science 8 unit c: :light and optics -...

Chiyoko KensleyScience 8 Unit C: :Light and Optics

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Table of Contents

Unit Summary______________________________________________________________2

Focusing Questions__________________________________________________________2

Rationale__________________________________________________________________2

Graphic Organizer__________________________________________________________3

Learning Outcomes_________________________________________________________4

Assessment Plan____________________________________________________________7

Calendar__________________________________________________________________9

Daily Schedule_____________________________________________________________12

Materials and Equipment____________________________________________________15

Learning Resources_________________________________________________________18


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Unit Summary We use light and optical systems in our everyday lives because our understandings about the world around us are mainly derived from what we can see. Technology has provided us with numerous devices to extend our vision capabilities and knowledge about the world around us. Students will interact with a variety of materials to interpret the behaviour and principles of light. Students can use their understanding about light to interpret light-based technologies and envision new models of technologies for the future.

Focusing Questions

What are the properties of light? How do the technologies we develop show us the principals of light? How does light interact with our world and what are the scientific properties of these interactions?

Rationale

When designing this unit, I wanted to ensure I met all learning outcomes so I divided the unit into topics based on the order in Science Focus 8. I proceeded to organize the unit by methods of assessment which include: assignments (weekly questions, worksheets), labs, projects, quizzes and final exam.

I chose to implement a variety of assessment and learning strategies as I am unsure of my students learning and interest profiles. I will continually be assessing my students to differentiate instruction in content, product, and process depending on my student’s strengths and weaknesses. When we read from the textbook we will do so as a class or I will ask for student volunteers. I cannot assume that all my students are grade level readers. It is important I learn about student interests and learning styles so I can incorporate learning activities that support them. I will be very flexible in changing my schedule but still ensure all learning outcomes are met. My goal is to conduct all assessments during class as I am unsure about homework routines and external social factors. I have planned to assign some homework as it is a requirement in for PSII student teachers.

I have integrated FNMI culture into my lessons by using: talking circles, bringing in natural resources found in the environment, discussion relating to ancestral notions about the topic (perspectives about the sun), and incorporating historical understanding and importance of light and optic systems in the daily lives of First Nations people. Aboriginal groups are known to be an oral community where stories and knowledge are passed down through generations by elders and valued members of the tribe. I would like to have both class discussions and student presentations to hear my student’s perspectives and get a sense of their level of understanding about a topic. I have planned a lot of hands on learning activities to ensure students are engaged in the material and have an understanding of how the material relates to their everyday lives. I would like my students to work collaboratively to maximize their sense of understanding about light and optic systems.


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GRAPHIC ORGANIZER

Science 8 Unit C: Light and Optical Systems (Nature of Science Emphasis)

1. INVENTIONS AND INVESTIGATIONS OF LIGHT

K1. Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry in developing our current knowledge

View of light in the past. (1-1) Development of optical technology. (1-2, 2-4) Optical technologies role in society. (1-2, 2-4) Light as a beam. (1-3) Nature of light. (1-3)

2. BEHAVIOROF LIGHT

Reflection of light. (2-1)o Angles of reflection on a: (2-2)

Smooth surface. Rough surface.

Transmission and absorption of light. (2-1) Refraction of light. (2-3) Light’s role in optical technologies. (2-4)

3. BIOLOGICAL AND TECHNOLOGICAL APPLICATIONS OF LIGHT

Double convex lenses. (3-1)o Changes in lens positions effect on image formation.

Microscopes (3-2) Eyeglasses, telescopes, and binoculars. (3-2) Eyes and cameras. (3-3) Mammalian and non-mammalian eyes. (3-4) Technologies and human vision. (3-5) Technologies and image storage. (3-6)


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Learning Outcomes

Outcomes for Science, Technology and Society (STS) and KnowledgeStudents will:

K1. Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry in developing our current knowledge

K 1-1: identify challenges in explaining the nature of light and vision K 1-2: investigate the development of microscopes, telescopes and other optical devices; and describe

how these developments contributed to the study of light and other areas of science K 1-3: investigate light beams and optical devices, and identify phenomena that provide evidence of the

nature of light

K2. Investigate the transmission of light, and describe its behaviour using a geometric ray model

K 2-1 investigate how light is reflected, transmitted and absorbed by different materials; and describe differences in the optical properties of various materials

K 2-2: measure and predict angles of reflection K 2-3: investigate, measure and describe the refraction of light through different materials K 2-4: investigate materials used in optical technologies; and predict the effects of changes in their

design, alignment or composition.

