Light and Shadow Unit

Light and Shadow Definition Book
Name:
Grade 4/5 Science
Lesson #1
Subject/Grade Level Unit
Introduction to Light Part 1 Grade 4 Science Light and Shadow
Date Time Duration Teacher
TBD 30 minutes Marco DAversa
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Specific Learning Outcomes:
4-9: Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Identify a wide range of sources of light, including the Sun, various forms of electric lights, flames, and materials that glow (luminescent materials). LEARNING OBJECTIVES
Students will: 1. Identify sources of light between the Sun, electricity, flames and luminescent materials.
ASSESSMENTS
Observations: My transition to body will also act as my assessment of prior knowledge as I can see how much my students understand the aspect of light and if they have had any prior schooling in this topic before. As well as find out some of their personal experiences so they have a way of connecting the material to their real life. I will observe my students as they work through the magazine activity as well as how they actively participate in answering the questions and discussing the different sources of light For my closure, I will reiterate the main points of the lesson as well as introduce the definitions to be completed for the next class. 1. What are the different sources of light? Poster Class Discussions
Key Questions: Products/Performances:
LEARNING RESOURCES CONSULTED

Alberta Program of Studies All About Light (Pages 1 and 2) Edmonton Public Schools Resources YouTube Definitions Page
MATERIALS AND EQUIPMENT

Book Poster Paper Magazines Scissors and Glue
PROCEDURE
Attention Grabber Introduction Show a YouTube clip about shadow puppets. http://www.youtube.com/watch?v=5RJUm3t-Ufo . Ask students how they did this. What did they use? Agenda is used as my organizational tool and will not be communicated to the class. I will read pages 1 and 2 out of the book All About Light. There will be a couple questions that are asked in the book that I can lead a class discussion with. I also will have my key question (1) What are different sources of light? Written on the board and we can discuss this questions as well. Afterwards when I have guided the class to proper conclusions, I will introduce a definitions work page that has all the important Time 2 min
Advance Organizer/Agenda Transition to Body and Assessment of Prior Knowledge
6 min
Learning Activity #1
Teacher Notes: Assessments/ Differentiation
Consolidation of Learning:
Feedback From Students:
Feedback To Students
Transition To Next Lesson
definitions needed for the unit. I will split them up so that there are certain definitions for each lesson. Body Magazine Activity: Prior to the class, I would have gathered a huge piece of poster paper and split the poster into four categories. Sun, Electricity, Fire, and Luminescent. I will split the students up into four groups of five. Each group will go through different magazines and find the different sources of light that can go into each category. Each group will have a piece of poster paper with categories highlighted. The students will need to cut and glue appropriate pictures into the appropriate categories. Students will present if time is good.(1) What are different sources of light? The formative assessment will be the poster. The students will demonstrate their understanding by gluing their pictures into the certain categories. The pictures that are placed in the wrong space will be addressed and discussed in the class as well as the most difficult pictures and ideas. Closure Summarize the lesson for the students. Reiterate the main points of the lesson and go back to the key questions that we talked about in the beginning. Have students comment on some of the different things that they saw or that they have learned from before. Introduce the homework assignment, which is to have the certain definitions needed, for the next lesson to be completed for homework. The feedback I will receive from students will be entirely done through formative assessment. The magazine activity allows me to walk around and formatively assess all the students by asking them different questions and put in ideas into their projects. The poster for each group will show me if they are ready to move onto more material in the next assignment. The feedback I can give to students can be the comments I verbally communicate back to them. They can receive these during the class discussions or during their poster activity. In this way students can be given recognition that they are on the right path and should continue building the foundation of the unit during this lesson. The lesson today will be crucial for the next lesson, as I will be scaffolding them together.
Time
20 minutes
Time
2 minutes
Poster Example Look: Sun Source Fire/Heat Source Electric Source Luminescent Source
Lesson #2
Introduction to Light Part 2 Grade 4 Science Light and Shadow

4-9: Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Distinguish objects that emit their own light from those that require an external source of light in order to be seen. LEARNING OBJECTIVES
Students will: 1. Distinguish objects that emit their own light from those that need to have an external source of light.
ASSESSMENTS
Observations: In my introduction, I will observe and assess my students as we review the prior lessons definition words. I want to see if students understand the meaning of each word and what are their thoughts on how they think it relates to our unit. In my activity, I want to assess my students on their first hand observations about light. This should be something very new to the students and I want to see their first thoughts and ideas about what they are thinking. I want to be able to see that students can make the connection that without light and its reflection on objects, it is impossible for us to see. Also I want them to clearly be able to identify what luminescent materials mean and what are some examples of them. In my conclusion, I am basically wanting the students to understand the expectation for the homework sheet and give them a chance to reiterate the learning taking place in the lessons to their after school life. If they can build more of a personal connection than I believe the material will be easier to learn. 1. What are luminescent materials? 2. Why are objects not visible in the dark? Homework Worksheet Class Discussions

