# Reflection Lesson Plan

Size: px
Start display at page:

## Transcription

2 The study of light falls under the category of physical science. Light can only be studied indirectly in terms of how it behaves, and therefore we have to derive the properties of light from our observations of its behavior. When something produces light, such as the sun, stars, a candle flame or a light bulb, it is said to be luminous. All other objects or particles of matter are classified as nonluminous. When visible light is given off by high temperatures, it is said to be incandescent (Tillary 128). In the explanation of light in Integrated Science, the authors use the electromagnetic wave model to explain how incandescent objects produce light and thus enable us to see it. The electromagnetic wave model shows the relationship between electricity, magnetism and light. An electromagnetic wave forms whenever an electric charge is accelerated by an external force (Tillary 130). This acceleration produces a wave consisting of both electric and magnetic fields, which continuously exchange energy back and forth. As the acceleration of the wave increases, the frequency of the wave increases. This frequency determines the wave s place on the electromagnetic spectrum, which ranges from radio waves to gamma waves. Visible light is is found in the middle portion of this electromagnetic spectrum (Tillary 130). Electromagnetic radiation is given off from matter at any temperature (Tillary 131). This radiation comes from the acceleration of charged particles near an object s surface. The frequency of this radiation is determined by the temperature of the object. As the temperature of an object increases, there is an increase in the amount of radiation given off, and the radiation shifts toward higher frequencies and shorter wavelengths. As incandescent objects - such as a light bulb or a candle flame - reach these higher temperatures, the radiation they emit falls into the range of visible light. Though the path of light is not itself visible, light is commonly represented through light ray models. These models show light as a line drawn to represent the straight-line path of light. A ray of light travels from its source in a straight line until it runs into an object or particle of matter. The result of this interaction depends on the material the light encounters, the angle at which it strikes the surface and the smoothness of the surface (Tillary 132). If the surface of the object is smooth, the light rays will reflect and leave the surface parallel to each other. If the surface is rough, the light will reflect in random directions. Most of the objects we see are visible from this diffuse reflection (Tillary 132). The material the light encounters also affects the interaction. Transparent materials, such as glass, allow light to transmit through them. Other materials are opaque and do not allow light to transmit through them; these opaque materials instead either reflect or absorb the light. The angle of the light ray combines with the nature of the material in determining whether light is absorbed, transmitted or reflected. A vertical ray of light will transmit through a material much more than an angled ray. It is important to note that most materials experience a combination of these interactions, yet they are often classified by the interaction that occurs most. For example, we characterize a mirror by its reflection of light, yet it also transmits a small amount of light (Tillary 133). Visible objects like these are necessary for us to experience sight, in addition to our own eyes and light itself. As mentioned previously, light is emitted by luminous sources and is scattered or reflected by secondary sources. Some of this light reaches our eyes, enters and produces an effect on the retina which is interpreted in the brain (Shelley 714). The person involved has no action in the event prior to the arrival of light into the eye; he or see does not emit any rays, does not pull on the light or guide it through the air (Shelley 714). 2

3 The above information provides a content background for the students two-day lesson. Through this two-day lesson, students will learn several concepts: Students will need to be able to differentiate between a light source and a reflection. Objects that produce light are called luminous and are considered sources of light. It is possible to see a light source (even in the dark) because the light passes directly into the eyes. The sun, light bulbs and flames are light sources. While most objects are not luminous, they are still visible because light from light sources reflects off of the objects and travels to the eyes. They will be able to differentiate between regular reflection and diffuse reflection. Regular Reflection: occurs when light beams are reflected at the same angle. When your eyes detect the reflected beams, you can see a reflection on the surface. Diffuse Reflection: occurs when light beams reflect of many different angles. You can t see a reflection because not all of the reflected light is directed toward your eyes. Students need to be able to explain the Law of Reflection. The Law of Reflection states that the angle of incidence is equal to the angle of reflection.. b. Learning Goals Students will build on their personal experiences and prior knowledge of light to explain light interactions. Students will use hands-on activities to extend their understanding of reflection, explore the Law of Reflection and use this law to create a working periscope. This activity will allow students to experience the Law of Reflection for themselves, as well as connect the lesson to a real-world product. c. Objectives 1. Students will be able to use the terms luminous and illuminated to label a variety of objects. 2. Students will be able to differentiate between regular and diffuse reflection and give examples of each. 3. Students will be able to transfer knowledge of reflection to create a working periscope using the Law of Reflection. d. State Standards The National Science Education Standards address students understanding of light as part of Physical Content Standard B: Transfer of Energy. Part of this standard states that students in grade 5 through 8 should understand that light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object - emitted by or scattered from it - must enter eye (NSCS 154). The Pennsylvania State Standards also address students understanding of light with standard Physical Science, Chemistry and Physics, C: Identify and explain the principles of force and motion (Philadelphia Core Curriculum, 2004). 3. RATIONALE: 3

