Energy Unit Shannon Stone Ms. Marrazzo and Ms.

Ross First Grade Lesson One Flashlight Exploration 1. Essential Question: How does the position of a light source change a shadow? 2. Standards: 5.2.2 C.3 When light strikes substances and objects through which it cannot pass, shadows result. 3. Objectives and Assessments: Learning Objectives

Assessments

Students will be able to draw accurate shadows. Students will be able to note differences in shadows Students will be able to explain how the position of a light source affects a shadow

Students will record nine drawings of shadows on their chart. Each drawing should be an accurate representation of the object and its shadow. Students will note and explain differences in shadows

4. Materials: Flashlights Recording sheet Objects???? 5. Prior Knowledge: Students have very little prior knowledge regarding this topic. They have not discussed how the position of a light source affects a shadow; they have not even used flashlights in science lessons this year. I believe that their main source of prior knowledge is their natural knowledge of shadows from everyday observations. 6. Lesson Beginning: Students will begin at their desks working with a partner. Each pair will have a flashlight and a pencil. -Today we are going to explore shadows. I want you all to begin by making shadows of your pencils with the flashlight. Take a minute, and make a shadow. - Now see if you can make the shadow shorter. How can you do that? - Now see if you can make the shadow longer. How can you do that? - Now see if you can make the shadow disappear. How can you do that? 7. Instructional Plan:

- Now we are going to explore the shadows of other objects. Each group is going to receive a spoon, a clothespin and an empty soda can. You are going to record the shadow of each of these objects three times. The first time you are going to hold the flashlight above the object, just like it is shown on your paper. Draw both the object and the shadow. Then move the flashlight so that you are holding it from the side of the object, just like on the paper. Draw the object and the shadow. Finally hold the flashlight from the top corner. Draw the object and the shadow. - Complete this procedure for all three objects. - When students have finished their nine drawings, they will turn over their paper and answer the three questions. - EARLY FINISHERS will have their silhouettes traced by a partner or by Ms. Consomer. They can then color in their silhouettes. 8. Closure: - Who can tell me when shadows were the longest? - Who can tell me when shadows were the shortest? - Why did your shadows change? 9. Rubric: Flashlight Worksheet: 32 possible points Drawings 3 points each (Accurate and detailed depiction of both object and shadow) 2 points each (Somewhat inaccurate depiction of object and shadow, or is missing either object or shadow) 1 point each (Drawing is completely inaccurate or there is no drawing) Questions #1 1 point for correct answer #2: 1 point for correct answer #3: 3 points for thorough and correct explanation 2 points for partially incorrect or incomplete explanation 1 point for incorrect explanation

Lesson 2: Outdoor shadow observation 1. Essential Question: What happens to a shadow when the position of the light source creating it changes? 2. Standards: 3. Objectives and Assessments: Learning Objectives

Assessments

Make accurate drawings of a classmates shadow. Students will be able to identify a connection between the direction of the shadow and location of the Sun. Students will explain how their own shadows change shape and size.

Students will complete the what makes a shadow worksheet

4. Materials: Moonbears Shadow by Frank Asch What Makes a Shadow worksheet Chalk 5. Prior Knowledge: Students know from the flashlight activity that the position of a light source changes the shape of a shadow. I assume that students have natural knowledge of shadows from their experiences observing shadows in every day life. 6. Lesson Beginning: - Today we are going to read a book about a bear and his shadow. I want you to pay close attention to what the bears shadow does throughout the story. See if you can find similarities between what the bears shadow does and what your shadows did. - Read aloud the book Bears Shadow by Frank Asch. Ask students the following questions: What makes Moonbears shadow? Why does Moonbear want to get rid of his shadow? How does he try to get rid of his shadow? Why doesnt it work? What happens to Moonbears shadow when he hides behind a tree? Why? Why does Moonbears shadow disappear when he buries it? Why does Moonbears shadow appear larger during certain times of the day and smaller during other times? 7. Instructional Plan: - We will go outside first thing in the morning to record our shadows. - Before we begin, have students point toward the direction of the sun. - Students will take turns tracing their partners shadow with chalk.

