. Kid Friendly Objective: Today, we will be doing various experiments to learn how light is seen! Evaluation of Learning Objective: Students will complete various stations to discover more about how light is seen. The students will be graded on participation and completeness of assignments. The teacher will look over discovery packets to make sure that students correctly understand the material that was covered in class. Engagement: As we walk in today I would like for you to pick up your starter lesson for today and begin the answer the following question: What is your favorite color? What does ROYGBIV stand for? ? I will give you three minutes and then we will share together. Design for Learning: I. Teaching: Estimated Time: 30-45 minutes

Teacher will begin the lesson looking in a mirror. What am I doing? Students should respond looking in a mirror. But, what is another word I could use? Could I use the word reflection? Students respond yes. The reflection of light is when light rays bounce. So if I had three friends and one had a flashlight, the other had a mirror, and other was by a wall, we could do a really cool experiment. The friend with the flashlight could shine the light at the friend standing away with the mirror and try to shine the light on the friend by the wall. The light bounces off the object to shine on the friend by the wall. Its cool! You should go home tonight and try it out! Today we are going to be discovering about how light is seen! So we can see light bounce and we can also see it bend! The science word that we use to describe light bending is refraction. This morning I was eating cereal and I looked at my spoon and thought of two science words that you are going to discover today that are called concave and convex. Concave is when light

Let There Be Light! Science Unit Section 2 Instruction is spread apart. Can you guys what happens what happens to the light when you say it is convex? Students respond. Thats right! Light comes together when light is described as convex. I like to think of the center of the letter X because that is where the two lines come together. The teacher could draw an X or make an X with their arms. Who has ever heard of the word transparent? What do you think of when you hear the word transparent? Students will turn and talk to their tables. Look out our window and see how all the light passes through. That is an example of an object being transparent. Now when some light is blocked we call that translucent. An example of translucent would be if the blinds were down over the window and they were cracked open only letting some light pass through. Now, if I were to put my flashlight to this wooden table no light would come through, this is an example of an opaque object. II. Opportunity for Practice:

Now, you are going to make discoveries about how light is seen! You will rotate to three different stations. At each station there will be a task. At the first station you will complete the activity Just Passing Through. You will work with the materials that are in the Ziploc bag and decided what objects are opaque, translucent, or transparent. Now, your sheet gives the option of lets light through, blocks some light, and blocks all light. Before you begin the experiment I want for you and your team to correctly label the terms. For the second station, you will discover the effects of concave and convex images. Using a spoon make some observations and inferences about the spoon. Make some conclusions about what side of the spoon represents concave and the other side convex. You will divide a sheet of paper, provided at the station, in half and defend your conclusions that you make about the spoon sides. At the third station, you will draw your reflection in a mirror and make observations about your reflection and perspective from the mirror. You will have a hand mirror and a piece of paper. On the back of the paper you can note your observations. You will change stations and leave your station the way you found it. Make sure that you keep your papers as you rotate. At the end you will staple all your work together and turn it into the bin. You will have about 6 minutes at each station. Use your time wisely! Any questions? III. Closure:

As we finish up today, I am passing back your exit slips and you will respond in the day three section of the paper. Respond to the same question and add to you thoughts from the lesson today. After you are done, please place it back in the bin. If you have any questions, please write them there as well. Tomorrow we will learn about light and technology!

Let There Be Light! Science Unit Section 2 Instruction Differentiation Strategies: Extenders Students can use the iPad cart to find more examples of opaque, translucent, and transparent objects. Expand Students may write down observations and connections that they make to other units of science while working at their stations. Accommodations Students can work with a partner and share being the recorder of their worksheets. Some students may work at the front table with the teacher and work through each station (at their own pace) without having to make the transitions. Materials and Resources: Lesson Starter Blank paper (2 per student) Just Passing Through (per student) Seeing Is Believing (Reflection/Refraction station) Hand mirrors Pencil Exit ticket Reflection: Behavior was sadly a factor in not having this lesson run as smoothly as I would have liked. The students were unable to handle themselves working in groups. I went over the directions clearly, reminded them that we were working with science tools, not toys, and gave them the freedom to choose their groups. Independence is constantly a learning process in 4 th grade. I can grow very frustrated when I think that they will perfectly perform a desired outcome. A lot of students where behind in math or have been out of school, so I think that we had a lot going against us. I believe that they still learned the content and vocabulary planned for today. After I stopped them from stations, I had them work quietly and independently to turn in the rest of the science packets. I also had us go over all the vocabulary by writing in their science journals. This vocabulary will also be reviewed in lesson starter, exit slips, and the study guide. If I were to do this lesson again I would still do they same procedures, but may have to hand select some groups.