Alberta Program of Studies Edmonton Public Schools Resources Custom Worksheet

Dark Room Flashlight Luminescent Materials
PROCEDURE
Prior to Lesson Students will have completed Definition Terms #1-4 Introduction Attention Grabber A quick whip around with students in order for them to communicate what words that needed to be defined mean. I can also see what students think about how each word relates to our unit Advance I will not verbally communicate the agenda to the class as it is just used Organizer/Agenda as a organizational tool for myself. Transition to Body and We will have a quick review of what light is and what kind of sources Assessment of Prior that light comes from. I will then guide a class discussion where I will ask
Time 2 min
5 min
Knowledge
students if they think it is possible to be able to see different objects without the presence of light. I also want to see why they think they may or may not be able to see them. I will almost ask them to give some hypothesizes that we can test in the activity. Body Reflecting in the Dark: I will take the students into a dark room (gym) and/or cover the windows of our classroom so that when the lights are off it is basically pitch black. The students will be able to look around the room when the lights are on and look at different objects. After I ask them to take a seat, I will turn the lights off so the room is completely dark. I will ask students if they see any objects in the room. After turning on the lights again, I will tell the students that the reason we see objects is because light reflects off them, when there is no light we can not see them. I will place luminescent materials around the room and ask for students to look at these objects when the lights are turned off. Notice that these objects emit their own light. I will then flick a flashlight on and ask the students what type of light source this is. We will then turn on the lights and have a class discussion and debrief. The students will be able to answer the (1) and (2) key questions, which are what are luminescent objects and why are objects not visible in the dark? I will formatively assess my students through the class discussion. I will have students reinforce the ideas that some objects can emit their own light and other objects need light to be reflected so they can be seen. Also will ask what type of light sources are needed to see some objects. Closure Introduce the take home worksheet that summarizes the lesson. This is for homework and should be completed by next class. The students can complete this worksheet during free time or as homework. I will formatively assess this worksheet when handed in for the next science class. The feedback I will receive from students will be entirely done through formative assessment. The reflecting in the dark activity will involve me observing and asking students different questions that they can answer. The take home worksheet acts as a reinforcement of ideas as well as an indication if students have understood the material and are ready to move on. The feedback I can give to students can be the comments I write on their worksheets when they are handed in. The worksheet is not for marks but I can give them a few comments to ensure that they are all on the right track or if they need to look at something again. The lesson today will be crucial for the next lesson, as I will be scaffolding them together.
Time
20 minutes
Time
3 min
Sources of Light In My House

Name:
1. Three light sources of the sun in my house are:
Date:
________________________________________________________________________ ________________________________________________________________________
2. Three light sources of fire or heat in my house are:
________________________________________________________________________ ________________________________________________________________________
3. Three light sources of electricity in my house are:
________________________________________________________________________ ________________________________________________________________________
4. Three light sources of luminescent materials in my house are:
________________________________________________________________________
Lesson #3
Introduction to Shadows Grade 4 Science Light and Shadow
TBD 1 hour 30 minutes Marco DAversa

4-9: Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Demonstrate that light travels outward from a source and continues unless blocked by an opaque material. Describe changes in the size and location of Sun shadows during the dayearly morning, to midday, to late afternoon. Recognize that opaque materials cast shadows, and predict changes in the size and location of shadows resulting from the movement of a light source or from the movement of a shade-casting object. LEARNING OBJECTIVES
Students will: 1. Demonstrate that light travels from a source and is continuous unless blocked by an opaque material. 2. Describe changes in size of shadows throughout the day. From morning to noon to late afternoon. 3. Recognize that opaque materials cast shadows when blocking light and predict the movement and size of shadows resulting in movement of light source or opaque material.
ASSESSMENTS
Observations: I will do a whip around as my attention grabber and assessment of prior knowledge in order for students to not only remind themselves of what they learned last class but also help their peers jog their own memory. My transition to body will act as my introduction to my activities by introducing a couple key questions and new concepts that the students will be testing in the activities in class. The two activities act as physical experiments that the students can do in order to see first hand and observe the key concepts being taught. The students will be able to answer all key questions by connecting the experiments to the key questions and further their understanding. The closure of class will be in the form of the exit slip, it is pretty much the key questions being revisited and emphasized more to the students. They should be able to demonstrate an advanced understanding of light and shadow after this lesson. 1. Does light travel outward and continuous unless blocked by a material? 2. Does a change in the Suns path affect shadows throughout the day? 3. What are opaque materials? 4. Do shadows change when opaque object or light sources are moved closer or further from each other? Whip Around Worksheets from experiments Exit Slip
Key Questions:
Products/Performances:

