Physical+Science-Light+Energy+and+Color+(pg.181-208)

Physical Science-Light Energy and Color (pg.181-208) 10/19 GLE 0407.10.3 Investigate how light travels and is influenced by different types of materials and surfaces. __Checks for Understanding__ √ 0407.10.1 Design an investigation to demonstrate how different forms of energy release heat or light. √ 0407.10.2 Design an experiment to investigate how different surfaces determine if light is reflected, refracted, or absorbed. __ SPI's __ SPI 0407.10.2 Determine which surfaces reflect, refract, or absorb light. || This website shows symmetry through the folding of shapes. It also shows what it would look like if you looked at it through a mirror. It also gives students a chance to see how many lines of symmetry the shape has before being told if the answer is correct or not. @http://www.bbc.co.uk/schools/gcsebitesize/maths/shapes/symmetryrev1.shtml 2. __**Refraction**__ **(Mariah)** This website explains the differences between refraction and reflection. It discusses the different types of lenses, and shows images of them. It discusses the angle of light rays and the different types of surfaces that affects them. It also has a quiz that children can fill in the blanks and test their knowledge of refraction. @http://www.myschoolhouse.com/courses/O/1/36.asp 3. **__BrainPOP/Color__** (Ramona) This website includes a cartoon style movie that explains the electromagnetic spectrum, wavelenths and frequencies, visible light and color, refraction and reflection, and the differences between primary pigment colors and primary colors of light. This site had added features which include activities, quizzes, and an experiment**.** @http://www.brainpop.com/science/energy/color/ The Fun and Games: Illusions portion of this website has many different optical illusions that can be looked at and explored through. This is a good exercise to determine the difference in what really exists and what is perceived by the eye. Purpose: Students gain an understanding of symmetry in a figure and that it can contain 0, 1, or multiple lines of symmetry. Also they will use reflection to show that it has symmetry. Each table gets a set of shapes and pattern blocks, then each group of two gets an envelop of two pictures inside; one with symmetry, one without and each person gets a mirror and worksheet. The students will use reflection to determine whether a figure has line symmetry, identify the number of lines and draw them on their shape, and then construct of figure with that number of lines of symmetry. They will also learn about fraggles and raggles shape. @http://teachhouston.uh.edu/TeachHouston_document/lesson_plans1/Lines_of_Symmetry.html 2. **__Bending Light__ (Mariah)** Purpose: students will gain knowledge about light refraction by experimenting with various objects. The lesson plan incorporates the book //Hatchet// to give students a deeper understanding and visual of what refraction really is. The lesson plan uses many various materials for the students to experience with. They will use data to construct a conclusion. They will also cite how science affects life. @http://www.uen.org/Lessonplan/preview?LPid=2339 3. **__Color Burst__** (Ramona) Purpose: To gain experience in asking questions and conducting inquiry by exploring the separation of colors in water and other solvents; to communicate and share findings of student investigations**.** Working in small groups, students will investigate using the process of paper chromatography. They will observe and record data. Each group will share their explainations and results. 4. Floating Finger (Jessica F.) Purpose: This lesson will help students learn more about how each eye views it's own angle of a single object. You don’t need any materials for this lesson. It only involves the student and a finger. The students pretend they are mosquitoes during this activity and test their eyes by using a finger, pointed in front of them, as a stinger which they will examine. The students will find it appears that not only has their one finger become two but it is also transparent. This will further inquiry and discussion about perception of the eye. Lesson Plan || 1. Reflectional Symmetry 2. Light Bending and Bouncing 3. Light and Colour 4. How light enters the eye || Uncovering Student Ideas Volume 1 page 25-30 This will be used as a pre-assessment at the beginning of the lesson. || || //**Science Alive**! **Light**// by Crabtree Publishing Company (Ramona) **5 minutes.** Textbook activity: Mirror Balance p. 189 Time: 10 minutes I will print out sheets of paper with the same objects shown in the book and bring mirrors. I will give each student their own paper and mirror to use. FA # 74 : What are you doing and why? I will introduce the activity I am going to do and then address the purpose and outcome of the activity. Then I will let them start the activity and halfway I will get the students attention and ask them, What are you doing and Why? 2. **Light Refraction (Mariah)** Textbook activity: Some Everyday Magnifiers p.192 Time: 10 minutes I will have all material ready, and prepared for the activity. FA #1 A&D Statements. I will have 4 questions about light refraction, and the students will agree or disagree with the statements. The students must also tell why they think that. I will use this after the some everyday magnifiers activity. I will hand them a handout i have created. Textbook activity: The Colors of the Sun p. 200 Time: 10 Minutes This activity will be modified by using flashlights in place of the sun and small clear glass baby food jars in place of the pan. I will begin with a quick demonstration of how the prism separates colors if there is sufficient sunlight or other light source in the room. FA # 52:RERUN. Students will write one sentence for each letter of the acronym related to the experimental activity. Worksheets will be provided and guiding questions will be on the projector screen. 4. **Perception of the E****ye P.202-208(Jessica Forgety)** Textbook Activity: Page 205, Tired Eyes Time: 12 Minutes Each student will receive a white sheet of paper with an X in the middle and a small square of red, blue, and yellow paper. Students will be asked to complete formative assesment questions on back of paper, prior to starting the activity. FA #48 Question generating. Students will come up with three questions each prior to Tired Eyes activity, and we will review some of them and answer as a class at the end of the activity. ||
 * Content || **1. p.181-192 Pathways of Light (**Jamie S.)
 * Light travels in a straight line until it strikes an object. Light can be reflected by a mirror, refracted by a lens, or absorbed by an object
 * Light interacts with matter by transmission, absorption, or scattering. To see an object, light from that object-emitted by or scattered from it - must enter the eye.
