Menu for light introduction lesson

Ms. Murray

Use the hyperlinks to navigate the menu

General:◦ Textbooks◦ Student dictionaries◦ Blank paper◦ Two copies of the each menu for each learning style to be given to groups after explanation.

Puppies:◦ Two computer with video minimized and headphones

http://www.youtube.com/watch?v=JcMUIw6t-XE&feature=related◦ 2-3 copies of the S.A.D. poem

Beach balls: ◦ 2-3 copies of the background information printed.

Clipboard:◦ Time zones

Globe Mini-solar system model

◦ Let there be light! flashlight ,Styrofoam cup, plastic cup, pencil, piece of paper, unopened water bottle, two objects

from your desk.◦ Several copies of slides 16 and 18

Microscope:◦ Several copies of page 21

Materials for lessons

Who are diverse learners?Click on the orange titles for hyperlinks to the corresponding pages. At anytime click the to return to this page.

PuppiesMultiple

intelligences:Interpersonal,

verbal/linguistic Beach BallsMultiple intelligences:

Visual/spatial, musical/rhythmic, bodily/kinesthetic

MicroscopeMultiple intelligences:

Logical/mathematical, naturalist, intrapersonal

ClipboardsMultiple

intelligences: logical/mathematical, naturalistic,

visual/spatial, bodily/kinesthetic

Diverse Learners

Work best when: In groups or pairs, are able to self-reflect, are given a reason for learning, not pressured or in a competitive atmosphere, are given personal attention Imagination at work: They want to know “why?” they need to learn something, often ask, “what if?”, uses feelings and reflection, seeks understanding, seeks connections,

seeks alternative solutions.

Puppies Beach Balls

Microscope Clipboards

Diverse Learners

Work Best when: they make choicesAre self directedHave competitionExperiment using trial and errorUse brainstorming Use open-ended questions and optionsHave hands-on activitiesImagination at work:Asks, “what’s next?”Wants to think “outside the box”Wants to forge ahead alone, but will work cooperativelyDislikes routine.

Puppies

Both options: Look up the definition of “light” in your textbook or student dictionary.

Option #1-Light in Literature webbing

Option #2-What causes the “winter blues”?

think-pair-share

Directions: Use the sentences below, think about what the word “light” means in each, and how it is being used. Write down on a sheet of paper, “synonyms for light”. Underneath it write another word/phrase that

could replace “light” in that sentence. (A synonym is a word that means about the same thing as another word.)

You may work with a partner.

Sentences:

1. He was no longer worried. His heart was as light as a feather.

2. Mom is on a diet, she always orders off of the light menu.

3. During Halloween if the lights are on inside the house then that means they have candy.

4. The box was not as heavy as it looked, it was very light and easy to pick up.

5. What beautiful lights twinkle in the night sky.

6. Everything was brought into the light, when Jaclyn stopped lying and told the truth.

Talk with a partner Share what was the most interesting to you. Which one made you think? Which one is the scientific definition of light? On the same sheet of paper you used earlier,

create a word web for the use of light in literature with

a partner. See the example

Light in Literature

click the roses to return to Puppies homepage

synonym

• Example

• example

synonym

• example

• example

synonym

• example

• example

(A partner activity)

Directions:

1)At the computers-Watch the YouTube video about S.A.D. ,a form of depression from lack of light and the winter seasons.

http://www.youtube.com/watch?v=JcMUIw6t-XE&feature=related

2) At your desk-Use think-pair-share: ◦ Think about what might cause someone to feel depressed during the winter time.

How could you help a friend who was suffering from S.A.D. ? ◦ After you have at least 3 ideas on a sticky note, then you may pair up. ◦ Pair up with a partner and using a quiet voice to share (talk) about

your thinking.

3) Read the poem with your partner.

4) Using the definition of light in your textbook and the poem answer the following:

Interview your partner and record their answers. Make sure both of your names are on the paper!

Interview questions:

Have you ever experienced S.A.D.?