Alberta Program of Studies Edmonton Public Schools Resources Chalk Ruler
Custom Worksheets
Worksheet Plasticizer or Clay Flashlight Pencil
PROCEDURE
Prior to lesson Attention Grabber & Assessment of Prior Knowledge Advance Organizer/Agenda Homework sheet from prior class to be handed in! Along with Definitions # 5, 6 Introduction Time Do a whip around with the students to help review the last class. Each student stands up and says either one thing that they did the last class 5 min or a light source and what type of light source it is. Note: Do one for yourself to show students you are learning with them! I will verbally communicate the agenda to the class. I will explain to them we are going to learn about shadows by discussing what objects block light, as well as the tarmac activity, followed by the opaque 1 min activity to reiterate points being discussed in the transition to body. We will end the class with a exit slip. After reviewing last class, I will write the first key question on the whiteboard and have students answer the question in class. After the students have reached the conclusion that yes light travels outward and continuous, I will turn off all the lights and block a lit flashlight with a piece of wood. I will explain to students that light does travel outward and continuous and they were correct. I will also explain the any 10 min material or object that light cannot pass through is an opaque material. I will then ask students to give me a couple of examples of opaque materials at home and in the classroom. Students will answer the key questions (1) Does a light travel outward and continuous unless blocked by a material? And (3) What are opaque materials? In this portion of class. Body Time Measuring Shadows: I will take the students outside onto the tarmac at the three different times of the day. Note to self: Make sure the tarmac is big enough, as all students need to draw an outline of their shadow. I will divide the class into pairs and each pair will be given a chalk and a ruler along with a worksheet. The students will go onto the tarmac and 30 minutes draw the outline of their partners shadow as well as their own. Each will Throughout measure the shadow with their ruler and mark down the height and the day width at each point of the day. This will be repeated in the morning, at noon and in the late afternoon. The students will then compare their results and discuss with the class their findings. Students should be able to answer the key question (2) Does a change in the Suns path affect shadows throughout the day? I will be formatively assessing my students by pure observation. I will walk around the tarmac giving guidance while also asking the students what changes are they seeing. Is the shadow getting bigger or smaller as the Sun goes higher in the sky, when you move to a different angle does the shadow change its angle and etc. Opaque Activity: Divide students into pairs. Have children stand a pencil in clay or plasticizer about 5 cm away from flashlight. Turn on the flashlight so light directly hits the pencil and have the students take a 30 minutes ruler and measure the shadow and record on worksheet. Repeat exact procedure except doing one of the following: move pencil to 10 cm away, move pencil to 20 cm away, move pencil to 30 cm away, and
Transition to Body
finally move pencil to 40 cm away. At the bottom of the worksheet, the students will write the conclusion they came to as the pencil was moved closer and farther away from the light source. Go over conclusions as a class and explain to the students what they should have seen. Students will answer the key question (4) Do shadows change when opaque object or light sources are moved closer or further from each other? The formative assessment I will use this class is by observing the conclusions of the students at the end of the activity. I will be a good leader by leading them to answer the key question through their personal observations that they witnessed. Closure To bring closure to this lesson, I will hand out an exit slip for students and basically the questions will be based on the key questions of the lesson. I am doing this so they can reiterate the main crucial points of the lesson as well as they can connect the lesson to the questions. For example when I ask the first key question about the sun changing its path, I expect students to say yes because when their shadow was first drawn it was this way and at the end of the day it was this way. The feedback I will be receiving from the students will be in the exit slip. The students will basically be answering the key questions of the lesson and I can see if they understand the lesson and what is meant to be learned. If they are struggling, I can see the parts they are struggling at and can write notes to myself to concentrate on helping this student a little more or maybe pairing them with another student who is understanding the points completely. The feedback I will be giving to students will be comments back on the exit slip. They wont be comments that are extremely detailed or anything but rather comments like your on the right track or think about this... Things to ensure students they are on the right path or if they are close and might need to go back and look at this again. The lesson today will be crucial for the next lesson, as I will be scaffolding them together.
Time
10 min
Exit Slip
Name:
Date:
A. Does light travel outward and continuous unless blocked by a material?
B. Does a change in the Suns path affect shadows throughout the day?
C. What are opaque materials?
D. Do shadows change when opaque objects or light sources are moved closer or further from each other?
Opaque Material Experiment

Name: Date:
Describe and record the changes you see when the flashlights light hits the pencil. Please also write a hypothesis (guess), record the measurements of shadow and write a conclusion of your findings.
Hypothesis:
Pencil 5 cm Away:
Pencil 10 cm Away:
Pencil 20 cm Away:
Pencil 30 cm Away:
Pencil 40 cm Away:
Conclusion:
Measuring Shadows Experiment

Name: Date:
At three different times of the day (morning, afternoon, late afternoon), go outside with your partner and draw an outline of your shadow. Then, take a ruler and take a measurement of height and width of your shadow and record numbers in appropriate section. Please also state a hypothesis (guess) in the beginning as well as a conclusion of your findings at the end.
Hypothesis:
Measurements in Morning:
Measurements at Noon:
Measurements in Afternoon:
Conclusion:
Lesson #4
Classifying Objects Part 1 Grade 4 Science Light and Shadow

4-9: Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Distinguish transparent materials from opaque materials by determining if light passes through them and by examining their shadows. LEARNING OBJECTIVES
Students will: 1. Describe the difference between transparent, opaque and translucent materials. 2. Classify objects or materials as having transparent, opaque and translucent properties.
ASSESSMENTS
Observations: The introduction of class will mostly be a review of the prior lessons and to get the class engaged. I can only make sure students are on task and observing to see if they truly understand what learning took place prior to this lesson. I will also show some videos to act as a simple review of what kind of aspects has been taken place so far as well as where we are going. For the learning activities, I can observe the students by asking questions while I am lecturing and guiding them to the answers. I want students to have an established understanding of translucent, transparent and opaque materials in order for us to continue to the next lesson. For the closure, I will be giving out an exit slip for students to complete. The questions on the exit slip are basically for them to define what are transparent, translucent and opaque materials. 1. What are transparent materials? 2. What are translucent materials? Exit Slip Class Discussions

Alberta Program of Studies Edmonton Public Schools Resources YouTube Prior to lesson Attention Grabber, Assessment of Prior Knowledge and Transition to Body.

