Making Light of Science

Grade 4 Science Unit

Created by Shelby Stark

Lesson and Topic Curriculum Key

Concepts

Resources and
Activities

Assessment (For,
As, Of)

Foundational
Concepts

Introduction
Lesson: What do
the students
know about light?
- Brainstorm
activity, group
discussion and
video
(1class)

- Brainstorm
activity: Write
what do you
know about light
on the board.
- Discuss the
questions Can
you imagine life
without light?
What would a
day be like in
your classroom
if the lights were
turned off? and
record their
answers.
- https://youtu.be/
fvKpqIS9k9Y

- Students will

- What would life

be like without
light?

identify what
they know about
light.

- Observe

students
responses and
encourage
students to
reflect on what
they know about
light. This
observation will
give an idea of
the prior
knowledge the
students have
and where you
will go next with
the lessons.

- Ask extending
questions to
make them push
their initial
thoughts further

Lesson and Topic Curriculum Key

Concepts
Eye Safety

- Mini lesson

and poster
creation
(1 class and
finish on flex
class if needed)

Luminescent
Materials

- Colouring
worksheet,
mini lesson
(including the
video), In the
dark activity.
(1-2 classes)

SLO 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.

SLO 2-Identify a
wide range of
sources of light,
including the Sun,
various forms of
electric lights,
flames, and
materials that glow
(luminescent
materials).

Resources and
Activities

Assessment (For,
As, Of)

Foundational
Concepts

- Eye Safety Mini

Lesson:
consequences
for looking
directly at a light
source, will you
feel damage
happening to
your eye,
different ways to
protect your
eyes.
- Eye safety
poster design a
poster to
promote eye
safety

- The poster will be

a product that will
show students
understanding on
eye safety.

- Light can

- Walk around

- What are

- Colour the light

source
worksheet
- Mini lesson on
luminescent
materials and
show
https://youtu.be/i
letCKDCt_0
- In the dark
activity
SLO3-Distinguish
- Corresponding
objects that emit
reflection/works
their own light from
heet
those that require
an external source
of light in order to
be seen.

and discuss the

choices that the
students made
on the colouring
sheet

- Observe
discussion
during the in the
dark activity and
the responses to
the questions
posed

- The What I
Learned section
on the
worksheet is as
assessment in
that the students
will look back on
their learning
process

damage our
eyes

- Eye Safety

luminescent
objects?

- What objects
emits their own
light vs which do
not?

Lesson and Topic Curriculum Key

Concepts

Resources and
Activities

Assessment (For,
As, Of)

Foundational
Concepts

How Light Travels SLO4:

Demonstrate that
- Does light
light travels
travel in a
outward from a
straight line
experiment and source and
continues unless
worksheet.
blocked by an
(1 Class)
opaque material.

- Does light travel

in a straight line
activity
- Corresponding
worksheet

- Lab handout will

be taken in for
summative marks

- How does light

travels?

- Observe the

- Opaque

Shadows

- Shadow stick

activity, lab
worksheet and
supplementary
videos.
(1 class)

SLO 5:Describe
- Shadow stick
changes in the size
activity (Start
and location of
the shadows in
Sun shadows
the morning)
during the day
- Work through
early morning, to
the lab
midday, to late
worksheet
afternoon.
throughout the
day and in
SLO 6:Recognize
class.
that opaque
- Supplementary
materials cast
videos:https://yo
shadows, and
utu.be/wYaBgz9
predict changes in
alPQ (opaque
the size and
objects and
location of
shadows)
shadows resulting
https://youtu.be/
from the
Md4XC9jWVcc
movement of a
(shows
light source or from
movement of
the movement of a
shadow through
shade-casting
the day)
object.

way the students

carry out the
experiment.

- Take in the lab

worksheet for
formative
assessment and
reflection.

- The What I
Learned section
on the
worksheet is as
assessment in
that the students
will look back on
their learning
process

materials cast
shadows

- The movement
of shadows
throughout the
day.

Lesson and Topic Curriculum Key

Concepts
Mid Unit Review/
Quiz

- Class review

- Concepts
covered in unit so
far

then short quiz

(1 class)

Resources and
Activities

Assessment (For,
As, Of)

- Review activity
- Short Quiz to

- This quiz will be

follow

Foundational
Concepts

a summative
mark, it will
show how well
the students are
grasping the
concepts from
the review and
the unit so far.

- Go over quiz as
a class and
revisit concepts
if needed.
Transparent,
Translucent and
Opaque

- Instructional
lesson and
Raft Writing
activity.
(1-2 classes)

SLO 7: Distinguish
transparent
materials from
opaque materials
by determining if
light passes
through them and
by examining their
shadows.
SLO 8:Classify
materials as
transparent, partly
transparent
(translucent) or
opaque.