K3. Investigate and explain the science of image formation and vision, and interpret related technologies

K 3-1: demonstrate the formation of real images, using a double convex lens, and predict the effects of changes in the lens position on the size and location of images

K 3-2: demonstrate and explain the use of microscopes; and describe, in general terms, the function of eyeglasses, binoculars and telescopes

K 3-3: explain how objects are seen by the eye, and compare eyes with cameras K 3-4: compare the function and design of the mammalian eye with that of other vertebrates and

invertebrates K 3-5: investigate and describe the development of new technologies to enhance human vision K 3-6: investigate and interpret emerging technologies for storing and transmitting images in digital

form

Skill Outcomes

Skill Outcomes (focus on scientific inquiry)

Initiating and Planning (IP)

Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

IP-1: identify questions to investigate (e.g., ask about the role of eyeglasses in improving vision) IP-2: define and delimit questions to facilitate investigation IP-3: design an experiment, and identify the major variables


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IP-4: state a prediction and a hypothesis based on background information or an observed pattern of events

IP-5: formulate operational definitions of major variables and other aspects of their investigations

Performing and Recording (PR)

Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

PR-1: carry out procedures, controlling the major variables PR-2: observe and record data, and prepare simple line drawings PR-3: use instruments effectively and accurately for collecting data PR-4: organize data, using a format that is appropriate to the task or experiment PR-5: use tools and apparatus safely

Analyzing and Interpreting (AI)

Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations

AI-1: predict the value of a variable by interpolating or extrapolating from graphical data AI-2: identify strengths and weaknesses of different ways of collecting and displaying data AI-3: state a conclusion, based on experimental data, and explain how evidence gathered supports or

refutes an initial idea AI-4: identify new questions and problems that arise from what was learned

Communication and Teamwork (CT)

Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

CT-1: receive, understand and act on the ideas of others CT-2: recommend an appropriate way of summarizing and interpreting their findings

Attitude Outcomes

Interest in Science

Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields

Mutual Respect

Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds

Scientific Inquiry

Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues


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Collaboration

Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas

Stewardship

Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment

Safety

Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities


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Assessment Plan

Assessment Method Weighting SLO’s Assessed DateAssignments

In Class Questions and Worksheets

(30%)

Topic #1What is Light?Questions :pg 186 SIA # 1, 4 pg 187 SIA # 2

4% K1: 1-1, 1-2, 1-3, K2: 2-1

March15

Weekly in Class Questions

Topic #2ReflectionBLM 3-5Question #1 (SF)

4% K2: 2-1, 2-2, 2-3PR-3

March 20

BLM 3-5 Work sheetQuestion #1

Topic #3RefractionKWL ChartQuestions pg 201BLM 3-1, 3-2

4% K2: 2-1, 2-3, 2-4K3: 3-1 AI-1, 3IP-2,5

KWL Chart in class BLM: In class assignment and review

Topic #4Lenses and VisionFar Out Lenses (Learn AB) and BLM- 3-12 and 3-16

3-F What an eyeful!

4% K3: 3-2, 3-3, 3-4IP: 1, 2, 3, 4, 5PR: 1, 2, 3, 4AI: 1, 2, 3, 4CT: 1, 2

March 28

April 2Topic #5Extending Human VisionQuestions #1-5 (SF) p. 226

4% K2: 2-1, 2-3, 2-4K3: 3-1, 3-2, 3-3, 3-5, 3-6

Questions DUE: April 11

Topic #6The Source of Colours

3% IP: 1, 3,PR: 2, 4

April 11

Topic #7The Wave Model of Light

SPF Investigation (SF)

P. 260-61

4% K2: 2-4K3: 3-5, 3-6IP: 1, 2, 3, 4PR: 1, 2, 3, 4, 5AI:2, 3, 4CT: 1, 2Interest In ScienceMutual RespectScientific InquiryCollaborationStewardship Safety

Due: April 17

Topic #8Beyond Light

3% K2: 2-1, 2-4K3: 3-5, 3-6

Due: April 23


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Infrared reflection Question p. 250 (SF)

p. 253 (SF) Extending Night Vision

Labs (15%) Light Up Your Life 5 % K1: 1-1, 1-2, 1-3, K2: 2-1

Lab report due March 15

Light Reflection: What material is the best reflector of light?