Projector/Smartboard Translucent, Transparent, Opaque Materials
PROCEDURE
Exit slips will be handed back to students with comments! **Definitions #7,8 Due** Introduction Time To incorporate some more visuals for my students who fit more into this learning style, I want to show some YouTube clips or a Bill Nye Science Guy video on shadows and light. The videos that the students will view will review the last couple of lessons that we have done together as well 10 min as act as an attention grabber. It will also lead me to todays lesson which is introducing translucent and transparent objects as well as seeing if the students can classify which one is which. The clips will be http://www.youtube.com/watch?v=UvheNWRk5N4: Peter Pan and
Advance Organizer/Agenda Learning Activity #1
Shadow http://www.youtube.com/watch?v=KXdr1YwmNWc: Sun and Shadow http://www.youtube.com/watch?v=aw2If_HApMk : Opaque, Transparent and Translucent materials The agenda will not be verbally communicated to the class as it is only needed as an organizational tool for myself. Body Which One is Which: For the learning activity, I will bring out an overhead projector find an application on the Smartboard. I will bring different materials that are translucent, transparent and opaque. After going through the first couple opaque materials, I will put a transparent up and ask the students what they see, is it different. Then define transparent materials. I will repeat this again except with translucent materials this time and define the term. This portion of class is purely a lecture style with the visual for students to see. The questions that I ask will be answered on silverboards. Students will be able to answer the key questions (1) What are transparent materials? And (2) What are translucent materials? In this portion of class, I can only formatively assess my students by asking them questions while I am working the projector. Gauging the class on their answers is a way I can assess if they comprehend the aspects of transparent and translucent materials. Closure To bring closure to this lesson, I will give students a mini exit slip for them to complete before they leave the classroom. On the exit slip it will basically be questions regarding what are transparent, translucent and opaque materials so that I can reiterate the main points or objects that we are working with. Students should be able to answer these questions. The feedback I will be getting from students is their answers to the questions and their response to the lecture. This lesson is designed to be a full on learning class for the students so that I can establish the definitions of transparent, translucent and opaque materials. The feedback I can give back to students is through the exit slips they will get back at the beginning of class which will have comments for them to make sure they are either on the right track or if I need to focus in on a particular student that is struggling. Also I can comment on students as they answer the key questions in the lecture portion activity of lesson.
Time
10 min
Time
10 min
Exit Slip
Name: Date:
What are transparent materials?
What are translucent materials?
What are opaque materials?
Exit Slip
Name: Date:
What are transparent materials?
What are translucent materials?
What are opaque materials?
Lesson #5
Classifying Objects Part 2 Grade 4 Science Light and Shadow

4-9: Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Distinguish transparent materials from opaque materials by determining if light passes through them and by examining their shadows. Classify materials as transparent, partly transparent (translucent) or opaque. LEARNING OBJECTIVES
Students will: 3. Describe the difference between transparent, opaque and translucent materials. 4. Classify objects or materials as having transparent, opaque and translucent properties.
ASSESSMENTS
Observations: My introduction will act as a reinforcement of the first couple lessons so students can consistently and quickly answer some of the easier questions in the unit. I will then move to a class conversation where I will spend some time talking about the different types of objects and the differences between each. I will observe to see that the students understand these differences as well as how these objects manipulate light when shined upon them. For my activity, I will be observing my students as they work with their partners in identifying and testing different objects inside the classroom. I will observe how they each make their conclusions regarding the materials on the worksheet as well as how they answer the questions below it. I will ask for worksheets to be handed in so I can see the students answers and formatively assess that they understand the material. The closure acts as just a portion of the lesson where I can introduce the new definition words for the following class. I will not be assessing anything in this portion but rather just taking the time to make sure students understand what is expected for the next lesson. 1. What are the differences between transparent, translucent and opaque materials? Worksheet Class Discussions

Alberta Program of Studies Edmonton Public Schools Resources Custom Worksheets Prior to lesson Attention Grabber and Assessment of Prior Knowledge