-Do a instructional
lesson on
transparent,
translucent and
opaque (which
includes
classification
activity)
- RAFT writing
project

- Pre-assessment What materials are

before the
instructional
lesson to show
what the
students prior
knowledge on
the topic is.

- Assess the
students
understanding
through the
RAFT writing
project.

transparent,
translucent and
opaque?

Lesson and Topic Curriculum Key

Concepts
Reflection vs
Refraction
-Mini lesson,
case of the
unbroken straw
demonstration
and reflection vs
refraction activity
(1 class)

SLO 9: Recognize
that light can be
reflected and that
shiny surfaces,
such as polished
metals and
mirrors, are good
reflectors.
SLO 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.

Breaking up light
- Breaking up
light activity,
discussion and
corresponding
worksheet
(1 class)

Resources and
Activities

Assessment (For,
As, Of)

Foundational
Concepts

- Mini lesson on
reflectors with
https://youtu.be/
JRh0CGfX7dQ
- The case of the
unbroken straw
demonstration
- Reflection vs
Refraction
activity/exit slip.

- Use the reflection

vs refraction
activity as an exit
slip for formative
assessment to
gauge students
understanding of
this potentially
confusing topic.

- What is

SLO11: Recognize - Breaking up light

that light can be
is not hard to do
broken into colours activity
and that different
colours of light can
be combined to
form a new colour.

reflection?

- What is
refraction?

- What materials
are good
reflectors and
refractors?

- Activity provides - Light can be

a great
opportunity for
formative
assessment

- Activity

worksheet and
discussion
throughout the
activity will show
students
understanding

broken into
different colours.

Lesson and Topic Curriculum Key

Concepts
Optical Devices
-Mini lesson on
optical devices
and make a
kaleidoscope
activity.
(2 classes)

- Final

Summative
Research
Project
(1 class for
introduction and
brainstorm, 2-3
work classes and
end off with a
gallery walk)

SLO 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.

Resources and
Activities

Assessment (For,
As, Of)

- Observe
discussion and
the various
answers to
optical devices
questions posed
Making a
during the mini
kaleidoscope
lesson.

- Mini lesson on
-

- Final Project:

- This project will

be a summative
Optical device
mark with a
research
rubric that the
project- look at
students will
inventor,
have a clear
purpose,
understanding
process to
of.
make it, who
- Students will
uses it in daily
also reflect on
life and how it
their work and
uses light. (2
learning process
classes for
while completing
this task.
instruction)
then (2-3 work
classes) and
(1 gallery walk
class)

Foundational
Concepts
- The range of
optical devices.

- The range of
optical devices.

Outcomes:
General Learning Outcome 4-9: Students will identify sources of light, describe the interaction of
light with different materials, and infer the pathway of a light beam.
Specific Learning Outcomes:
Students will:
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 dayearly 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 shadecasting 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.
Learning Activities:

- Opening Pre-assessment activity: What do you know about light brainstorm with further
questions of Can you imagine life without light? What would a day be like in your classroom if
the lights were turned off?

- Eye safety poster: design a poster to promote eye safety, think about some possible

consequences to your eyes for looking directly at the sun or other source of bright light and
why you might not feel damage to your eyes as it is occurring, consider at least one way to
protect your eyes from sun or other light- predict some situations where your eyes must be
protected from the sun and other bright lights at school.
Colour the light source worksheet
In the Dark Activity with worksheet
Does light travel in a straight line activity
Shadow Stick Activity
Mid-Unit quiz
Transparent, Translucent and Opaque RAFT activity
Reflection vs Refraction activity/ exit slip
The Case of the unbroken straw
Breaking up light activity
Making a kaleidoscope

- Final Project: Optical Device research project- look at inventor, purpose, process to make it,
who uses it in daily life.

Assessments:
Formative Assessments:
Formative assessment will be evaluated daily in observation, class discussion/participation, and
effort. Some of the learning activities will also be used for formative assessment, some taken in
for the assessment and some will be formatively assessed on how they are completed in class.
These activities include the opening pre-assessment brainstorm, eye safety poster, quiz review,
reflection and refraction exit slip activity and observations made during the completion of the
hands-on lab activities
Summative Assessments:
The summative assessments for this unit include the mid-unit quiz, the transparent, translucent
and opaque RAFT activity, and the final optical devices research project.
Resources:

- Alberta Education Program of Studies

- Edmonton Public Schools 1997-1998 Activities and Assessment Resource

Final Research Project Rubric:

Effort

Student put a great

amount of effort
into the project and
worked on the
project in the given
class time, until it
was completed.
Student
approached
difficulties, found
solutions and
displayed
perseverance with
a good attitude.

