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Lesson Sets

Light By Elementary ali


These activities are created to incorporate reading and writing into the Science curriculum. Each lesson is designed to last about a week, and encourage student participation.

Lessons are aligned with the Common Core State Standards and the Texas Essential Knowledge and Skills.

CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.

CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

TEKS

5.6 (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and Readiness Standard

http://www.corestandards.org/ELA-Literacy/RST/6-8/1/






Sample Lesson Plan for the week

Attention Grabber: Flashlight Scavenger Hunt

Word Wall Building Activities

Reading with Graphic Organizer: Light with Picture Description Organizer

Writing with Key Terms: Light

Lab/ Activity: Exploring the Properties of Light Lab Stations with Activity Pages

Writing Extension Activity

Daily Science Starters: Light


Sample Lesson Plan

I can statement for the week I can demonstrate how light travels through different mediums.

Activities Monday Students answer Science Starters question of the day. Go over the question

and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions. Have students turn to their neighbor and discuss the best plan to running faster than another student. Would you want to run in a straight or zig zag line? Now have students discuss with their partner if they would still run that way if they were racing through a forest full of trees. A straight line would be the fastest way to run, but they would have to run zig zag through a thick forest to avoid hitting a tree. Tell the students that just like we would travel differently through each path, light travels differently through different mediums, or substances. Have the students work on the Attention Grabber Activities. When the students have completed the activity. Use it as a learning tool and go over the correct answers as a class. Introduce the word wall (or key terms) for this week. Ask students what they think the words mean and let them know they will find out the real definitions this week! Create a chart on the board to record the word wall activities for the week.

Tuesday Students answer Science Starters question of the day. Go over the question and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions. Hand out the reading with a graphic organizer. Ask students to read the passage and use context clues to define the key terms. After they have read the passage, they will complete the graphic organizer. After the students have completed the graphic organizer, lead a discussion about the facts they gathered from the reading. Complete the second column of the word wall builder as a class. Ask students to give their new definitions of the word wall words based on what they read today.

Wednesday Students answer Science Starters question of the day. Go over the question and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions. Hand out the summary writing with key terms. After they have written a


complete summary, ask for a few volunteers to share what they wrote. You can also let the kids “pair and share” their summary with a partner. Complete the last columns of the word wall builder as a class. Write the actual definitions of the word wall words and a have the students help you illustrate each word.

Thursday Students answer Science Starters question of the day. Go over the question and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions. Set up and guide the students through the lab activity for the day. Have students record the word wall chart for the week into their word wall journal. They can record this on notebook paper, in their science notebook, or you can print the Word Wall Chart handout for them.

Friday Students answer Science Starters question of the day. Go over the question and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions. The students will complete the Extension Writing Activity to show what they learned this week. Use today to guide the students through your interactive science notebook activities. (I have an Interactive Science Notebook with Science Vocabulary Activities available in my TeachersPayTeachers store: Elementary Ali) I also like to create a routine of science review stations for Fridays to help the students remember science topics they have learned in the past and will learn in the future. (I have my STAAR Science Stations available in my TeachersPayTeachers store: Elementary Ali) http://www.teacherspayteachers.com/Store/Elementary-Ali

http://www.teacherspayteachers.com/Store/Elementary-Ali


Word Wall Builder

Word What I think it means

What I learned it means from my reading

What the word actually means

Illustration


Flashlight Scavenger Hunt

Students will use a flashlight to travel around the room and complete a scavenger hunt. Depending on the number of flashlights you have, you may want to send the students around with a partner or small group.

Provide a clear cup of water and a prism. The other items should be generic enough to find in any classroom.


Use a flashlight to find the objects in the scavenger hunt below. When you find what is being described in the box, write what you found that matches that description.

Find an object that

is shiny and

reflects bright light

from your

flashlight.

_______________

Find an object that

the light shines

through.

_______________

Find something

that shows you

your reflection.

_______________

Find an object that

will reflect light

from your

flashlight to a

friend’s shirt.

_______________

_

Shine your light on

a metal chair leg.

Where does it

reflect to?

_______________

Shine your light

through a cup of

water. Where does

it hit on the other

side?

_______________

Find an object that

does not reflect

any light back to

you.

_______________

Shine your light

through the prism.

What do you see?

_______________

Make a shadow

puppet on the wall

with your hands.

_______________


Light energy helps us see the world around us. It also creates heat energy and causes rainbows in the sky. The sun is a major source of light energy.

Light travels very quickly at about 186,000 miles per second. Your car travels about 60 miles per hour going fast on a highway. Light would travel at around 670,000,000 miles per hour which is about 11 million times faster than a car on the highway! Light travels in a straight line from the light source. Light travels slower through other mediums like air, glass, and water. Air slows light down very little, but mediums like glass and water slow light down more.

