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

__ Pathways of Light Concepts __ __Shadows__ __Reflections__ __Mirrors__ __Symmetry__ 2. Meredith Duncan p.192-196 Light Refraction: __Light Refraction Concepts__ __Density and Light Speeds__ __Light and Water__ What happens when light enters or leaves the water? Why does it bend? __Lenses__ __Convex Lense__ __Concave Lenses__ __ 3. Jamie Coleman p.196-202 Color: __ Color Concepts Mixing Colors: 4. Samantha Lloyd p.202-208 Perceptin and the Eye: __Color Blindness__ __Color Pictures from Digital Cameras__ __Perception__ __The Eye__ Standards || __4th Grade Science Standards __ GLE 0407.10.2 Investigate how light travels and is influenced by different types of materials and surfaces. SPI 0407.10.2 Determine which surfaces reflect, refract, or absorb light. Checks for understanding 0407.10.2: Design an experiment to investigate how different surfaces determine if light is reflected, refracted, or absorbed. || This website is very informative and great for kids. It allows kids to discover many different aspects of light with experiments, free games, science fair projects, fun facts, interesting quizzes, videos and more. I especially like the light source and reflections game. It allows kids to learn about shadows and how they work. I also like how there is quizzes and videos. http://www.sciencekids.co.nz/light.html __ 2. Meredith Duncan p.192-196 Light Refraction: __ This website is a kid-friendly website that addresses reflection and refraction which are two difficult topics for kids to understand without seeing. This website also provides good pictures to illustrate how refraction, reflection, concave and convex lenses work. At the end of the website it has a quiz to check for understanding gained from the website. [] __ 3. Jamie Coleman p.196-202 Color: __ This website gives a really good explanation of how rainbows are formed, along with other optical illusions. This website also has really great illustrations and also has good information for teachers. There are science projects and experiments for kids, along with a lesson plan for teachers. [|Website] __4. Samantha Lloyd Perception and the Eye__ This website is a great resource that allows students to make the connection between light, color, and the world around them. Additionally, this website provides interactive games, quizzes, and activities that demonstrate these connections in easy to understand terms for kids! [] || 1. Jessica Torres p.181-192 Pathways of Light: [|Seeing Around Corners] This lesson lets students explore the concept of line of sight by recording the conditions under which they can and can't see an object. They will then build a periscope and experiment with it to determine how this tool helps them extend their line of sight around corners, over walls, and beyond. This lesson helps students discover what refraction of light is by using an aquarium filled with milk to help students see the light bending as it is refracted in the water. The lesson ties in the book __//Hatchet//__, and has students discuss why Brian was having a hard time catching fish. Then the lesson goes on to describe different learning centers that students can explore to better understand and discover the phenomenon of light refraction. This lesson is designed for a sixth grade class and to last 45 minutes, but can be altered to fit into a smaller amount of time and for fourth grade by using different aspects of lessons or making the learning centers the actual lesson. __ 3. Jamie Coleman p.196-202 Color: __ [|Lesson Plan: I'll Build You A Rainbow] This lesson plan is great when teaching the concept that white visible light is composed of different colors. It is also great because it already lists the standard being addressed, and also gives background information for the teacher. [] This lesson is designed to explore specific areas of the eye, including the retina and pupil, as well as the effects that the eye and the brain have on images that are seen. Though this lesson has been designed for 6th-8th grades, it can easily be adapted to meet 4th grade standards. Additionally, the extensions provided in the lesson are great resources if time allows for completion. || media type="custom" key="10876374" || Asessment Probe || **Can It Reflect Light?-Samantha** Purpose: to elicit sutdents' ideas about light reflection off ordinary objects and materials. Source: //Uncovering Student Ideas in Science: 25 Formative Assessment Probes//; Volume 1 p. 25-30 || Books || Jamie I am going to read the book at the beginning of our lesson (5 minutes) Seven Blind Mice: In this book there are 7 mice, all different colors, and one of them is white. They see something by their pond and can't figure out what it is. All of the colored mice go to examine what it is, and they all think that it is something different. On the last day, the white mouse goes to examine and he can clearly see that it is an Elephant. At the end, there is a mouse moral: "Knowing in part may make a fine tale, but wisdom comes from seeing the whole." This book can be used to teach how rainbows are made and how the different colors show up in a rainbow. You can explain to the children that all of these colors are in the white light, and that the colors show up when the white light is shown through a prism. || Formative Assessment Probe: Can It Reflect Light? (4 minutes) 1. p.181-192 Pathways of Light:(10 minutes) Me and My Shadow,p. 183. Engagement, Exploration #1,2, and Explanation #1, 2, 3, and 4. Formative Assessment (Keeley Text) #36- "Muddiest Point" 2. p.192-196 Light Refraction: (10 minutes) Some Everyday Magnifiers, p. 192-193. Engagement; Exploration; Explanation #1,#4, #5; Evaluation (For the Wax Paper magnifiers activity, students will use straws instead of pencils to make the water droplets on the wax paper. While practicing my activity I found it very frustrating to try and get the water from the pencil to the wax paper, and it was hard to control how big the water droplets would be.) Formative Assessment (Keeley text) #66 - "Traffic Light Cups" 3. p.196-202 Color: (10 minutes) How to Mix Colors, p. 196-197. Exploration and Explanation Formative Assessment (Keely text) #1- "A&D Statements" 4. p.202-208 Perception and the Eye: (10 minutes) Your Side Vision and Color,p. 204-205. Exploration, Explanation Formative Assessment (Keeley text) #27 - "I Think-WeThink" ||
 * Content || 1. Jessica Torres p.181-192 Pathways of Light:
 * A beam of light can "bend" under certain conditions, such as when going from air into water or glass, or the reverse. Other then these examples, light travels in a straight line.