Let There Be Light! Science Unit Section 2 Instruction

Let There Be Light! Science Unit Section 2 Instruction

Let There Be Light! Science Unit Section 2 Instruction

Let There Be Light! Science Unit Section 2 Instruction

Example of Student Work

Let There Be Light! Science Unit Section 2 Instruction Name_______________________________________

Daily Exit Ticket Based on todays lesson, what is the importance of light? Why should you care? Do you see any connections to other topics that we have learned about?

Day 1

Day 2

Day 3

Day 4

Day 5

Let There Be Light! Science Unit Section 2 Instruction Instructor: Ashley Patterson Lesson Title: Light Brings Discovery! Curriculum Area: Science Standards Connection: Recognize how light interacts with transparent, translucent, and opaque materials. Learning Objective: Students will research about the history of light in technology. Kid Friendly Objective: Today, using the iPad cart, we will research the history of light in technology. Evaluation of Learning Objective: Students will be evaluated on the research worksheet that they turn in. The teacher will be looking for polished work. Students should complete every section, use complete sentences, and have a nice looking drawing with their work. Students will be monitored as they are working on the IPads. The behavior that they have during class and research time will be considered in the grading process. Engagement: As we walk in today I would like for you to pick up your starter lesson for today and begin the answer the following question: Make a list of ways that light is helpful in our world today. I will give you three minutes and then you will turn and talk with your table group. Design for Learning: I. Teaching: Grade Level: 4th Date: Day 4 Estimated Time: 30-45 minutes

As I was walking around listening to you all share about light technology I heard some talk about the light bulb and most of you mentioned the iPhone and gaming systems. Light is very important to you! We need light from the Sun to help us see, grow plants, and even run electricity at times. Light is helpful to us today with lasers and light bulbs. We use light technology to help in a doctors office with an x-ray machine or at home when we watch television. Can anyone name some other examples of light technology?

Let There Be Light! Science Unit Section 2 Instruction

II.

Opportunity for Practice:

Today, we are going to be researching about scientist who contributed to the study of light. I want you to find out what he or she discovered. Write about the scientist and most importantly explain the technology that is helpful to use today that is connected to light. You will be working independently at your seat with your IPad. One group at a time will go get their iPad with your number and pick up a research paper. Return to your seat and begin. Remember that it takes some time for the connection to work with the Internet, please be patient. If you need help, stay seated and quietly wait with your hand raised. Do you have any questions? The teacher will walk around and make sure that students are staying on task and assist with technology issues. Remember that you are using these technology tools for research. I should not see any of you on any other sites besides ones for research. Students will spend most of their time researching and recording their findings. In the final product that you turn in today, I expect polished work. Every section must be completed, sentences must be completed, and show me your best art work for the picture of your scientist! Remember to always turn in your best work because you never know what I may display! III. Closure:

Now, I need for you by table groups go plug in your IPads. As we finish up today, I am passing back your exit slips and you will respond in the day four section of the paper. Respond to the same question and add to you thoughts from the lesson today. After you are done, please place it back in the bin. If you have any questions, please write them there as well. Tomorrow we will review! Differentiation Strategies: Extenders Students may ask and research more questions that they come up with independently. Expand Students may present their completed research to peers. Accommodations Students may have websites selected for them to choose from and will have extended time of needed. Materials and Resources: Pencil Lesson Starter

Let There Be Light! Science Unit Section 2 Instruction Research worksheet IPad cart Exit Slip

