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TEACHER Nicholas Canova

Subject/Class/Course Light/Science 4
Unit Title Physical Science: Light
Grade Level 4 Duration: 10 Days Date/s: November 17th – November 27th

Summary of Unit
An investigation of the properties of light allows for further development of scientific thinking processes. Learners will
hone their skills of questioning, observation, cause and effect, as well as drawing conclusions from evidence. An
exploration of the properties of light will begin by observing how light interacts with various objects in the
environment. These observations help learners gain an understanding of light sources and of materials that block or
change the path of light. An understanding of the properties of light will be enhanced as learners investigate how light
is used in nature and in optical devices. An exploration of lenses, mirrors and other materials will lead to an
understanding of how images and light can be distorted, refracted, reflected, magnified or made smaller. Learners will
explore the functions of various optical devices that have been developed over time. These optical devices allow
learners to enhance their senses and learn more about the universe.

Objectives/Outcomes
GCO: Observe, demonstrate, and make conclusions about how light travels and is dispersed from a variety of light
sources
GCO: Demonstrate that white light can be separated into colours (dispersion) and follow a set of procedures to make
and use a colour wheel.
GCO: Investigate and predict how light interacts with a variety of objects (including changes in the location, shape, and
relative size of a shadow) In order to determine whether the objects cast shadows, allow light to pass, and/or reflect
light.
GCO: Describe properties of light that have led to the development of optical devices that enhance our ability to
observe.
GCO: Identify women and men in their community who have careers using optics.
GCO: Plan an investigation and communicate questions and ideas with others about light emitted from an object, its
own or an external source.
GCO: Demonstrate and describe how a variety of media can be used to change the direction of light.
GCO: Make observations and collect information about the reflective and refractive properties of various materials of
different shapes.
GCO: Classify objects as opaque, transparent, or translucent.
GCO: Compare and describe how light interacts with a variety of optical devices and construct an optical device that
performs a specific function.

Assessment
An assortment of activities will be prepared and accomplished to provide specific and general curriculum outcomes for
the unit. These activities will contain questions throughout to assess their knowledge of the current subject and
activities. Using APK’s and questions to ensure they are learning along the way. Each activity will be either teacher or
group/individual hands on based activities that engage the students and touch on different MI’s. The students will be
called on randomly and/or raise their hands to answer questions and participate in class discussions. After each
activity a class discussion will be held where the students are expected to write down the correct answers and findings
from each activity. The teacher will perform proper proximity and movement to ensure each group or individual
activity is being followed properly and offer opportunity for questions if there is confusion regarding the directions of
each activity.

Develop the Instruction

Lesson One: Changes in the Direction of Light

SCO: make observations about how light is dispersed from a variety of light sources. Demonstrate that light travels
away from a source in all directions.
Activities: Have the students carefully take the light bulb out of the flashlight and have them light it using a battery and
wire. Ask them to compare the two ways. Now have the students put an aluminum pie plate behind the candle. Have
them note any differences they observed in the dispersion/direction of the light. Discuss with students what they
observed and what conclusions they came to as to the reasons there were differences.
Assessment: Students are able to observe, demonstrate, and record how light is able to be directed away from a
source. Students are able to observe, demonstrate, and record how light travels in all directions away from a source.
Asking questions that assess their knowledge like; “What did you observe about the light coming from a candle and a
flashlight?”, “How did using only the light bulb from a flashlight change the direction of the light?”, and “What effect
did placing the aluminum plate behind the candle have on the direction of light?”.

Lesson Two: Colour Wheels

SCO: demonstrate that white light can be separated into colours (dispersion) and follow a set of procedures to make
and use a colour wheel.
Activities: Explain to students that they are going to make a colour wheel. Give each student a piece of ticket board
with a circle on it. Have them divide the circle into equal sections based on the number of colours they are going to use.
Have them colour in the sections. After they have coloured the circle, have them cut the circle out. Have them spin it
around by poking a hole in the middle of the circle and placing it on a sharpened pencil point.
Assessment: Students are able to follow directions and make a colour wheel. Students are able to describe what
happens to the colours on a colour wheel as it turns. Asking assessment questions like; “What are the colours you used
to make the colour wheel?”, and “What happened when the colour wheel was spun around”.

