Science Unit Plan

Title of Unit Light and Shadows Grade Level Grade 4

Subject Science Time Frame March 4- April 16 (25 classes)

Developed By Kirsten Chornawka

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s)
GLO: 4–9 Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam.

SLO’s:
1. 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.
2. Identify a wide range of sources of light, including the Sun, various forms of electric lights, flames, and materials that glow (luminescent materials).
3. Distinguish objects that emit their own light from those that require an external source of light in order to be seen.
4. Demonstrate that light travels outward from a source and continues unless blocked by an opaque material.
5. Describe changes in the size and location of Sun shadows during the day—early morning, to midday, to late afternoon.
6. 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.
7. Distinguish transparent materials from opaque materials by determining if light passes through them and by examining their shadows.
8. Classify materials as transparent, partly transparent (translucent) or opaque.
9. Recognize that light can be reflected and that shiny surfaces, such as polished metals and mirrors, are good reflectors.
10. 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.
11. Recognize that light can be broken into colours and that different colours of light can be combined to form a new colour.
12. 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.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? What provocative questions will foster inquiry into the content?
  The Sun is a major source of our light during the day  How do we get light?
 Light has natural and artificial sources  How are shadows made?
 Shadows are produced when a light source is blocked  Why are the Sun, fire, and light bulb sources of light?
 White light makes colored light  How do weather conditions affect shadows?
 Colored light falls along a spectrum  How does a rainbow form?
 Light can be reflected or refracted  To what extend are lenses used in our everyday lives?

Attitudes Skills

4–4 Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.
Students will show growth in acquiring and applying the following traits:
curiosity
confidence in personal ability to explore materials and learn by direct study
inventiveness and willingness to consider new ideas
perseverance in the search for understandings and for solutions to problems
a willingness to base their conclusions and actions on the evidence of their
own experiences
a willingness to work with others in shared activities and in sharing of
experiences
appreciation of the benefits gained from shared effort and cooperation
a sense of responsibility for personal and group actions
respect for living things and environments, and commitment for their care.
Science Inquiry
 4–1 Investigate the nature of things, demonstrating purposeful
action that leads to inferences supported by observations.
 4–2 Identify patterns and order in objects and events studied; and
record observations, using pictures, words and charts, with
guidance in the construction of charts; and make predictions and
generalizations, based on observations.
Problem Solving
 4–3 Investigate a practical problem and develop a possible
solution.

Stage 2 – Assessment Evidence

Formative Summative
- Completion of guided notes - Reflection and Refraction observation
- Flap definitions - Transparent, Translucent, Opaque Window Brochure
- Sorting activities - Sun Shadow toy demo observation
- Discussions - Reading Between the Lines
- Predictions - Unit Test
- Artistic creations: sunglasses, sundial

Stage 3 – Learning Plan

# Outcomes Lesson Topic Activities Assessment

Class 1 4–9.2 Light and sources of light - guided notes - Formative

Mar. 4 - “What is light” flap
Class 2 4–9.1 Eye protection - Make sunglasses - Formative
Mar. 5
Class 3 4–9.2 Natural and artificial - Sorting activity - Formative
Mar. 6 sources of light
- Bioluminescence
Class 4 NO CLASS- PROJECT PRESENTATONS as per Karen
March 7
Class 5 4–9.4 Reflection, Refraction, - https://www.youtube.com/watch?v=k0eGjaEWpPU - Formative
Mar. 12 4–9.9 Absorption - Properties of each – via class completion of diagram
4-9.10
Class 6 4–9.4 Reflection - Flip- Flopped Messages worksheet with mirrors - Formative
Mar. 13 4–9.9