-Write your name. -Trace your shoes. -Trace your shadow. Label the shadow with the time of day. -Draw the shadow, record the time and length of the shadow. - Ask students to predict what their shadows will look like when they return to the same spot later in the day. -We will return outside after lunch to trace and draw their shadows again. - Identify where their shadows are in relation to the sun. Ask, Are your shadows short or tall? - Have students move around and observe their shadows and ask the following questions: - What makes your shadow move? - What happens to your shadow when you stretch your arms up high? - What happens to your shadow when you crouch down low to the ground? - Can you make your shadow disappear completely? - Have students trace their shadows for a second time. - Have students predict what their shadows will look like when we return for the last time in the afternoon. - We will then go back indoors for our lesson. - Read and discuss book. - Ask students to share how their shadows moved. Why do they think their shadows moved? -Have students come up and show their two shadows, tell us how they moved and why. - Explain that their shadows moved because the position of the sun moved. When the sun is coming up in the morning their shadows are long, just like when the flashlight was at an angle. When it is high in the sky over their heads it is short, like holding the flashlight over the object. When it is low in the sky going down their shadows are long again. We are going to check this again in the afternoon. - Have students write a sentence about why their shadow moved. 8. Closure: - Go back outside in the afternoon to check that their shadows are long again. - Why have your shadows changed again? - Why are they longer than they were this afternoon? 9. Rubric: Shadow recordings worksheet: 15 possible points Drawings 3 points each (Accurate and detailed depiction of shadow) 2 points each (Somewhat inaccurate depiction shadow) 1 point each (Drawing is completely inaccurate or there is no drawing) Time 1 point for each accurate time Length 2 points for accurate length (including inches) 1 point for accurate length (without inches) or inaccurate length with inches Explanation 3 points for thorough and correct explanation 2 points for partially incorrect or incomplete explanation 1 point for incorrect explanation

Lesson 3: Transparency http://luv2teachgirl.blogspot.co.nz/2012/02/teaching-about-light.html http://www.burlington-nj.net/ 1. Essential Question: What quality of an object determines whether light will pass through it or not? 2. Standards: 3. Objectives and Assessments: Learning Objectives

Assessments

Students will improve their ability to inquire Students will be able to identify objects as transparent, translucent, or opaque

Students will develop a procedure to determine whether objects are translucent, transparent or opaque Student will make predictions and then test them

4. Materials: Transparency vocab signs Transparency Prediction Worksheet Wax Paper Plastic Cups Tissue Paper Plastic Baggie Plastic Lid Paper Towel Book Folder Flashlights Magnifying Glass 5. Prior Knowledge: Students will watch the BrainPop video that discusses what objects are translucent, transparent and opaque. We will review these terms at the beginning of the lesson. 6. Lesson Beginning: -Watch BrainPop video -Show the transparency cards. Discuss what each word means again. Have students give examples. - Transparent: All light passes through (i.e. Window, plastic) - Translucent: Some light passes through (i.e. Paper, clothes sometimes) - Opaque: No light passes through (i.e. Book, walls)

7. Instructional Plan: - Today we are going to test different materials to see how light passes through each of them. You are going to work in pairs to determine if each of the objects is transparent, translucent or opaque. - On your desks you have eight items. Before you do anything I want you to make a prediction for each of the objects. Do you think it is going to be opaque, translucent or transparent? Write your prediction in the chart next to the object. - Once you have made a prediction for each of the objects I want you to decide how you are going to test how much light passes through each of the objects to determine if they are translucent, transparent or opaque. - You can use a flashlight, a magnifying glass, the lights in the room, the light from outside. - Develop a procedure. Determine the best way to test how much light passes through the objects. - Once you have decided how to do the tests, test each object and record whether it is translucent, transparent or opaque on your chart. - When the chart is complete, I want you to record what objects were translucent, transparent and opaque, and what your procedure was. 8. Closure: Have students share their procedure. 9. Rubric: Predictions and Observations: 16 possible points 1 point for each prediction 1 point for each correct observation Discussion worksheet: 16 possible points 1 point for each correct object (8 total) Questions - # 1: 2 points for complete list of objects used 1 point for incomplete list of objects used # 2: 3 points for thorough and correct explanation 2 points for partially incorrect or incomplete explanation 1 point for incorrect explanation # 3: 3 points for thorough and correct explanation 2 points for partially incorrect or incomplete explanation 1 point for incorrect explanation

Lesson 4: Heat Transfer http://www.teachengineering.org/view_activity.php?url=collection/wpi_/activities/wpi_colors_a bsorb_heat_better/colors_absorb_heat_better.xml 1. Essential Question: How does color affect heat absorption and temperature? How will a light source affect temperature? 2. Standards: 3. Objectives and Assessments: Learning Objectives