Lesson Three: Shadows and Light

SCO: investigate and predict how light interacts with a variety of objects (including changes in the location, shape, and
relative size of a shadow) in order to determine whether the objects cast shadows, allow light to pass, and/or reflect
light.
Activities: In pairs, students should be given the opportunity to explore making shadows. Students should share their
observations with the class. Using these observations, students should design a question to investigate. They should
experiment and record the shadows they made. Students should decide what variable(s) to control. For example,
students could hold the light source parallel to an object and a set distance from it and record/illustrate the shadow it
made. They could then change the angle, keeping the same distance. It is important for students to keep a record of
these results. This could be shared with the class.
Assessment: Students are able to demonstrate their knowledge of shadows through illustrations and explanations.
Students are able to explain both verbally and in written form how the direction and position of a light source affects
the shape, location, and size of a shadow. Assessing their knowledge through making sure they can answer; “What
causes a shadow?”, “How did the size of the shadow change when the position of the light source changed?”, and
“How did the shape of the shadow change when the position of the light source changed?”.

Lesson Four: Uses of Optical Devices

SCO: Students will be able to describe the properties of light. The students will also be able to identify how these
properties have led to the development of optical devices used today.
Activities: Students will be placed into groups to have the opportunity to choose one optical device and in their groups
describe how it has helped humans use light. The students will also identify, with their group mates, where the optical
devices are used. After this activity each group will share their findings with the class. Each optical device should be
used at least once by any group.
Assessment: Students are able to explain how and where optical devices are
used in our daily lives. Students are able to describe the importance of at least one optical device and how it has helped
humans. The students must be able to answer the following questions; “Where can the optical devices be found?”,
“How are the optical devices used to enhance our ability to observe?”, and What sources of light have been developed
by humans?”.

Lesson Five: Guest Speaker

SCO: Students will be able to identify and connect with women and men in their community who have careers in optics.
Activities: This class will be dedicated to having a guest speaker from the community who is known for working in a
field using optics. Like an; Application Engineer, Camera Design Researcher, Electrical Engineer, Optical Engineer, and
etc.
Assessment: Emphasize the fact students are meant to identify other known people who work in similar fields and how
the career has developed within recent years.

Lesson Six: Investigation into Light Sources

SCO: Students are able to identify the types of light emitted from an object and be able to identify whether or not it is
its own light or an external source.
Activities: Perform an APK on the definition of “emit”Give students a variety of materials and have them sort them into
those that emit their own light and those that require an external source to be seen. Have students explain their
sorting rules. Have them record their findings and discuss with students’ other items that emit their own light. After
this activity commence a second activity where the students are to answer the question “What if the only sources of
light were natural sources?”. Allow the students time to think about this scenario then have them describe an average
day in a world with only natural light.
Assessment: Before starting the activity allow the students a chance to discuss their prior knowledge on the meaning
behind “emit”. Students are able to present their ideas on objects that emit their own light and those that require an
external source. Students are able to demonstrate an understanding of the term emit. Students are able to sort objects
by those that emit their own light and those that require an external source. Ensuring the students are able to answer
the following questions; “What does the term emit mean?”, “How did you determine which objects emit their own light
and which need an external source?”.

Lesson Seven: Converging and Diverging Light Rays

SCO: Students will be able to describe the way in which different media can be used produce light rays.
Activities: Disperse flower in the air in a controlled environment. Using a flashlight, shine the rays of light through a
concave lens. Have students observe how the rays of light react as they pass through the lens. Now do the same using
a convex lens. Discuss with students what they observed. Have them illustrate and describe what they observed in their
binders or scribblers. Discuss the uses of concave and convex lenses in everyday life.
Assessment: Students are able to illustrate and describe diverging light rays as they pass through a concave lens.
Students are able to illustrate and describe converging light rays as they pass through a convex lens. Students are able
to demonstrate an understanding of the terms converge and diverge as they relate to rays of light. Assessing their
knowledge of what the terms diverge and converge means as it relates to light and identifying the ways in which light
rays differ as they pass through different lenses.