Student displayed
good effort by
working on the
project until the
unit was complete.
When faced with
difficulties the
student found a
solution.

Student put in
effort to the
project, but
stopped working
when difficulties
arose and worked
with a resistant
attitude.

Student put in
minimal effort into
the project.

Accuracy and
Understanding

Student thoroughly
answered all of the
essential questions
in their project.
Conceptual
understanding of
the topic was
apparent.

Student answered
most of the
essential questions
in their project.
Student needs to
show more
examples of
conceptual
understanding.

Student answered
some of the
essential questions
in their project.
Student did not
provide enough
examples to prove
their
understanding.

Student answered
only a few of the
essential questions
in their project.
Student did not
show
understanding.

Neatness,
Presentation and
Creativity

Presentation of
ideas was creative
neat and showed
originality.

Presentation of
ideas was neat but
could have been
more original
and/or creative.

Presentation of
ideas was mostly
neat but could
have been more
creative and/or
original.

Student needs to
work on neatness,
creativity and
originality of ideas.

Organization of
Ideas

All topics outlines

in the instructions
were completed
and organized in a
logical and easy to
follow format.

The topics outlined

in the instructions
were completed.
Tasks and ideas
were organized in
a reasonable
format.

Most of the topics

outlined in the
instructions were
completed, but
were not presented
clearly.

Not all topics were

included in the
project and content
was displayed in
an unorganized
way.

RAFT Rubric:

Content

Includes at least 3 facts

about the object that
was chosen. Writing is
completely aimed at the
audience chosen.

Includes 2 facts about

the object that was
chosen. Writing is
appropriate for the
chosen audience.

Creativity

Includes a great amount Includes some creativity

of creativity while
while presenting correct
presenting correct
information.
information.

Format

Includes correct format

and content chosen by
the student.

Includes one or less

facts about the object
chosen. The chosen
audience is ambiguous.
Lacks creativity.

Includes only one of the Format and content

correct format or content chosen by the student
chosen by the student.
are not completed.

March 2016

February

Sun

13

20

27

Mon

Tue

Wed

April

Thu

Fri

Sat

10

11

12

No School- PD
Day

Introductory
Lesson

Eye Safety

Luminescent
Materials Lesson
1

No Science

14

15

16

17

18

Luminescent
Materials Lesson
2

How Light Travels Shadows

Mid- Unit review

and Quiz
(Swimming Day)

No Science

21

22

24

25

23

Transparent,
Transparent,
Reflection vs
Translucent and
Translucent and
Refraction
Opaque Lesson 1 Opaque Lesson 2

Breaking Up Light No SchoolEaster

28

29

30

31

Easter Break

Easter Break

Easter Break

Easter Break

Notes:

19

26

April 2016

March 2016

Sun

Mon

Tue

May 2016

Wed

Thu

Fri

Sat

No School- Easter

10

17

After Easter
Review Class

Optical Devices
Lesson 1

Optical Devices
Lesson 2

Project introduction

No Science

11

12

13

14

15

Project Work Class

Project Work Class

Project Work Class/ Project

Wrap up
Presentation and
Gallery Walk

No School

18

19

20

22

21

16

23

Last Day of
Practicum

24

25

26

27

28

29

30

Overview: For this grade 4 science unit, the daily instruction will include a variety of instructional
practices and practical experiences. For every curriculum connected topic, there is an
instructional practice, that could range from a mini lesson to a worksheet activity, and a hands
on/ practical portion. I have incorporated both of these practices into every lesson to
accommodate for the different learners with in the class, the ones that learn through instruction
as well as the students who learnt through hands on experience. As well, the classes are
structured in a way that the students can apply the knowledge that they just learned. I believe
that by structuring the lessons this way, the students will hold into the information better.The
activities are designed o give the students a more clear idea about light as well as what
technology uses light and can be used to explore light. All of the practical experiences have a
corresponding worksheet in which they will complete in class and can be used for formative
assessment. There are two main summative assessments for this particular unit, a quiz and a
research project. Both of these summative assessments have been created to allow the
students to show their understanding rather than trick them unfairly. Ultimately, my goal is for the
students to learn, apply their knowledge and interact with each other all while doing it.

Rationale: Teaching light and shadows as a science unit is very important. It is a fact that light
is everywhere in our world. Not only do we need it to see but it carries information from to world
to our eyes and further to our brains. Yet, light tends to be a very confusing phenomenon. Thus,
by teaching students it, we are broadening their knowledge to the abilities as well as dangers of
light, which will lessen the confusion that accompanies light. Ultimately, through this unit, I plan

to take the students on the road to deeper understanding of light by making them act as
scientists that make observations, perform experiments and test what they see.