5% K1: 1-1,1-2,1-3K2; 2-1, 2-2, 2-3, 2-4PR: 1,2,3,4,5AI: 1,2,3,4CT: 1,2Interest in ScienceScientific Inquiry

Lab report due March 22

Water Drop Magnifier 5% K1: 1-1, 1-2, 1-3K2: 2-1, 2-2IP: 4, 5PR: 1, 2, 3, 4, 5AI: 3CT: 1, 2

Lab worksheet due March 26

Project (15%) Emerging Technology and Light Presentation

Self-Reflection/Assessment

15% K3: 3-3, 3-6IP: 1AI: 4CT: 2

April 5

Quiz (10%) Topic 1-3 3% K1: 1-1, 1-2, 1-3K2: 2-1, 2-2, 2-3, 2-4

March 27

Microscope Quiz 2% K3: 3-1, 3-2, 3-3 March 29Topic 4-8BLM 3-28

5% K2: 2-1, 2-3, 2-4K3: 3-1, 3-2, 3-3, 3-5, 3-6

April 19

Unit Exam (30%) 30% K1: 1-1, 1-2, 1-3K2: 2-1, 2-2, 2-3, 2-4K3: 3-1, 3-2, 3-3, 3-4, 3-5, 3-6

April 24


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Friday = No ClassMonday =40 minutesTuesday/Thursday =45 minutesWednesday= 85 minutes

(SF) Science Focus 8 Textbook(SIA) Science in Action

***March 7&8 = Building Classroom Community and Getting to Know Students(Interest Profile, Multiple Intelligence, Lab Safety Worksheet)

Calendar March 12- April 25, 2012

Monday Tuesday Wednesday Thursday Friday12 Intro Light and Optics Systems

Video: Bill Nye the Science Guy on Light Beams

Twisted Rays pg: 175 SIA

13Topic 1What is Light?

SIA Inquiry Activity: Light Up Your Life pg 178 Lab Report Due on March 15

14Topic 1

Challenges of LightEarly Investigators SIA 182-184

Sources of LightSF 179-183

15Topic 1

Optical DevicesSIA 182-184

Questions :pg 186 SIA # 1, 4 pg 187 SIA # 2

16 No class

19Topic 1Pin hole cameraSIA pg 185

Science Inquiry: Pg. 271 Make a Pinhole Camera

Weekly Questions for Assessment

20Topic 2Reflection

Ray Model of LightSF 184-185

BLM 3-5 Ray Diagrams (SF)

21Topic 2

Angles of reflectionLight Beams

Concave and Convex Lenses

Light Reflection Lab: Due Thursday March 22

22Topic 3Refraction

Demo: Swollen finger p 276 Science Inquiry

Water magnifier Lab

Pg 279: Science Inquiry. Water drop magnifier (refraction) convex lens

23No Class

26Topic 3Water Magnifier

27Topic 3

28Topic 4

29Topic 4

30No Class


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worksheet DueToday

What is light?Questions/ review and vocab BLM (SF) 3-1 combine with 3-2

Topic 1-3 Quiz Lenses and Vision

Function of an Eye and Camera (SF)BLM 3-12 and 3-16 (Making Things Bigger)

MicroscopesLensesEyes and Cameras

* Morning Computer Class, analysis and conclusion in pm Far out Lenses Learn Alberta : Simulate building a telescope using convex lenses to look at the moon

Microscope quiz

EyeglassesTelescopesBinoculars

Blind Spot pg 217 (SF)

NearsightedFarsightedConvex & Concave lenses

2Topic 4

What an Eyeful(SF) p. 219

3Topic 5Extending Human Vision

Introduce Project and presentation

4Topic 5 Class time for project research

5Topic 5Emerging Technology and Light Presentation/ Poster (differentiated products)

6 Good FridayNo Class

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Easter Monday

10Topic 6

The Source of colours

Colour PinWheelWhite Light

Pg. 346 (Science Is)In Full Color

11Topic 6

Smartie Graph Lesson (Keith Roscoe)

12Topic 7

The Wave Model of Light

13No Class

16Topic 7

Testing SPF Science Focus page 260

17Topic 7 Finish SPF Investigation

18Topic 8Beyond LightInfrared Questions and Extending Night Vision

19Topic 8Topic 4-8 Quiz

20No Class


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(Design Investigation)

Review for quiz and unit exam

23Review for Unit ExamPractice/Example Question

24Unit Exam

25Science fair**

Practicum Ends


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Daily Schedule

Dates: March 7, 2012- April 25, 2012Monday =40 minutesTuesday/Thursday =45 minutesWednesday= 85 minutes