Assessments

Students will improve their ability to make and justify hypotheses. Students will read and record temperatures with thermometers

Students will predict how color and heat will affect temperature, and state why Students will complete the thermometer worksheet

4. Materials: Heat Lamp Thermometers Plastic cups Construction Paper Thermometer Worksheet Predictions worksheet Data Sheet Large thermometer for demonstrations 5. Prior Knowledge: Students will have been speaking about energy all week. They will have discussed the sun as a source of light and energy. At the beginning of the lesson they will discuss how the sun and different colors affects temperature. 6. Lesson Beginning: Brain pop video again? - I want you to imagine that its the middle of the summer. Its 100-degrees outside. Its very hot. How do you stay cool? -Stay in the shade? - What kind of clothing do you wear? - What color clothing do you wear? - Do you think that color affects how hot something gets? - Can you think of a time when the color of something makes a difference in how hot it gets when it is in the sun? - Walking on asphalt in the summer

- Color of a car - Wearing a white t-shirt vs. a black t-shirt - We learned from the video that the sun emits energy in the form of electromagnetic waves - We see parts of the wave as light and feel part of it as warmth. - Darker colors absorb more sunlight than lighter colors, which is why darker colors get warmer more quickly in the sunlight than lighter colors. - Lighter colors reflect more of the suns energy, so they stay cooler in the sunlight. 7. Instructional Plan: - Today we are going to do our own experiment to see how a heat source affects temperature. - Since we dont want to go outside to do this experiment, we are going to use a heat lamp in place of the sun. The heat lamp gives off energy in the form of heat and light just like the sun does. - Earlier this morning I set up four cups with thermometers in them. Three of the cups are under the heat lamp, just as though they were sitting outside in the sun. One of them is not under the lamp (just like it was in the shade). One of cups has nothing on it, one is covered in black construction paper, one is covered in yellow construction paper. - Do you remember what we said about lighter and darker colors in the sun? - Which colors absorb more heat and get hotter in the sun? - We are going to see if the different colored cups absorb heat differently by measuring the temperature of the water in them. Does anyone know how we can measure temperature? What is the name of the special tool we use to measure temperature? - We are going to use thermometers. A thermometer is a special tool that we use to tell temperature. When could we use thermometers? (in the oven, with fevers, outside temperature) - We use the line of the red line in the middle to read the temperature. - Thermometers are kind of tricky because they count by ten. Each big line represents ten degrees. Who can show me where 40 degrees is? 60 degrees? - The big line between each number is halfway between the number above and below it. It represents 25, 45, etc. - Each small mark goes up by one. Point out 92, 17 -The red line in the middle is a chemical, sometimes mercury or alcohol. The line moves when the temperature changes. The number that the red line stops at is the temperature. -If the red line is moving up, it is getting hotter, if it is moving down, it is getting cooler - Now you are going to try. (Hand out worksheet) For each of the thermometers in the top row, you are going to use the coloring to tell what the temperature is. (Remind of demonstration) - For each of the thermometers on the second row you are going to color them in to show the temperature below. (Remind of demonstration). - Students complete thermometer worksheet. - Now I want you to make predictions about how the temperatures of the water in the cups is going to change. Which do you think will be the hottest, coolest? Think about what we said earlier about how color affects temperature and how staying in the shade affects temperature. - Write a reason for your predictions. - Early finishers do bonus thermometer worksheet

- Now we are going to collect data. I am going to have Ms. Consomer read the temperature for me, and I am going to put in on our big thermometer. You will fill in the temperatures on your data sheets. - After students have completed data collection they will finish their worksheet. Tell me which cup was the hottest, coolest, and WHY. 8. Closure: How does the color of the construction paper affect the temperature? Which color absorbs heat the quickest under the heat lamp? Which color would be the best to wear to stay cool on a hot day? 9. Rubric: Reading a thermometer: 10 possible points 1 pt for each correct thermometer Data Collection: 4 possible points 1 pt for each correct thermometer Predictions and discussion: 16 possible points Predictions 1 point for each Justifications 3 points for thorough and correct explanation 2 points for partially incorrect or incomplete explanation 1 point for incorrect explanation Results 1 point for each correct Explanations 3 points for thorough and correct explanation 2 points for partially incorrect or incomplete explanation 1 point for incorrect explanation