Reflection: I was really excited to teach this lesson and have the students use the IPads as part of the lesson! Overall it went very well. The students use the IPads in their writing block quite a bit, so I did not struggle with behavior as much. The most frustrating part that I could not plan for was the wi-fi and connection time that it takes when you first start working with the IPads. I had this happen with another lesson, so I knew that it could happen once again to have to wait around for the technology to start working. The students really focused and concentrated and really turned in some great work. I was looking for thoughtfulness and the ability for them to work independently. I had this lesson spill over in to two days because of lack of time and the connection wait that some students had to deal with. I think that it works best to have this lesson in two day, because of the time it takes to settle everyone into the grove of the independent research time. I was very impressed with my students and would do this lesson again!

Let There Be Light! Science Unit Section 2 Instruction

Let There Be Light! Science Unit Section 2 Instruction Example of Student Work:

Let There Be Light! Science Unit Section 2 Instruction Name_______________________________________

Daily Exit Ticket Based on todays lesson, what is the importance of light? Why should you care? Do you see any connections to other topics that we have learned about?

Day 1

Day 2

Day 3

Day 4

Day 5

Let There Be Light! Science Unit Section 2 Instruction

Instructor: Ashley Patterson Lesson Title: Lets Recap! Curriculum Area: Science Standards Connection:

Grade Level: 4th Date: Day 5 Estimated Time: 30-45 minutes

Recognize how light interacts with transparent, translucent, and opaque materials. Learning Objective: Students will collaboratively construct a unit study guide about light. Kid Friendly Objective: Today, you and your table group will complete a study guide, using all the information you have learned this week, for your test tomorrow! Evaluation of Learning Objective: The teacher will be spot-checking for students to be cooperatively working together, staying on task, and using their resources from the week to complete the study guide. Teacher assistance will not be used during this task. The goal is for the students to independently and cooperatively construct a study guide. Engagement: We will start off today, as we have been all this week with a lesson starter. Todays lesson starter is to list off the three big ideas of light that we have talked about this week. The teacher will wait for the students to respond (about 2-3 minutes). The students will then turn and talk with their table. Then the groups will share out as a class. Design for Learning: I. Teaching:

Today, you and your table group will complete a study guide, using all the information you have learned this week, for your test tomorrow! First, I want to go over anything that you are still unsure of that we have talked about this week. The teacher will answer students questions. The questions will lead the discussion time. The teacher will also use data from the formative assessments to lead this time to ask the students questions as a checkpoint. I am also going to

Let There Be Light! Science Unit Section 2 Instruction pass back to you all your assessments that we have done this week. Your notes and experiments will help you prepare for your upcoming test! II. Opportunity for Practice:

Today, you all will work with your table groups to complete the study guide that I am passing out. I will not help you. I have provided you this week through investigations, lesson starters, discussions, and lectures with everything that you need! Together I want to see how well you all can work together, stay on task and complete your assignment. I will be walking around spot checking and making sure that you all are being collaborative. Students will work with independently or with a group to complete the guide. The students will have their papers from the week, assignments, and their science textbooks. After the students have finished working with their groups, the teacher will pull them back in and go over the study guide with them over the projector. The teacher will do this so that everyone has correct information for studying for the exam. The teacher will fill out the guide over the projector and call on various students to share answers. III. Closure:

Before you leave, answer our exit ticket question and put it in the bin when you are done. When you have finished everything, you may pack up for swap! Make sure to use your weekend wisely! Study guides will be turned in before the test and will be a participation grade for science! Differentiation Strategies: Expand-Students will be able to construct their own study guide in their own format, rather than using the teacher made one. Extend- Students will be able to add-on to the study guide to add additional information. Accommodations- Students will be able to work in smaller groups and with the teacher (if needed). Materials and Resources: Lesson Starter Study Guide Pencil

Let There Be Light! Science Unit Section 2 Instruction Projector Textbook Exit Ticket Reflection: The students were awesome at completing the study guide. My role was re-directing them back to the resources and reminding them that we have covered everything on the guide. Independence is really the goal. This is a very guided way of preparing them for one day when they will not be given a study guide and will have to recall back to class notes and assignments when preparing for a test. Going over the guide at the end of class was smooth and the Elmo really makes everything easier. I feel very confident in all of the students being prepared. I checked over the guides as the working and even as they were checking the board as I wrote up mine. The study is their responsibility. They have been fully prepares and now just have to make the time to study. This time between now and the test is what really count because some will study and others will not. I make the students bring back the guides and turn them in before the test, so that I can have a participation grade, encourage studying, and help some students not feel the need to cheat.