When light passes through glass and water it changes direction, or refracts. You can see this refraction when you look at a straw in a glass of water. It appears to be bent, but that is just the light bending as it travels through the water and glass. Refraction can also make the straw appear broken at the surface of the water.

When light hits a reflective surface, it bounces back, or reflects. The light bounces back showing the image of anything in front of it. You can see reflection when you look in a mirror. The light bounces off the surface of the mirror showing you what you look like.

When a beam of light hits a prism, it refracts. Each color in a beam light travels at a different speed causing each color in the light to refract at a different angle and show the colors separated. This is why we can see a rainbow when the light travels through a prism. The colors of the visible light spectrum are Red, Orange, Yellow, Green, Blue, Indigo, and Violet. One way to remember the colors in order is to think of someone named: “ROY G. BIV”.

Use context clues to define

the

!

Medium

____________

____________

____________

____________

Refract

____________

____________

____________

____________

Reflect

____________

____________

____________

____________

Prism

____________

____________

____________

____________


Write a summary about light using your key terms from the reading.

Medium Refract Reflect Prism

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Answer Key

Key Terms:

Medium – a substance through which waves travel

Refract – when light travels through a medium and changes direction, or bends

Reflect – when light travels through a medium and bounces back

Prism – glass or quarts object with a triangular prism shape that refracts light to show the colors of the visible light spectrum (rainbow)


Science Starters:

Monday Draw a rainbow. Describe what causes a rainbow to appear in the sky.

Tuesday What tool can people use that helps them see better when reading? How does it work?

Wednesday Why does a straw look broken when sitting in a glass of water?

Thursday Can you see your reflection in a mirror in a dark room? Why or why not?

Friday Draw a picture showing how light helps you in the school day.


Science Starters: Answers

Monday Draw a rainbow. Describe what causes a rainbow to appear in the sky.

Rainbows are caused by light refracting through the drops of water in the sky.

Tuesday What tool can people use that helps them see better when reading? How does it work?

Reading glass lenses help magnify small letters and objects by refracting the light that passes through them.

Wednesday Why does a straw look broken when sitting in a glass of water?

Light travels slower through glass and water causing it to refract, or bend, making the object look bent or broken.

Thursday Can you see your reflection in a mirror in a dark room? Why or why not?

You cannot see a reflection in a dark room. Reflection is caused by light bouncing of a reflective surface, so you have to have light to have reflection.

Friday Draw a picture showing how light helps you in the school day.

Answers will vary.


Exploring the Properties of Light

Students can follow instructions on these activity sheets to explore the properties of light.

Materials needed:

Flashlights

Mirror

Glass

Water

Hand lens

Foil

White board

Metal Spoon

Depending on the materials you have available, this can be set up in 6 stations for groups to complete or as individual investigations.


Exploring the Properties of Light

1. Light travels in a straight line. Shine the flashlight across the paper from point A to point B and trace where the light shines.

B

A


2. Light slows down and refracts when it travels through mediums such as glass and water. Place your pencil in the

clear glass and draw what it looks like. Next, place your pencil in the clear glass filled with water and draw what it

looks like.

Clear Cup

Clear Cup with Water


3. Because light refracts when traveling through glass, convex lenses can change how an object appears. Look at

your pencil and draw what it looks like. Then, look at it through the convex lens and draw what it looks like. Label

and changes you see in the appearance of the pencil.

Pencil

Pencil behind a convex lens


4. Light bounces back off of reflective or shiny surfaces.

Shine a light on a mirror and draw the reflection you see.



Shine a light on the white board and draw the reflection you see.

How is it different than a reflection in a mirror?

_____________________________________________________

_____________________________________________________

_____________________________________________________



Shine a light on a straight piece of foil and draw the reflection you see. Then, shine a light on a crumpled piece of

foil and draw the reflection that you see.

Foil

Crumpled Foil


6. A metal spoon can show you a reflection and refraction through a concave surface at the same time. Look at your

reflection in the metal spoon. Draw what you see.


Writing Extension Activity

Have the students use writing to show you what they know. They will be writing an encyclopedia page with information they learned about this week’s topic. This will also help build skills in writing informational texts. Use the week’s “I can…” statement to guide the writing topic.

Science Writing Rubric Grammar and

Punctuation Accurate Scientific Information

Product Presentation

Excellent Free from errors, incomplete sentences, and run on sentences

Information and facts are 100% correct

Neatly written and colorful illustrations

Good Minor errors with good sentence structure

One or two errors in information or facts

Minor problems with writing or illustrations

Proficient Some errors and multiple sentences written incorrectly

A few errors in information or facts

A few presentation elements are missing or messy

Needs Improvement

Many errors and sentences written incorrectly

Many errors in information or facts

Messy writing and illustrations, lacking writing or illustrations


My Encyclopedia Page

topic: ___________________________________________________

Illustrations or Diagrams


What I know

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