 * Because light travels in straight lines, we can easily block it with objects. This is why we can identify an object from its shadow.
 * Opaque objects- These are objects that we can not see through, such as metal and wood. These objects cast true shadows.
 * Transparent objects- These objects block very little light, such as clear glass and cellophane. These objects do not cast shadows.
 * Translucent objects- These objects allow only some light to pass through, such as frosted glass and waxed paper. These objects do not block enough light to produce a true shadow.
 * Shadows lay the foundation for understanding some important principles of physics in later grades.
 * We can alter the pathways of light in several ways, some surprising. When we powder our nose, we are scattering light reflections.
 * A smooth, shiny surface reflects light rays with very little scattering. But a rough or uneven surface may scatter the rays so throughly that reflections may be scarcely visible. To see this in action you can bounce a ball on smooth surface, and then on a rough surface.
 * What makes make-up powder so effective? When greatly magnified, it resembles gravel.
 * Diffused Reflections- scattered light rays.
 * If you stand by a mirror and can see the eyes of another person, that person can also see your eyes. No matter from what position or angle you try it, that same results happen if you are close enough to the mirror to see a reflection.
 * The angle at which light strikes a plane reflector (called the angle of incidence) always equals the angle at which it is reflected (called the angle of reflection).
 * Convex Mirrors- Have a bulging center that reduces a wide field to a small area. (Rearview Mirrors)
 * Concave Mirrors- Have a scooped out center that magnifies images. (Cosmetic Mirrors)
 * Double Reflections- If we could not look at photos or double reflections in two mirrors, we would never know how we appear to others. A mirror always produces a reverse image of the observer.
 * Working with mirrors enables you to introduce the concept of symmetry. Children will be surprised at the ways a mirror can reveal balanced proportions. They can learn to predict which letter shapes will reveal the property of symmetry. X, O, I, and H have both lateral and vertical balance.
 * 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 to change direction of travel, or to refract
 * The function of an automobile windshield wiper is to restore the rainy outside surface of a windshield to a plane surface. As water is wiped away, the light rays enter the glass at a uniform angle, rather than unevenly.
 * Anything in motion will slow down when something is in its way.
 * Water is denser than air because it has more matter in the same space.
 * Glass is denser than water.
 * When light enters a denser medium, it slows down, and when light enters a less dense medium it speeds up.
 * Analogy: Two wheels are rolling freely in one direction. When the leading wheel strikes the sand the device moves on but at a slightly different angle.
 * People can control light refractions with lenses.
 * //Focal length-// distance from the point of focus to lens
 * Cause light rays to converge, or bring them together
 * When an object that is inside the focal length of a convex lens is moved right, its image also moves right. But if the object is outside the focal length when moved right, its image moves left because the light rays cross and go to opposite sides.
 * Cause light rays to diverge, or spread out
 * This causes objects viewed through them to appear smaller.
 * People used to think that the colors of the rainbow came from sun going through rain droplets.
 * Issac Newton (1642-1727): performed experiments with prisms, showing that the colors of the rainbow were actually parts of visible sunlight.
 * Each color has a different wavelength, red being the longest and violet being the shortest, and rate of vibration, which is what the prism separates.
 * When passed through a prism, the longer waves are refracted the least and the shorter waves the most.
 * Red has the slowest vibration, and violet the fastest, which can be compared to low and high pitch sounds.
 * 2 basic ways to mix colors: colored beams of light and with paints or dyes.
 * Light beams of red, blue, and green can create different color combinations on a white screen, when added together in the right proportions.
 * These colors are called additive colors when they are used as colored light beams.
 * Scientists have found that there are only three certain-colored pigments can absorb the additive colors: blue by a yellow pigment, red by a blue-green pigment called cyan, and green by a purple-red pigment called magenta.
 * These three pigments can be mixed together to get various colors, but when the three light beams are mixed the result is the opposite.
 * Color Blindness is a deficiency where reds and greens are seen in shades of gray, with other colors being perceived normally. Rarely do color blind people see all colors in black, white, and shades of gray.
 * 1:12 Males possess the deficiency
 * 1:200 Females possess the deficiency
 * A color digital picture begins when light, reflecting off of an image, passes through the lens of a camera.
 * Individual pixels create electrical impulses that are proportional to the intensity of the light they receive.
 * When we see an object with two eyes, each eye views it from a slightly different angle.
 * Because of this, our perception of the object’s distance is usually more accurate that if only one eye was used. With distant objects, the advantage decreases.
 * We tend to use size, background, and other clues to estimate distance.
 * The inside lining (retina) of the eye contains millions of cells sensitive to light intensity and color. Most of the eye’s color-sensitive cells are clustered at the back of the eyeball near the optic nerve. To see color, some colored light must reach there. When light enters the eye at an angle, this area may not be stimulated.
 * Within the eye, there are three parts that are directly involved in sight:
 * The //IRIS//: which contains pigment that absorbs some colors and reflects others.
 * The //RETINA//: which contains two kinds of light-sensitive cells, the cones and the rods.
 * The //LENS//: which is convex in shape and works like any other convex lens, with one important difference-a muscle permits it to change shape. ||
 * TN State
 * Website || __1. Jessica Torres p.181-192 Pathways of Light:__
 * Light For Kids**
 * Reflection and Refraction **
 * The Science of Light**
 * Lesson Plans || Each person select and describe one lesson plan for your section.
 * 2. Bending Ligth - Meredith Duncan **
 * [|Bending Light] **
 * 4. Sight and Light -Samantha Lloyd**
 * Videos || One person create and embed a Mixpod for ideas in the sections- Meredith
 * Formative
 * Children's
 * Activities from text || List one activity for the section you select that you will lead for the class. Will need to modify or shorten each activity. Include page #s and describe anything you did to modify the activity.