Lesson Date and length Content, Activities, Strategies, Evaluation/Assessment

Relevant SLO’s

March 7-9 Building community activitiesNames, interests, likes/dislikes, learning styles

March 12 Introduction Video: Bill Nye the Science Guy on Light BeamsTwisted Rays Pg 175 SIA Black markersPaperGlass Beakers Water and Jug

K1Communication and TeamworkA1- Interest In ScienceA-3 Scientific Inquiry

March 13 Student Checklist for Lab Report AssessmentSIA Inquiry Activity: Light Up Your Life pg 178Section A, B, D, E, F

K1, 1-1, 1-3K2, 2-1, 2-2, 2-3, K3, 3-1

March 14AM &PM

Challenges of LightEarly Investigators SIA 177-181Sources of LightSF 179-183

K1, 1-1, 1-2, 1-3

March 15 Optical DevicesSIA 182-184

K1: 1-2, 1-3

March 19 Pin hole cameraSIA pg 185Science Inquiry: Pg. 271 Make a Pinhole CameraPg. 64 Catch a Shadow-Sponge activities Pg. 174 Shadows and Exploration- SP Activity

K1: 1-3K2: 2-1, 2-4PR-1

March 20 Ray Model of LightSF 184-185BLM 3-5 Ray Diagrams (SF)Pg. 273 Funny Reflections

K2: 2-1, 2-2, 2-3PR-3

March 21 Light Beams Pg. 274 How High to Place the Mirror (Invitations to Science Inquiry)Light Reflection Lab SIA p. 192: What material is the best reflector of light?

K1: 1-1, 1-3K2; 2-1, 2-2, 2-3, 2-4PR: 1,2,3,4,5AI: 1,2,3,4CT: 1,2Interest in ScienceScientific Inquiry


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March 22 Demo: Swollen finger p 276 Science InquiryPg 200 (SF) Re-appearing coinPg. 201 When light refracts 3CPg 62 (Science is…Broken Pencil)

K2: 2-1, 2-3, 2-4K3: 3-1

March 26 Pg 279; Science Inquiry- Water drop magnifier (refraction) convex lens. Lab

K1: 1-1, 1-2, 1-3K2: 2-1, 2-2IP: 4, 5PR: 1, 2, 3, 4, 5AI: 3CT: 1, 2

March 27 Topic Quiz 1-3March 28 Function of an Eye and Camera (SF)

BLM 3-12 (Making Things Bigger)MicroscopesLensesEyes and Cameras* Use Morning Computer Class, analysis and conclusion in pm Far out Lenses Learn Alberta : Simulate building a telescope using convex lenses to look at the moonPg. 210 Career and Profile (SIA)

K3: 3-1, 3-2, 3-3AI: 2CT: 1, 2

March 29 Microscope QuizEyeglassesTelescopesBinoculars Blind Spot pg 217 (SF)NearsightedFarsightedConvex & Concave lenses

K3: 3-2, 3-3

April 2 3F (SF) What an eyeful!Use Computer period in am.Bring additional resources about different types of eyes (ex. Books, pictures, encyclopedias, students use internet)

K3: 3-2, 3-3, 3-4IP: 1, 2, 3, 4, 5PR: 1, 2, 3, 4AI: 1, 2, 3, 4CT: 1, 2

April 3 Introduce Project/presentation K3: 3-5IP: 1

April 4 Class time for students to work on project. Book computer lab

K3: 3-3, 3-5, 3-6IP: 1AI: 4CT: 2Attitudes: Interest In Science, Mutual Respect, Scientific Inquiry, Collaboration

April 5 Class presentations: Emerging Technology and Light

K3: 3-3, 3-5, 3-6IP: 1AI: 4


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CT: 2Attitudes: Interest In Science, Mutual Respect, Scientific Inquiry, Collaboration

April 10 The Source of coloursColour PinWheel &White LightPg. 346 (Science Is)In Full Color

K3: 3-3, 3-5

April 11 Smarties: Graphing Activity (Keith Rosco) PR:4April 12 Wave Model of Light

(SIA) Diagram page 216 Electromagnetic Spectrum

K2: 2-4K3: 3-5, 3-6

April 16 Testing SPF Science Focus page 260(Design Investigation)

K2: 2-4K3: 3-5, 3-6IP: 1, 2, 3, 4PR: 1, 2, 3, 4, 5AI:2, 3, 4CT: 1, 2Interest In ScienceMutual RespectScientific InquiryCollaborationStewardshipSafety

April 17 Finish SPF Investigation See SLO for April 16April 18 Review for examApril 19 Topic Quiz 4-8April 23 Review for final examApril 24 Unit Exam


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Materials and Equipment

Date Materials NeededMarch 7-9 Interest and Learner profile worksheets and getting to know you

games/activitiesPowerpoint presentation about me.