Translucent, Transparent, Opaque Materials Flashlight
PROCEDURE
Exit slips will be handed back to students with comments!! Introduction With pre made popsicle sticks with student names on them, I will pull each one out randomly and ask the student to give me an example of a light source (sun, fire, luminescent, electrical). This will act as my Time 3 min
Transition to Body
Advance Organizer/Agenda Learning Activity #1
Consolidation of Learning: Feedback From Students:
attention grabber as well as my assessment of prior knowledge because it engages students in the beginning of the lesson but also does a mini review for all of them. I will have the students come together in order to have a class discussion with them. I will ask them about all the different kinds of objects that they see in the classroom and at home. We see these objects because we learned that light reflects off them. However, not all objects are the same. Get the students to explain what are transparent, translucent and opaque materials as well as the difference of each. The agenda will not be communicated to the class as I will only use it as an organizational tool for myself Body Classifying Worksheet: Students will be given a worksheet that lists some of the different objects in class. With a partner they must get a flashlight and proceed to test each object to see if they are transparent, translucent or opaque materials. At the end of the worksheet, there will be a question that asks what the differences are between each one. Students will answer all questions on their worksheet as well as at the end of the activity. Students will be able to answer key question (1) What are the differences between transparent, translucent and opaque materials? I will be observing the students work as well as answering the question at the end. I can formatively assess the students in this way or if I feel as if I want a more accurate look, I can ask for worksheets to be handed in so that I can take a look and see if everyone is on track and grasps the concept. Closure Introduce the homework assignment for the following class, which are just a couple definition words to add to their booklet. The feedback that I will receive from the students is from their worksheets. I can look at each worksheet and the accompanying answers in order to assess if each student understood the material from the lesson as well as their application of the knowledge learnt to reality. The feedback I can give back to the students are in the form of their exit slips but as well as their worksheet. They will receive comments back to ensure that they are still heading in the right track and are grasping the material adequately.
6 min
Time
20 min
Time 1 min
Classifying Worksheet
Name: Date:
Go out into the classroom and look at different materials. Study them, talk about them and then test them. What kind of material are they? Circle the best option.
Paper:
a. Transparent
b. Opaque
c. Translucent
Windows: a. Transparent
b. Opaque
c. Translucent
Textbook: a. Transparent
b. Opaque
c. Translucent
Desk:
a. Transparent
b. Opaque
c. Translucent
Kleenex:
a. Transparent
b. Opaque
c. Translucent
Cup:
a. Transparent
b. Opaque
c. Translucent
Water:
a. Transparent
b. Opaque
c. Translucent
1) What are the differences between transparent and opaque materials?
2) What are the differences between transparent and translucent materials?
3) What are the differences between opaque and translucent materials?
Lesson #6
Reflection and Refraction of Light Grade 4 Science Light and Shadow

4-9: Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Recognize that light can be reflected and that shiny surfaces, such as polished metals and mirrors, are good reflectors. Recognize that light can be bent (refracted) and that such objects as aquaria, prisms and lenses can be used to show that light beams can be bent. LEARNING OBJECTIVES
Students will: 1. Identify different shiny surfaces that reflect light. 2. Recognize that metals and mirrors are good reflectors. 3. Recognize that light can be bent with certain objects like lenses.
ASSESSMENTS
Observations: For my introduction, I am just observing that the students have accomplished a proper understanding of terms, material and components of light and shadow so far. In my activities, I will observe and assess my students as they work through the guided activities with a teacher. Do they make the right connections and are understanding why light does this and what are different objects/situations in which this occurs. For my closure, I am giving students a chance to work and discuss with their peers some of the things they have learned so far in hopes that they build a connection to the material that will better their learning. 1. What are good reflectors? 2. How can light be bent? Class discussion Activities

Alberta Program of Studies http://www.scienceworld.ca/sites/default/files/BSLH_sh adow_final.pdf

Mirrors Flashlight Glass of Water Straw Oil
PROCEDURE
Prior to lesson Advance Organizer/Agenda Assessment of Prior Knowledge, Attention Grabber and Transition to Body Worksheets to be handed back. Definitions #9 12 due. Introduction The agenda will not be communicated to the class as it is only used as an organizational tool for myself. Split the students into 4 groups of 5. 2 of the groups stay with me and the other half goes with the other teacher. If easier than split into 2 groups of 10. I will lead a game show type of review with them. At the front of each line two students will face each other, each with a buzzer. Time
10 min
The teachers will ask them questions regarding the material that has already been taught in prior lessons. The student must buzz in and answer each question correctly in order to gain a point for their team. Afterwards each group of students stays with their teacher as they conduct a workshop with the different activities listed below and then switching at the half waypoint. Body Moving Light With Mirrors: With one half of the class I will lead them into an activity that shows that light can reflect off certain objects. Students should know from the prior lessons that we see objects because light hits off them. However, we can manipulate light and concentrate it so it can hit off objects better than others. These objects are called reflectors. I will take a flashlight and turn off most of the lights in the classroom. I will turn it on and shine it on a mirror so it reflects to a different spot in the room. I will move the mirror around to show the reflection. I will then ask students to add another mirror and reflect the spot off two mirrors then three. I will ask the students if there are other objects that they see a reflection of themselves from. The students should be able to answer key question (1) What are good reflectors? I will assess students by their discussion and answers to the questions that I lead in the activity. This activity should not be completely new to students, as they should understand that the things we see are because of the reflection of light. However, I want to assess and observe to see if my students understand what reflectors are, what are some different kinds of reflectors and why light reflects off them. Broken Straw Refraction: This activity is very basic for students. Reiterate to the students that light reflects off objects and that water has tons of transparency. Shine a flashlight through the glass and the water to show students this. Add some oil into the glass and ask students what they think will happen when you throw a straw into the glass. Do they think that they will see a direct reflection of where the straw is in the water? Or do they have different ideas. Drop the straw into the glass and it should appear the straw is broken. Explain to students that light is refracted in this instant. The light hits directly into the waters path into the glass however, some of the light has to bend through the straw and refracts. This is the reason why the straw seems broken. The students should be able to answer key question (2) How can light be bent? I will assess students by their discussion and answers to the questions I lead in the activity. I will observe through student answers in a guided class discussion that they understand refraction (from their definitions) and why it occurs with regards to light. Closure To bring closure to the lesson, I will give students the last five minutes of the class to complete any outstanding homework as well as the definitions needed for the next class. This will give students a chance to have a night with no homework as well as a chance to talk to other students and work together regarding the lessons completed so far. The feedback I will receive back from the students is through their answers in the class activities as well as their participation in the introductory game. This will show me if students are understanding the material as well as are starting to gather a good understanding of
Time
7.5 min
7.5 min
Time
5 min
reflection and refraction of light. There is not much feedback I can give back to the students in this lesson but I can give comments and assess that each student is at a proper level of understanding in the unit. I can compliment or expand on their ideas in order to give feedback. The lesson today will be crucial for the next lesson, as I will be scaffolding them together.
Lesson #7
Light and Colours Grade 4 Science Light and Shadow