Class 7 4–9.9 Reflection and Refraction - Demos - Summative

Mar. 14 4-9.10 - Question sheet
60 min
Class 8 4–9.9 Reflection and Refraction - Demo review - Summative
Mar. 18 4-9.10
Class 9 4–9.7 Opaque, transparent, - Sorting activity - Formative
Mar. 19 4–9.8 translucent Intro
Class 10 4–9.7 Opaque, transparent, - Window Brochure - Summative
Mar.20 4–9.8 translucent
Class 11 4–9.7 Opaque, transparent, - Window Brochure work period - Summative
Mar. 21 4–9.8 translucent
Class 12 4–9.6 Shadows and their - “What is a shadow” flap - Formative
Mar. 25 formation
Class 13 4–9.6 Shadows and Sundials - Finish shadow flap - Formative
Mar. 26 - Sundial overview https://www.youtube.com/watch?
v=1SN1BOpLZAs
Class 14 4–9.6 Predicting location of sun - Toy demo - Summative
Mar. 27 shadows http://www.learnalberta.ca/content/t4tes/courses/eleme
ntary/science4/eBooks/Module%203/01%20Science
%204%20M3%20S2%20Lesson%205.pdf
Class 15 4–9.4 Shadow puppets - Shadow puppet play – creation and performance (pg. - Formative
Mar. 28 4–9.6 70)
60 min
Class 16 NO CLASS- Field Trip
April 1
Class 17 4–9.1 Parts of the eye - Observing pupil changes in the dark vs. light (Light and - Formative
April 2 4-9.10 Sound pg. 37)
- Blind spot activity (Light and Sound pg. 38)
- If time permits: Optical illusions video
https://www.youtube.com/watch?v=llLVk2fqylA
Class 18 4–9.10 Introduce convex and - Convex, concave, lens flap - Formative
April 3 concave lenses - Bill Nye video https://www.youtube.com/watch?
 v=MvUIsetjVck
- Sorting activity
Class 19 4–9.10 Continue convex and - Learn Alberta: Reading Between the Lines - Summative
April 4 concave lenses
60 min
Class 20 4–9.11 White light - Flap activity - Formative
April 8 - Cat in the Hat rainbow song
Class 21 4–9.11 Color light - Spinning white light activity (pg.25) - Formative
April 9 - “Keep your eye on the color” experiment
- https://faculty.washington.edu/chudler/after.html
- https://www.youtube.com/watch?v=GiBKYNWllcs
Class 22 Unit Review - Unit Review - Formative
April 10
Class 23 4–9.10 Color Spectrum and white - Prism demo as a class - Formative
April 11 4–9.11 light - Outside class hands on activity: light- bending bubbles
60 min
Class 24 4–9 Unit test - Work period - Summative
April 15
Class 25 Unit test review - Go through each question on unit test and discuss - Formative
April 16

Resources:

- Tools 4 Teachers Textbook: http://www.learnalberta.ca/content/t4tes/courses/elementary/science4/lessons.html

- Tools 4 Teachers Assignments: http://www.learnalberta.ca/content/t4tes/courses/elementary/science4/resources/assignments.html
- Reflection, refraction, absorption video https://www.youtube.com/watch?v=k0eGjaEWpPU
- Sundial overview https://www.youtube.com/watch?v=1SN1BOpLZAs
- Toy Demo http://www.learnalberta.ca/content/t4tes/courses/elementary/science4/eBooks/Module%203/01%20Science
%204%20M3%20S2%20Lesson%205.pdf
- Optical illusions https://www.youtube.com/watch?v=llLVk2fqylA
- Concave vs. convex lenses with Bill Nye https://www.youtube.com/watch?v=MvUIsetjVck
- Cone afterimage: https://faculty.washington.edu/chudler/after.html , https://www.youtube.com/watch?v=GiBKYNWllcs
- Light & Sound Matter & Materials Series teacher recourse (S&S Learning Materials) Grades 4-6
- Light & Sound Curriculum based hands-on activities supports NSES Standards- Grades 4-6 www.themainbox.com

Rationale:

The purpose of this unit is to provide students with a foundational understanding of light by enabling them to explore how light interacts with different
objects and to discover relationships between light and shadow. Students begin the lesson by discussing the properties of light and how to differentiate
between natural and artificial sources of light. Students will work hands on with mirrors and observe a demonstration to better understand how light is
affected through reflection and refraction. Later, students will receive a performance task that requires them to sell three types of windows which each
represent a transparent, translucent, and opaque material. Students will observe another class demonstration as we discuss how the direction of a
shadow is dependant on the location of the Sun. Lastly, students will demonstrate their understanding of how white light is created and how we are able
to see colored light throughout a variety of activities. A unit test will be given to assess student understanding of light and shadows.