March 12 Introduction video:

March 13 SIA Inquiry Activity: Light Up Your Life pg 178Student Checklist for Lab Report AssessmentSolar CalculatorsLaser beamFlash lightsMirrors3 colors of tissue paperConcave and Convex lenses

March 14AM &PM

Challenges of LightEarly Investigators SIA 177-181

Sources of LightSF 179-183

March 15 Optical DevicesSIA 182-184

March 19 Pinhole CameraPaper or Styrofoam cupsPinRubber bandsWax PaperLight Bulb

March 20 BLM 3-5 Ray Diagrams (SF)BLM 3-5 KeyProtractors

March 21 Full Length Mirror Light SourceLight MeterRulerColoured construction paperWax PaperClothPieces of WoodTin foilGlassPlastic


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LasersMarch 22 Demo: Swollen finger p 276 Science Inquiry

Glass olive jarWaterPg 200 SF The Re-appearing coinCup or bowl with opaque sidesCoinsPg 201 (SF) when light refractsPencils Clear Plastic cups

March 26 Pg 279; Science Inquiry- Water drop magnifier (refraction) convex lens. LabWax paperNews printWater and droppersWorksheet/lab procedure

March 27 Topic 1-3 QuizMarch 28 Far out Lenses : Learn Alberta * Use am computer class

Microscope, telescope, camera, eye diagramMarch 29 Microscope QuizApril 2 Use Computer period in am.

( Books, pictures, encyclopedias, students use internet)April 4 Use Computer period in am.

( Books, pictures, encyclopedias, students use internet)Poster paperFelt MarkersArt SuppliesMagazinesScissors Glue

April 5 Use Computer period in am.( Books, pictures, encyclopedias, students use internet)Poster paperFelt MarkersArt SuppliesMagazinesScissors Glue

April 10 Pencil crayonsFeltMarkersPencilscircle template

April 11 Graphing PaperRulersSmarties

April 12April 16 Testing SPF Science Focus page 260

(Design Investigation)


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Petri DishesScissorsStop watchPhotosensitive paper5 Sunscreen products

April 17 SPF Investigation DueApril 18 Review for quiz and unit examApril 19 Topic Quiz 4-8April 23 Exam OutlineApril 24 Final Unit Exam


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Learning Resources

Bosak, S. V. (1991). Science is-- (2nd ed.). Richmond Hill, Ont.: Scholastic Canada.

Liem, T. L. (19871992). Invitations to science inquiry (2nd ed.). Chino Hills, Calif.: Science Inquiry Enterprises.

McGraw-Hill Ryerson. (2001). Science Focus 8: Science, Technology, Society.

Taylor, B., & Millard, P. (1990). Color and light. New York: Franklin Watts.

Ward, A., & Flax, Z. (1991). Experimenting with Science About Yourself. New York: Chelsea Juniors Division, Chelsea House Publishers.

Wesley, A.(2001). Science in Action 8. Toronto, Canada.

http://www.opticalres.com/optics_for_kids/kidoptx_p1.html

http://www.micromagnet.fsu.edu/optics/acticities/teachers/scopes.html

http://www.edquest.ca/component/content/article/198

http://www.nasa.gov/audience/foreduls/listbytype/Simple-magnifiers.html

http://www.proteacher.org/c/657_Light_and_Sound.html

http://www.sciencekidks.com.nz/light.html

http://www.lpi.usra.edu/education/explore/our_place/activity-glance.shtml

http://www.explainthatstuff.com

http://www.billnye.com/for-kids-teachers/episode-details/

http://www.billnye.com/for-kids-teachers/episode-details/

http://www.explainthatstuff.com/

http://www.lpi.usra.edu/education/explore/our_place/activity-glance.shtml

http://www.sciencekidks.com.nz/light.html

http://www.proteacher.org/c/657_Light_and_Sound.html

http://www.nasa.gov/audience/foreduls/listbytype/Simple-magnifiers.html

http://www.edquest.ca/component/content/article/198

http://www.micromagnet.fsu.edu/optics/acticities/teachers/scopes.html

http://www.opticalres.com/optics_for_kids/kidoptx_p1.html

science 8 unit c: :light and optics -...

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