Name _______________________________ #_____________ Date____________________

Let There Be Light! Science Unit Section 2 Instruction


Light Science Unit Study Guide

Using your research, projects, and notes fill in the following guide to help you study for your test TOMORROW. ---------------------------------------------------------------------------------------------------------

Word Bank:

concave lens

convex lens

transparent

absorption

refraction

reflection

spectrum

wavelength

opaque

translucent

energy

-----------------------------------------------------------------------------------------------

Light is a form of ____________________________________.

Let There Be Light! Science Unit Section 2 Instruction

_________________________ is a range of light waves with different wavelengths and energies.

_________________________________________ bring rays of light together

______________________________________spread light rays apart

_______________the distance from the top of one wave to the top of the next wave.

Let There Be Light! Science Unit Section 2 Instruction

______________________________Stopping of light

______________________________ Bending of light when it moves from one type of matter to another.

__________________________________Bouncing of light off an object

___________________________Term for an object you can see a clear image through. (Lets all light pass through it)

Let There Be Light! Science Unit Section 2 Instruction

________________________Term for an object you can see a blurry image through. (Lets some light pass through it)

_____________________ Term for an object you cannot see through. ( Lets no light pass through it)

Let There Be Light! Science Unit Section 3 Assessment

Answer the following in complete sentences.

What are the three BIG ideas of light that we have covered this week?

Write about examples of technology in your world today.

Explain why the black pavement in a parking lot feels very hot when you walk across it barefoot during the summer?

Let There Be Light! Science Unit Section 3 Assessment

What is the difference between refraction and reflection?

Why do shadows happen?

Let There Be Light! Science Unit Section 3 Assessment

Name_______________________________________

Daily Exit Ticket Based on todays lesson, what is the importance of light? Why should you care? Do you see any connections to other topics that we have learned about?

Day 1

Day 2

Day 3

Let There Be Light! Science Unit Section 3 Assessment

Day 4

Day 5

Instructor: Ashley Patterson Lesson Title: Assessment Day! Curriculum Area: Science Standards Connection:

Grade Level: 4th Date: Day 6 Estimated Time: 30-45 minutes

Recognize how light interacts with transparent, translucent, and opaque materials. Learning Objective: When given a summative assessment, students will identify the behavior of light in how it is used, seen, and travels. Kid Friendly Objective: Today we are going to take our final assessment on light! Evaluation of Learning Objective: Students will be evaluated on their complete understanding about light. This will be the summative assessment for the students for this unit. Students will have matching, multiple choice, true/false, and short answer questions. The students will have various ways to be able to show their understanding of the content. Each question will be worth one point. Engagement: Students will be in their seats. Today we are going to take our final assessment on light! We will take the first five minutes of class to prepare for the test. I would like for the class helpers to pass out the test folders. I will be walking around to collect your study guides. Remember that

Let There Be Light! Science Unit Section 3 Assessment

turning in your study guide counts as a grade for science. If you do not have it, you will have a point taken away from your conduct for not bringing back your homework. Assessment: The teacher will pass out the test to the students. Let me remind you that during a test there is absolutely no talking. If you have a question during the test, please raise your hand and I will come to you. I am now passing out the test; so all talking will end now. After you have finished, put down your test folder and either read silently or draw. After every student has finished, the teacher will collect the test. The student helpers will collect the test folders and put them back where they belong.

Closure: We have learned so much about light this week! Can anyone tell me what they liked the most? Or what they thought could change for the next time I teach this to other fourth graders? The teacher will take notes and have the feedback guide instruction for future lessons.