4-9: Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Recognize that light can be broken into colours and that different colours of light can be combined to form a new colour. LEARNING OBJECTIVES
Students will: 1. Recognize that light is a combination of spectral colours.
ASSESSMENTS
Observations: In my introduction, I will read a couple pages from a book about light as well as talk about colours and how they relate to their definition homework. Students should be able to make the connection that light is a combination of colours that is not visible. In the activities, the main observation that I will make is if students can make the connection between light and the colours of the spectrum. They should understand that we can manipulate and bend light to cause the colours to appear and that is why we see rainbows and etc. For my conclusion, I am just giving more work time for the students so they are not too overwhelmed and have time to do their work. Also, this gives me a chance to work with learners that may be struggling with some concepts. 1. What are the colours of the spectrum? 2. What is light made out of? Activity Colour Wheel Refraction Worksheet

Alberta Program of Studies All About Light (Pages 16 and 17) Refraction Worksheet (Taken from Leonardo Book Activity 6)

Baking Pan (2 inches) Sunny Day Water Mirror Cardboard or Thick Paper (white) Markers Ruler Pencil
PROCEDURE
Prior to lesson Advance Organizer/Agenda Attention Grabber, Assessment of Prior Definitions #13 and 14 due. Introduction The agenda will not be communicated to the class as it is only used as an organizational tool for myself. To start the class off, I will read a couple pages from the All About Light book. These pages have to do with light and colour. It explains Time
5 min
Knowledge and Transition to Body
that light is a combination of the colours of the rainbow. I will initiate a class discussion about colours and try to assess the students if they completed their definition terms. Body Making A Rainbow: This activity can be done all together as one class or we can split in half so each teacher can lead their specific group through the activity. Fill a baking pan with water and set it beside a window while the sun is out and shining. With a mirror stick half of it into the water while half of it out and angle it so the light points at the roof or wall. A rainbow should appear as a result. Students will be able to see that light can be broken into colours. Ask the students what colours these are (answer should be of the spectrum). Also ask the students how the light turns into the rainbow (water refracts and bends the light into its different colour components). Students should be able to answer key questions (1) What are the colours of the spectrum? and (2) What is light made out of? I will observe and assess the students, as they comprehend what they are seeing during the activity. I will keep asking them questions about their insights and why they think this is happening. This will give me a chance to assess their understanding of the material. Colour Wheel: Give each student a piece of white thick paper or cardboard. They are to trace a 4-inch circle and cut it out. Once they have completed cutting out the circle they must split the circle into 4 equal pie pieces. With markers, they need to colour one section red, one section blue, one section yellow and leave the last section white. Once they have completed this step, they must take their pencil and stick it through the middle of the circle so it acts like a wheel and axel. Ask students to rub the pencil back and forth very fast and the wheel will turn from multiple colours into a white wheel. This should heighten the students understanding of how light is components of colour. The assessment for this activity is merely reinforcement from the last activity. The students will be doing more of a hands on activity in order to come to same conclusions. I will observe, assess and ask the same questions that I would in the prior activity in order for me to gain an accurate look at the students understanding. Closure For the last 10 minutes of the class I want to give students a chance to either complete their definitions for the next lesson or their refraction worksheet. The students will have a choice of which to complete but I wanted to give them more in class working time in order for them to deepen their understanding of the material. This will be individual work time and not group or partner orientated. The feedback I will receive back from students is their participation and effort during the activities. If students are really keyed in and are making the proper connections than I know I am being successful as well as they are. The feedback that I can give back to students is through their work during the activities. The colour wheel as well as their answers from the class discussion in the making the rainbow activity will contribute to the comments that I can verbally communicate to students. The lesson today will be crucial for the next lesson, as I will be scaffolding them together.
Time
10 min
20 min
Time
10 min
Lesson #8
Optical Devices Grade 4 Science Light and Shadow

