LESSON ONE: SCIENCE

LIGHT
March 3rd/ 2020
GRADE FOUR
HANNAH LANDRY
Stage 1: Desired Results
General
Learning 4–9 Identify sources of light, describe the interaction of light with different
Outcome( materials, and infer the pathway of a light beam.
s)
 Recognize that eyes can be damaged by bright lights and that one
should not look at the Sun—either directly or with binoculars or
telescopes.
 Identify wide range of sources of light, including the Sun, electric
Specific light, flames, and materials that glow. (luminescent)
Learning  Demonstrate the ability to use a variety of optical devices, describe
Outcome( how they are used, and describe their general structure. Suggested
s) 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.
1. Students will learn how their eyes can be damaged by strong light, like
the Sun.
Learning
2. Students will learn how to create a pinhole camera to safely view the
Objective
Sun.
(s)
3. Students will learn about different kinds of light sources.
4. Students will learn how different sources make light.

0Stage 2: Assessment Evidence

 Students will be assessed on their
understanding of needing eye
Summativ
Formative protection for sun and other strong
e
 N/A Assessme light sources.
Assessme
nt  Students will be assessed on their
nt
understanding of different light
sources.

Stage 3: Learning Experience

 Poster paper
 Box
Resource  Pin
Tech  Tinfoil
 Power Point s to
to Do  Paper
Bring
 Knife

Time Content/Description Notes

20 mins Lesson Introduction Lots of visuals
 Discuss with students how different things can for students will
create light. ELL. Also helps
 Ask students to give examples of things that those who get
 create light. Provide one example to get the
conversation going (fire, Sun, electric lights, glow
sticks, etc.)
 Show a small Power Point of different visuals that
are light substances.
 Ask students how these things create light (ex. Fire
for the Sun, electricity.)
 Discuss with students how protection is needed
when looking directly at the Sun and severe light.
 Explain the parts of the eye.
 Ask students: “how do we see?” “The light first passes through
a tough protective sheet called the cornea, and then moves into
the lens. This adjustable structure bends the light, focusing it
down to a point on the retina, at the back of the eye. The retina
is covered in millions of light-sensitive receptors known as rods distracted in
and cones. Each receptor contains pigment molecules, which conversation.
change shape when they are hit by light, triggering an electrical
message that travels to the brain via the optic nerve.”
 Explain to students how even when wearing
sunglasses, the Sun can still damage your eyes
when looking at it. Explain why this is. (Retina
cannot detect damage and you will not feel pain,
UVA radiation absorbed through cornea and pass
through to lens and retina) Damage can occur in a
few seconds.
 Explain to students that they will be making
pinhole cameras, which can we used to watch an
eclipse, or view sunlight over a period of time
(solargraphy) and protect eyes from the light.
(Reduce amount of light being taken in).
Activity
 Students will be making pinhole cameras.
 Step 1: Students will work in their table groups
to do the experiment. Each group will get a
box, a piece of tinfoil, and a piece of white
paper. The boxes will have a precut square in
them. Students will first tape the piece of tinfoil
over the square.
Assist those
 Step 2: Students will tape the white piece of
who may not
paper on the inside of the box opposite of the
understand the
tinfoil.
38 mins concept of a
 Step 3: Students will poke a hole in the middle pinhole
of the tin foil with the pin. I will come around camera- C- ELL
and assist students with this. Spanish.
 Step 4: As a class, the students will bring the
pinhole cameras outside to test them out. I will
demonstrate how students will use the cameras
and have them try it out.
 Explain to the class that these are mostly used
to watch eclipse. Explain that the circle that is
seen will change as the moon passes between
the sun and earth.
 Closure
 Tell students to stop what they are doing and look
at me.
2 mins
 Let students know that it is time to clean up. Have
students leave their cameras on the back table.

Reflections
and Follow
Up