 * Opaque objects- objects that we cannot see through, such as metal and wood.
 * Transparent objects- allow only some light to pass through, but do not block enough light to produce a true shadow, such as frosted glass and waxed paper
 * Diffused reflections- scattered light rays
 * Regular reflections- light rays that are not scattered
 * The only time we can see something that doesn't glow by itself is when light reflects off it and travels to our eyes. (light reflecting off the moon)
 * Angle of incidence, the angle at which light strikes a plane reflector always equals the angle at which it is reflected, also know as angle of reflection.
 * 2. p.192-196 Light Refraction (**Mariah)
 * Light travels more slowly in water than it does in air.
 * The speed of light changes as it travels into or out of media of varying densities.
 * A change in speed may cause the beam of light to change direction of travel, or refract.
 * When light enters a denser medium it slows down.
 * When light enters a less dense medium it speeds up.
 * People have learned to control light refraction with lenses.
 * Convex lenses causes light rays to converge.
 * Concave lenses cause light rays to diverge (causes objects to appear smaller).
 * 3. p. 196-202 Color** (Ramona)
 * How to Mix Colors: Mix two or more primary colors to make secondary, tertiary, and many other shades of colors.
 * Colored Comics: Colors are combined using the CMYK color model. “**CMYK** refers to the four inks used in some color printing: cyan, magenta, yellow, and **k**ey (black)” (wikipedia).
 * Paper Chromatography: This is the process of using paper to absorb separate colors at different rates from colored dye, ink, or food coloring.
 * Colors of the Sun: The white light of the sun passes through a prism (or water droplets) which in turn refracts and reflects the colors and creates a rainbow colored spectrum.
 * Color Concepts: Isaac Newton was the first to discover that colors were part of the visible sunlight.
 * Each color has a different wavelength and rate of vibration. Red has the longest wavelength and violet has the shortest. Longer waves are refracted the least and shorter waves the most. This explains why the rainbow’s uppermost arc is red and the smallest is violet.
 * Two ways to mix colors are with colored beams of light and with paints and dyes. Using colored beams of light to overlap other colors produces additive colors. This is refraction. Using pigments (paints and dyes) of colors will result in the absorption or subtraction of additive colors and produces subtractive colors. This is reflection. Grass is green because it has absorbed all other colors and green is the reflection seen from our eyes.
 * Color Blindness: One in 12 males is color-blind compared to 1 in 200 females. Most will see reds and greens as shades of gray.
 * Digital Color: Images are focused on an image sensor—a microchip called a charge-coupled device, or CCD.
 * Pixels, short for picture and elements, react to the amount of light they receive. Data from each pixel is given a value and technological software fills in any missing color. The value number is then used to make the image and is stored in the camera.
 * 4. p.202-208 Perception and the Eye (**Jessica F.)
 * The three key parts of the eye that enable us to see are the iris, retina, and lens.
 * The iris is the colored part of the eye, which absorbs and reflects color.
 * The reflected color depends upon the amount and kind of color, which is why individuals have different color irises.
 * There are two sets of tiny muscles in the iris which control the pupil (the black center).
 * These tiny muscles control the size of the pupil, which allows more or less light into the eye.
 * The retina is involved in adjustment of vision. Your retina is important when your eyes must adjust when going from darkness into light or vice versa.
 * The retina contains two kinds of light sensitive cells: rods and cones.
 * Cones are less sensitive than rods and are located at the back of the eyeball. They enable us to see color in very strong light.
 * Cones detect different combinations and levels of the three primary colors, red, blue, and yellow to create a full spectrum of color.
 * Rods are distributed throughout the retina and enable us to see in dim light.
 * It may take up to 30 minutes for rods to work at full capacity.
 * An eye lens is convex in shape, except it contains a muscle which allows it to change shape.
 * A large shape nearby causes the lens to thicken. This refracts light rays enough for a sharp focus to appear through the retina.
 * Light rays from a small or distant object causes enter the lens in a parallel fashion, which allows only a small refraction to bring focus on the retina.
 * Eyeglasses correct issues with image focus by adjusting the amount of refraction on the retina, either for close or distant focus.
 * The brain and eyes work together to create perception.
 * Each eye sees an object from a different angle, and the brain interprets what each eye sees simultaneously to create a solid image. ||
 * TN State Standards || **4th Grade**
 * Websites || 1. **__Reflectional Symmetry__** **(Jamie S.)**
 * 4.National Institute of Enviromental Health Science, Illusions(Jessica F.)**
 * Optical Illusions** ||
 * Lesson Plans || 1. **__Lines of Symmetry__ (Jamie S.)**
 * @http://www.sciencenetlinks.com/lessons.php?BenchmarkID=1&DocID=117**
 * Videos - Mixpod || media type="custom" key="10880314"
 * Formative Assessment Probe || **__Can It Reflect Light__ (Mariah)**
 * Children's Book
 * This is a small chapter book all about light. Have you ever wondered how light bends, how a camera takes pictures, or how to make your own rainbow? This book has easy to understand explanations and experiments that even an amateur scientist can follow. The book also includes interesting facts under the "Did you know?" sections.
 * This book could easily be integrated with science lessons and would make a great addition to the class library. Likely, children would find the short chapters fascinating. I would use this book as I was teaching the unit theme of energy and light. I would read each chapter and prepare to do one of the suggested activities as each new concept is introduced.
 * Today, I will be reading a sampling of the various topics on reflection and refraction, bending of light, splitting light, and optical illusions. ||
 * Activities and Formative Assessments || 1. **__Pathway of Light Inquiry__** (**Jamie S.**)
 * 3. Color (Ramona)**