4-9: Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Demonstrate the ability to use a variety of optical devices, describe how they are used, and describe their general structure. Suggested examples include: hand lens, telescope, microscope, pinhole camera, light sensitive paper, camera, kaleidoscope. Students meeting this expectation will be able to provide practical descriptions of the operation of such devices, but are not required to provide theoretical explanations of how the devices work. LEARNING OBJECTIVES
Students will: 1. Acknowledge the different optical devices and their uses. 2. Demonstrate the ability to use different optical devices.
ASSESSMENTS
Observations: F In the activity portion of the class, I have two different observerations and assessments. The first is the students that asked for the extra projects will be able to present to the class and be assessed. The second is that the students built a better understanding of optical devices due to these presentations and the class discussion. For my closure, there is no observation or assessment as students will be given the details of their final project and allowed time to get organized. 1. What are optical devices? 2. What are some different optical devices? 3. Why do we use optical devices? Presentation Class Discussion
Key Questions:
Products/Performances:

Alberta Program of Studies Student Presentations Prior to lesson Attention Grabber and Assessment of Prior Knowledge Advance Organizer/Agenda Transition to Body None
PROCEDURE
Refraction Worksheet due!! Definitions #15 18 due!! Introduction I will initiate a whip around with students and they have to stand up and tell me one thing that they learned during this unit. It can be anything or everything but they must all be different things. The agenda will not be communicated to the class as it is only used as an organizational tool for myself. I will start a class discussion about optical devices. I want to test students that they completed their definitions as well as if they Time 5 min
5 min
Feedback From Students: Feedback To Students
understand what optical devices are and what they do. Students should be able to answer key question (1) What are optical devices? Body Presentations and Work Time: A few of the higher skilled students had asked for extra projects that they can complete along with the scheduled workload in the unit. Some of the students got projects that require them to build different optical devices and present them to the class. I will get these students to present their optical devices and their uses in order to supplement my earlier class discussion on what are optical devices. Students will be able to answer key questions (2) What are some different optical devices? and (3) Why do we use optical devices? Afterwards I will give the class some time to finish any extra work or definitions that is not yet completed in order to bring a closure to the unit. I have two different assessments that I must keep in mind during this time. The first is to assess and mark the students who did the extra projects. Did they gain a better understanding and present valid points about optical devices? The second is I must assess that the students furthered their understanding of the key questions addressed in this portion of the lesson. Closure Introduce final project (performance task). I will introduce the final project for students while also drawing groups randomly. There will be six groups of three students and one group of just two students. I will hand out the student task description as well so students can have a look. I will also communicate to the class the expectations for the project, answer any questions that they may have and also show them an exemplar of a shadow puppet show. Students will have the remainder of class to get in their groups and start working on an idea or concept that they want to do. The feedback I will receive from students is from their worksheets that they handed in as well as through the class discussions and presentations that occurred during the lesson. The feedback that I can give back to students is through the worksheet. I can mark these worksheets and give comments back to the students in order for them to see if they truly understand the concept of refraction.
Time
15 min
Time
5 min
Definitions
Homework Set 1: 1. Light:
2. Light Source:
3. Reflection:
4. Luminescent:
Homework Set 2: 5. Shadow:
6. Opaque:
Homework Set 3:
7. Transparent:
8. Translucent:
Homework Set 4: 9. Refraction:
10. Reflectors:
11. Mirrors:
12. Lens:
Homework Set 5: 13. Prism:
14. Colours of Spectrum:
Homework Set 6: 15. Optical Devices:
16. Telescope:
17. Kaleidoscope:
18. Pin Hole Camera:
Shadow Puppets
Teacher Subject Topic/Focus
Marco DAversa
Science
Light and Shadow
Performance Task Overview
Materials
Students will produce a five-minute shadow puppet presentation in teacher-selected groups of three with one group of two. The students can choose any topic that is deemed appropriate by the teacher and it can be connected to other classes like math, health, language arts and etc. Students must use knowledge gained throughout lessons to demonstrate the use of light, shadows and opaque materials in order to fulfill performance task. Smartboard or Whiteboard Coloured plastic is using different light colours Hands Music if needed Socks and elastics if needed to create custom puppets. Script, Pencils, Paper
Learner Outcomes General Outcomes Specific Outcomes

Identify a wide range of sources of light, including the Sun, various forms of electric lights, flames, and materials that glow (luminescent materials). 4-9: Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam.
Assessment Criteria
Students provide evidence of their learning as they
Experiment with different types of light sources and finding different ways to manipulate them in order to give their presentation a more unique look. Also students can experiment with different colours of lights. Demonstrate the ability to use hands or created shadow puppets as opaque materials. They can find different ways to shape their hands or sock puppets in order to get the desired effect in their presentation. Demonstrate how they use different types of shapes and lighting as well as movement to cast different shadows. They can make characters or animals of different sizes and use movements into and away from the light source to create different shadows.
Demonstrate that light travels outward from a source and continues unless blocked by an opaque material.
Recognize that opaque materials cast shadows, and predict changes in the size and location of shadows resulting from the movement of a light source or from the movement of a shadecasting object.
Student Task Description