What parts of light being absent (head, colorfulness, energy, time outside etc.) do you think affects people with sad the most? Why?

Read about Winter Blues click the roses to return to Puppies homepage

(If you finish before your partner, read back over yours and think about what you want to say. When your partner speaks, focus on listening to your partner)

Click on the red rose to return to the Winter Blues main page. Click the colorful roses if you wish To return to the Puppies main page.

http://www.youtube.com/watch?v=JcMUIw6t-XE&feature=relatedWatch the video on S.A.D. then read the poem

A Poem about S.A.D.

Autumn's crisp chillmake healthy bonesturn to simple sticks

cold Winter aircause brittle bonesto ache and break

rain in the Springsoaks battered bonesand fills the cracks

Summer's heatdries healed bonesand renews their strength

just before the cyclestarts again

Poem found at http://www.teenink.com/poetry/free_verse/article/264674/seasonal-affective-disorder/

A poem about S.A.D. (Seasonal Affective Disorder)

 

For both options: Look up the definition of the word “light” in the textbook

or in the student dictionary.

Option #1-Rhythm Learning(partner activity)

Option #2- “If I were a piece of light…”(individual activity)

Beach Balls

Directions: Create a hand-clap game to help you remember the import

parts of the definition of light. (Hint-Think about “Mrs. Mary Mac” and others) The game must include the major aspects of the definition for

light. For more information see the background information sheet.

Must have two repeating parts. Does not have to but would be nice if it has good rhythm or

rhymes. Write down the lyrics if you have time. Must be taught to the class. Be creative!

Rhythm Learning Click on the picture to return to the beach balls main page.

  Directions: Create a short story (1-2 paragraphs). “If I were a piece of light traveling from the _____ to the earth…” Choose a word to fill in the blank.

◦ Sun◦ Moon◦ Star

Choose a final destination on earth to “land” in. Try to think as if you were the light. Make the story accurate to the definition of light, but also be creative. For more background information see the background information page. Use the space below to write some ideas down. Write your final on another sheet of paper.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If I were a piece of light… click

on the image to return to the beach balls main page.

Light is a form of energy. It helps us to see things around. It comes from several sources. But the sun is the most important source of light. In the absence of the sunlight we use candles and lamps. Light has something in common with water waves. When you throw a pebble into a pond, ripples move away from where the pebble hit. In a similar manner light waves move away from a light source. Light waves travel until they hit an object and bounce off, so that we can see the object. Light waves move too fast for us to see them. Light travels through air, space and clear materials like glass and water.

  Did you know light is made up of tiny particles that travel in waves? When light hits an object, it reflects, or bounces off the object and into our eyes so we can see it. The object also absorbs, or takes in some light. Light can easily pass through transparent, or clear objects, but it cannot pass through opaque objects. Light bounces off translucent objects in many directions. 

Background information

Puppies Beach Balls

Microscope Clipboards

Diverse Learners

Work best when they:Have expert references/sourcesFeel confident and comfortableAre working aloneCan write analyticallyLearn from lecture and readingCan think in abstract terms/languageAnalytical learning:Seek facts and informationWants to organize informationWorks systematicallyWants clear purpose, directions and experiencesNeeds time for reflection before action

Work Best when they:Have real experiences Are given concrete examples, not theoriesHave structures, quiet, orderly environmentAre given detailed directions/modelsWork in consistent/efficient surroundings. Common Sense Learner:Desires practicality and usabilityLikes to try new ideasWants applicable informationUses comparisons to make sense of informationInterested in “how to”.

Both options: Look up the definition of “light” in your textbook or student dictionary.

Option #1 A look at the world-time zone inspection

Option #2 Discover the difference in daylight terms.

Clipboards

A look at the worldpart 1- Click the image to return to

the clipboard home page.

Directions:Use the pictures on the following slides to help you answer the questions.

1.How many hours does it take for the earth to turn once (make a complete circle)?

2.When would the earth be facing the sun or facing away from the sun?_________

3.Why is it colder at night time than in the day time? Use the picture to help you.