Differentiation Strategies: Extenders: Students will be able to freely write on the back of their test about information that might not have been covered on the test and show their complete knowledge of the concept, outside of the standard. Expand: Students can make up questions that they think would have been good test questions that were not covered on their assessment. Accommodations: The teacher will shorten the test for students who have an IEP, behavior plan, or other teacher-approved modifications. The students will be tested over all the material, but with selected questions that will still show that students are knowledgeable about the content. Materials and Resources: Summative Test Test Folders Pencil

Let There Be Light! Science Unit Section 3 Assessment

Reflection: And the scores are in! After almost a week and half the unit has been taught and tested. Like every school you can never predict when school-wide events will occur or the math lesson from the day before will spill over into science time. Like every class, you never know what students have been through by the time we get to science or if they have some nasty stomach virus (5 of mine did one day!). With all the obstacles, I am proud to say that my people learned! They investigated, gained independence, read, wrote, and even got to be creative in science! The day of the test I had them turn in their guides (almost all did) and then they showed me what they knew. It was a test that was meant to test to see if they know the content or not, no tricks involved. I had some really funny (wrong) responses and then some responses that were awesome! I wanted to hang almost all of their test grades on my fridge and say hooray! Looking at the data in the graph below, what we can see is that more than half my students passed! Looking closely into whom my failing kids are I am not surprised. Those numbers represent students who are being tested for special education, intervention, or have poor work ethic. All of them have been supported and will continue to be in the classroom and outside of the classroom. These are real results. I want all of my kids to walk away with As, but they will not. Some of my students who didnt get As, did THEIR best work and that is what matters to me. For my two who got above 100 had the help of the extra credit, which some students did not try and it really could of help them out. I wish that I could go back and teach them so more science or finish the social studies unit I was just beginning. I am really proud of this unit and my students.

Unit Summative Assessment Data

Let There Be Light! Science Unit Section 3 Assessment

F (59-0) D (60-69) C (70-79) B (80-89) A (90-100) Above 100 0

5 10 15

Name _______________________________ #______________________________________ Date____________________

Light Science Unit Test

Circle the correct answer to the following questions.

1. Light helps things _______________.

Let There Be Light! Science Unit Section 3 Assessment a. grow b. die

2. Light is a form of ___________________.

a. energy b. bulb 3. Seeing your face in the mirror is an example of

a. refraction b. reflection

4. How does light travel?

a. in circles b. straight lines c. in a zigzag pattern

5. A _______________ is a range of light waves with different wavelengths and energies.

a. spectrum b. wavelength c. retina

6. __________________ bring rays of light together

Let There Be Light! Science Unit Section 3 Assessment

a. convex lens b. concave lens

7. ______________spread light rays apart

a. convex lens b. concave lens

Write TRUE or FALSE to the following statements.

_______________8. Light is able to bend and go around things.

______________9. White objects absorb all wavelengths of light.

________________10. Light travels away from a source in straight lines and in all directions.

_______________11. A wavelength is the distance from the top of one wave to the top of the next wave.

Math the vocabulary word to the correct definition.

12. _______ Stopping of light

11. _______ Bending of light when it moves from one type of matter to another.

Let There Be Light! Science Unit Section 3 Assessment

12. _______Bouncing of light off an object

13. _______Term for an object you can see a clear image through. (Lets all light pass through it)

e. transparent

f. translucent
14. ________Term for an object you can see a blurry image through. (Lets some light pass through it)

15. ________ Term for an object you cannot see through. ( Lets no light pass through it)

a. reflection

b. absorption

c. refraction

d. opaque

Let There Be Light! Science Unit Section 2 Instruction Answer the following in complete sentences.

16. What are the three BIG ideas of light that we have covered this week?

17. Write about examples of technology in your world today.

18. Explain why the black pavement in a parking lot feels very hot when you walk across it barefoot during the summer?

Let There Be Light! Science Unit Section 2 Instruction 19. What is the difference between refraction and reflection?

Bonus (plus 3)

Why do shadows happen?

Example of Student Response:

Let There Be Light! Science Unit Section 2 Instruction

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