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  • 1. Rob Schupbach Lesson Plan Topic: Light NSES: 6.2 Physical Science: Motion and Forces Date: September 23, 2011 SOL: 5.3 The student will investigate and Grade level: 5 understand basic characteristics of visible light Subject: Refraction of Light and how it behaves. Key concepts include: a) the visible spectrum and light waves; b) refraction of light through water and prisms Daily Question: Can you find the rainbow connection? Procedures for Learning Experience Guiding Questions Materials Needed Evaluation Approximate (Assessment) Time NeededEngagement: Turn on the projector and pull down the Students will be 5-7 minuteswhite screen. Show the class the prism. Ask students to What will happen when writing in their sciencewrite down in their science journals their predictions I place the prism in front  Projector journals.about what will happen when the prism is placed in the of the light?  White Screenpath of the light on the projector. Place the prism in  A glass orfront of the light. Students will observe what happens plastic prismto light as it passes through the prism. What colors do you see?Exploration: Split the class into groups of four. Give What is the mirror and  5 bottles for Observation of 15 minuteseach group a bottle for water, a pan, and a mirror. Have water doing to the light? water participation inone group member fill up the bottle of water. Escort the  5 small experiment.children outside with their supplies and their science What do you see on the mirrorsjournals. Have each group pour water into their pans. white surface? What  5 Students followedRemind students to NEVER look directly at the sun or colors do you observe? cake/cooking directions.into the mirror. Then have them face the mirror pans (at leasttowards the sun. Students are to place the mirror What happens to the 3 inches deep) Students will beupright against the pan’s inside rim and slowly tip back colors on the white  White foam writing in their sciencethe mirror. Light must strike the mirror below the board if you stir the core board (at journals.water’s surface. Go around to each group and hold the water lightly? least 2ft x 2ft)white form core board in front to reflect the colors of  Sunshinethe rainbow. Have them record their observations intheir science journals.
  • 2. Explanation: Gather students and have them dump the  Slide show Observe student 25-30 minuteswater out of their pans and collect all equipment. What did the experiment with pictures reactions andReturn to the classroom. Congratulate them on show us? of Issac participation inperforming an experiment that Sir Issac Netwon first Newton, the discussion.performed. Ask the students what the experiment Where else have you ROYGBIVactually showed. Have them share their observations seen theses colors? color No formal assessment.from their journals. Explain that when light passes spectrumthrough a material such as glass or water that the colors Which has a longer  Student’sof the visible spectrum are visible. Define the visible wavelength: Orange or sciencespectrum in terms of ROYGBIV. Explain that each Indigo? journalscolor has a wavelength of its own. Since red has thelongest wavelength it is at one end of the spectrum andviolet has the shortest wavelength and it is at theopposite end of the spectrum. The red light at one endof the spectrum travels faster than the violet light at theother end of the spectrum. This change of direction iscalled refraction, and is greater for violet light than forred light. The speed of light in the glass depends on thecolor; thus we get a continuous band as in the rainbow.Extension: Have students draw a rainbow. Instruct Can you remember the  Student’s Students will draw 10 minutesthem to use colored pencils and/or crayons to correctly last time you saw a science their own rainbow indesign a rainbow that accurately shows visible rainbow? journals their science journals.spectrum of color. While students are working, play  Coloredvideo of Kermit the Frog singing “Rainbow Can you correctly design pencils Collect scienceConnection.” and draw your own  Video of journals at the end of rainbow? Kermit the lesson. (see rubric for Frog singing scoring) “Rainbow Connection” 2
  • 3. Notes:This lesson is a continuation of the Organizing Topic—Investigating Light (5.1, 5.3).Caution students at the beginning of Exploration to NEVER TO LOOK AT THE SUN OR ITSREFLECTION IN THE MIRROR BECAUSE IT CAN PERMANTELY DAMAGE THEIR EYES!!Be cognizant of any student that might be color-blind. Color-blind individuals cannot see all of thecolors in the spectrum. Prepare a sheet that shows the label visible spectrum. Color-blind studentscan also be grouped with students who can assist them with understanding the spectrum.Bosak, S.V. (1998). Science is…a source book of fascinating facts, projects and activities. Markham, Ontario: Scholastic Canada.Peters, J.M. & Peter, G.C. (2002). Concepts and inquires in elementary school science. Upper Saddle River, NJ: Merrill Prentice Hall.http://www.nasa.gov/pdf/58258main_Optics.Guide.pdfhttp://www.optics4kids.org/osa.ok4/media/optics4kids/teachersparents/classroomactivitieshttp://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopeseq_science5.pdf 3