Congratulations! Your group has been chosen to represent Sunnyside Elementary School in the annual Grade Four Shadow Puppet Show! In your group, you must create a five-minute presentation or story using shadow puppets. They can be made by using your hands or created using materials like socks. Hint: Use the knowledge you have learned in science class about lights and shadows in order to create the best presentation in the class. Step-By-Step Task List: 1. Find your partner and/or group 2. Brainstorm a story or topic that you can present on. Note: This can be a topic that is made up like a short story or this can be a topic learned in other classes. For example, we learned about smoking and why its bad for you in Health class. Maybe your presentation will be about why smoking is bad. 3. Create your puppet characters. This can be by using your hands or creating ones using socks. 4. Write down a script or story for your presentation. 5. Experiment with different types of lights (flashlights, candles, sunlight, projecter lights) as well as different colours of lights. 6. Practice!!! 7. Present in class on a date to be announced later
Assessment Criteria
Level Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited *
Insufficient / Blank *
Use of Lighting
Students demonstrated an in-depth use of lighting in their presentation
Students demonstrated a substantial use of lighting in their presentation
Students demonstrated a simplistic approach to the use of lighting in their presentation
Students demonstrated an incomplete approach to the use of lighting in their presentation
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Use of Shadows
Students demonstrated an extensive use of shadows in their presentation
Students demonstrated an thorough use of shadows in their presentation
Students demonstrated a partial understanding of use of shadows in their presentation
Students demonstrated an undeveloped understanding of the use of shadows in their presentation
Application of Knowledge Learnt
Students demonstrated a comprehensive connection to knowledge learnt in class. The students applied their findings in an insightful way
Students demonstrated a specific connection to knowledge learnt in class. The students applied their findings in a meaningful way
Students demonstrated a cursory connection to knowledge learnt in class. The students applied their findings in a appropriate way
Students demonstrated a sketchy connection to knowledge learnt in class. The students applied their findings in a irrelevant way
Creativity/ Presenation
Students gave an efficient presentation with innovative ideas
Students gave an effective presentation with practical ideas
Students gave an viable presentation with reasonable ideas
Students gave an ineffective presentation with disconnected ideas
Materials
Lesson 1: Poster Paper Magazines Scissors Glue Lesson 2: Dark Room (Gym, Classroom) Flashlight Luminescent Materials Lesson 3: Chalk Ruler Plasticizer or Clay Pencil Flashlight Sunny Day Lesson 4: Projector Transparent Materials Translucent Materials Opaque Materials Lesson 5: Flashlight Lesson 6: Flashlight Mirrors Glass of Water Oil Straw Lesson 7: Sunny Day Baking Pan (2 inches high) filled with water Mirrors Cardboard of Thick Paper (Must be white) Markers Ruler

Light and Shadow Unit

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Light and Shadow Definition Book

Grade 4/5 Science

Introduction to Light Part 1 Grade 4 Science Light and Shadow

Date Time Duration Teacher

TBD 30 minutes Marco DAversa

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Key Questions: Products/Performances:

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Advance Organizer/Agenda Transition to Body and Assessment of Prior Knowledge

Teacher Notes: Assessments/ Differentiation

Feedback From Students:

Transition To Next Lesson

Introduction to Light Part 2 Grade 4 Science Light and Shadow

Date Time Duration Teacher

TBD 30 minutes Marco DAversa

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Key Questions: Products/Performances:

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Teacher Notes: Assessments/ Differentiation

Feedback From Students:

Transition To Next Lesson

Sources of Light In My House

Introduction to Shadows Grade 4 Science Light and Shadow

Date Time Duration Teacher

TBD 1 hour 30 minutes Marco DAversa

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Worksheet Plasticizer or Clay Flashlight Pencil

Teacher Notes: Assessments/ Differentiation

Teacher Notes: Assessments/ Differentiation

Feedback From Students:

Transition To Next Lesson

A. Does light travel outward and continuous unless blocked by a material?

C. What are opaque materials?

Opaque Material Experiment

Measuring Shadows Experiment

Classifying Objects Part 1 Grade 4 Science Light and Shadow

Date Time Duration Teacher

TBD 30 minutes Marco DAversa

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Key Questions: Products/Performances:

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Advance Organizer/Agenda Learning Activity #1

Teacher Notes: Assessments/ Differentiation

Feedback From Students:

What are transparent materials?

What are translucent materials?

What are opaque materials?

What are transparent materials?

What are translucent materials?

What are opaque materials?

Classifying Objects Part 2 Grade 4 Science Light and Shadow

Date Time Duration Teacher

TBD 30 minutes Marco DAversa

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Key Questions: Products/Performances:

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Advance Organizer/Agenda Learning Activity #1