4.Use a globe to find where you are in the world. Name another country that will be experiencing night time while you experience day time.

5. If you were to fly to Italy from California how long would the flight be?

If you left at noon what time would you arrive?

If you left at 5pm?

6.Using the mini-solar system model, why do you think the equator would have longer days than the North or South Poles?

Some questions taken from: http://www.teachingideas.co.uk/science/contents_light.htm

Heat and light travel from the sun

to the earth’s surface.

It takes 24 hours for the earth to turn once. As the earth spins, day becomes night

Directions: Read the two paragraphs. When you finish, draw on a separate sheet of paper, how light looks as it comes from the flashlight and hits the

gathered objects. Cut out the pictures and have Ms. Murray check it. After having Ms. Murray check it, you may glue them in their correct category within the chart. Hint-use your highlighter to help you as you read to highlight the key words.

Light is a form of energy. It helps us to see things around. It comes from several sources. But the sun is the most important source of light. In the absence of the sunlight we use candles and lamps. Light has something in common with water waves. When you throw a pebble into a pond, ripples move away from where the pebble hit. In a similar manner light waves move away from a light source. Light waves travel until they hit an object and bounce off, so that we can see the object. Light waves move too fast for us to see them. Light travels through air, space and clear materials like glass and water.

  Did you know light is made up of tiny particles that travel in waves? When light hits an object, it reflects, or bounces off the object and into our eyes so we can see it. The object also absorbs, or takes in some light. Light can easily pass through transparent, or clear objects, but it cannot pass through opaque objects. Light bounces off translucent objects in many directions. 

Text taken fromhttp://www.kidport.com/reflib/science/energy/EnergyForms.htmand http://www.brainpopjr.com/science/energy/light/preview.weml

Let there be light! Click on the picture to return to

the clipboard home page.

Translucent Opaque transparent

Objects: flashlight ,Styrofoam cup, plastic cup, pencil, piece of paper, unopened water bottle, and an object from your desk.

Step 1 must be done by BOTH options

Step 1-Individual workOn a clean sheet of loose-leaf paper, write how you would define the word, “light”. (Think,

what are some things about light that will never change? What are some facts?)Your definition must include its part(s) of speech, what it is, and an example.

Example:Name: ______________________________________________________________________

My definition:Part of speech I think the word light is…How I would explain “light”…An example sentence using the word.

 Math connection-for option#1Partners-for option#21. Find the definition of the word “light” in your textbook, then in a dictionary. Each person

must copy the definition(s). 2. Compare the definitions from the textbook and dictionary to each other.Compare your definition to your partner’s definition. Compare each person’s definition to the textbook’s and dictionary’s.Write what they have in common.

Click on the hyperlink to see the chart.

Microscopes

Math connection option: (May be individual or partner work.)Directions:

Preparation: Work on a separate sheet. Choose a question. Think about which parts of Step 1 could be used to find

data? Ex: part of speech, sample sentences, personal definitions etc. Raise your hand and have it approved by Ms. Murray. Ask at least 5 other classmates if you can see their papers. Think of

categories you can use for data. You may include yourself in the data. Creation: Record data using a tally chart. Create a bar graph of the data. Write a summary sentence telling what you learned, and what your bar

graph data shows.

Ex: ?= How many of many of my classmates used the word “sun” in their personal definition?

Microscope option #1 click the microscope to return to Microscopes main page.

Used “sun”

YesI I I

NoI I

yes No01234

Used "sun"

Used "sun"

Example Summary sentence:

Slightly more than half of the students surveyed use the word “sun” in their definition of “light”.

Microscopes-option 2

Partner’s definition Comparison of my My definition

definition

to my partner’s

definition.

Comparison of my partner’s definition to the what they all have in Comparison of mine to the textbook and

textbook and dictionary’s common dictionary definitions

Textbook and dictionary definitions

compare

com

pare

click the microscope to return to Microscopes main page