Lesson Eight: Dispersion of Light

SCO: Students will be able to make observations about how light reflects and refracts off of various materials.
Activities: First perform an APK on the definition of “dispersion”. Then darken the classroom and give students a
flashlight. Ask them to decide if the light is directed in a specific direction or if it scatters the rays of light. Then have
the students use a candle. (Have them place it on aluminum foil to protect the desk.) Have the students compare the
two light sources. Use a matching worksheet with pictures of the light sources and the light that refracts and reflects
off of them. Have them match the light to the sources through their own experiences.
Assessment: Students will present their prior knowledge on the term dispersion. Assure the students are able to
observe, note, and record the differing ways in which light is dispersed from various sources.

Lesson Nine: Opaque, Transparent, and Translucent

SCO: Students will be able to identify objects/materials that are transparent, opaque, or translucent using light to
determine their answer.
Activities: Start class by introducing and discussing the terms opaque, translucent, and transparent. Give each group of
students a variety of objects. Have them use a flashlight to see whether light will pass through them or not and have
them identify how they pass through if they do not. Have students sort the objects according to where they fall with
the three types of materials. The students will then write down their findings and discuss with the class. Then following
this activity produce different coloured materials that are either transparent, opaque, or translucent. Have the
students place the materials on a window with direct sunlight and have them observe and record what happens when
the light passes through the materials.
Assessment: Allowing chance for APK of the three main terms of the lesson. Ensuring the students can sort the
materials correctly after applying the light to make corrections if needed.

Lesson Ten: Constructing a Kaleidoscope

SCO: The students will know how to construct a kaleidoscope and understand its functions while understanding how
light passes through it.
Activities: Commence the class with a discussion and/or APK activity to identify what a kaleidoscope is. Provide
students with the blueprints on how to make a kaleidoscope. Walkthrough each step slowly with the students as they
make them. Allow for time dedicated to error and help if needed. Allow the students to decorate their kaleidoscope
how they wish (assuming there is enough time). Have them use their kaleidoscopes to view objects. As a
class, discuss where kaleidoscopes are used and how the mirrors enable them to work.
Assessment: Ensure each student is able to build their kaleidoscope properly so no one is left out. Students are able to
explain how the kaleidoscope works through their own experiences. Have a discussion to assess their findings and
opportunity to correct their idea of how a kaleidoscope works. Allow them to keep their kaleidoscope for further
experimentation at home.

Materials, Technologies, Safety or Special Considerations

• flashlights
• Sunglasses
• bell wire
• candles
• aluminum foil (to place candle on)
• matches
• small aluminum pie plate
• ticket board
• coloured pencils/crayons and/or markers
• string
• geometric solids (wooden)
• white ticket board (9 × 12) sheets to act as a screen
• mirrors
• fibre optics
• microscopes
• telescopes
• magnifiers
• periscope
• binoculars
• overhead projector
• laser level
• kaleidoscope
• light sticks
• watch (with LED light)
• pictures of windows or class with windows.
• pictures of a firefly
• book
• paper
• Rive Ray Box (optional)
• concave/convex lenses
• flour
• MIRAs
• water
• pop bottles
• solids
• wax paper
• coloured cellophane
• Bristol board
• tissue paper; roll and paper
• activity sheet
• 3 mirrors (6.5 cm × 9 cm) per group or 3 mirrors of the same size per group
• masking tape
• tracing paper
• small beads
Safety Issues/Considerations: The issues/considerations that may arrive from these materials and technologies are the
fact that some students may be sensitive to light. Ensure a fair supply of sunglasses are provided if needed. Perform
activities with candles and matches properly so no student gets burned. If preferred use battery powered candles.
These materials leave a lot of room for inappropriate behavior. Make sure classroom management has been
established to ensure no foolishness with specific materials.

Reflection