4 This lesson will allow students to build on personal experience, use a hands-on approach to understand more about reflection and connect this scientific concept to a real-life activity. My students work well in groups, are more engaged when presented with hands-on activities and struggle with putting ideas into words. I believe this lesson will highlight the group s strengths by using methods that have worked in the past, while including writing activities to improve the students skills. On the first day, students will activate prior knowledge and brainstorm what they know about light sources and reflection. They will use a standing mirror, bouncing balls and a protractor to test the law of reflection. This day will focus on concrete information and exploration of the concepts. This lesson will also connect the ideas of reflection to everyday objects used by the children. By using a basketball, students will be able to start thinking about reflection in terms of objects and movement other than glass surfaces. On the second day, students will be able to apply this new knowledge as they work in teams to create periscopes. This will illustrate the connection between a scientific concept and a real-life application. 4. CLASSROOM PREPARATION: a. Instructional Materials 1. examples of light sources (day one) 2. two basketballs (day one) 3. standing mirror (day one) 4. 6 protractors (day one) 5. 6 combs (day one) 6. graphic organizer for students to list 5 definitions and examples (day one) 7. One of the following for each of the 6 groups (day two) a. Cardboard box b. Scissors c. Two mirrors d. Modeling clay e. Flashlight 8. Written reflection handout (27 copies) (day two) b. Management and grouping patterns These two days will include whole group instruction, independent work and cooperative groups. On Day One, students will begin by brainstorming ideas with a whole group. They will work with a partner to label light sources and illuminated objects and list examples of diffuse and regular reflection. The students will work within their groups to explore the law of reflection through several activities, and then will work independently to complete a graphic organizer. On Day Two, students will work in their cooperative groups to complete the periscope challenge. We will review the procedures and brainstorm ideas as a whole group, then break into cooperative groups. I will monitor the class by circulating throughout the room. The timekeeper in the group will keep the group on task with the help of our classroom overhead timer (this tool is used often in class). We will finish Day Two with a whole class discussion. Students will solidify their understanding by completing an individual written reflection at the end of class or at home. 4

5 c. Safety Safety should not be an issue for these two days. We will review procedures for correct use of the materials each day before beginning any activities. 5. TEACHING METHOD(S), INSTRUCTIONAL PROCEDURES, AND LEARNING ACTIVITIES: Day 1 a. Phase of Inquiry: Engagement: Students will be engaged in a prior knowledge activity in which they can see how their ideas relate to the actual concept of light and reflection. Students will also be engaged in activities testing the law of reflection. Exploration: Throughout the lesson, students will be exposed to five main terms that relate to reflection. While they will be engaging in short activities designed to expose them to these concepts, they will also receive direct instruction to explain the more technical aspects. The students will receive all information on Day One necessary to do the activity on day two. Explanation: Students will analyze the three Day One activities to clarify and explain what they saw. b. Content On Day One, students will review the idea of light sources and visible objects. They will understand that illuminated objects are visible because of reflection, and learn the difference between regular and diffuse reflection. They will learn the Law of Reflection and test this law through several short, group activities. c. Motivational opening Students are accustomed to starting each class with a warm-up activity. Today s activity will be a list of objects written on the board. Students will be asked to label each object as a light source or as a visible object. (2 min). I will ask for student volunteers to share their thoughts. We will use this warm-up activity to create a working definition of both terms and to discuss why we can see those objects that do not produce light (reflection). d. Core Learning Activities 1. The teacher (myself) will refer back to pre-assessment questions from October, in which most students said light reflected off of only mirror and glass. Explain to students that light reflects off of all surfaces, even though we can only see our reflection in certain surfaces. Introduce terms regular reflection and diffuse reflection. I will show several examples of surfaces (using overhead) and ask students to identify whether this would be regular or diffuse reflection. I will explain that to tell the difference, it is necessary to understand the law of reflection. Students will view a diagram of the law of reflection and review the diagram as a group. 5

6 Tell students we will be testing this law in three different activities. Their job as a group will be to explain how the activity shows the law of reflection. Activity One: Ask two volunteers to bounce a basketball between them. Ask students to pay attention to the angle that the student bounces the ball, and the angle it bounces off the ground. Have volunteers try to bounce the ball from several different angles. Tell students to write how this shows the law of reflection in their science journals. Activity Two: Ask for two more student volunteers. Student A should stand in front of the standing mirror. Student B should move to find where he/she can see Student A s reflection through the mirror. Again, have volunteers try this from several different angles. Tell students to write how this shows the law of reflection in their science journals. Activity Three Pass out supplies to each group. Put procedures for activity on overhead (so students can reference them if necessary) and review them as a group. Students will work in cooperative groups to test the law of reflection using a flashlight, comb, protractor and a mirror. Students will place a mirror on one edge so its reflecting side faces the group. They will place the paper in front of the mirror and the protractor on the paper. They will place the flashlight pointed toward the mirror at an angle and turn it on. The comb should be placed in front of the light. The students will trace the path of one of the beams and note the angle at which the beam strikes the mirror. The students will compare that angle with the angle of reflection. Day 2 e. Critical Questions How do light sources and visible objects differ? What are regular reflection and diffuse reflection? What is the Law of Reflection? f. Closure Students will gather back into a whole group for a final discussion. The reporter for each group will share the group s observations from the final activity. Graphic organizer handout (including the law of reflection diagram) will be handed out and reviewed so students understand what is expected for homework. Before they leave, students will be presented with tomorrow s challenge. a. Phase of Inquiry Exploration: Students work in groups to plan how to use the Law of Reflection to build a working periscope. Explanation: Students will complete a written reflection to explain their periscope and relate it to the Law of Reflection. Extension: This team periscope activity gives students the chance to expand and solidify their understanding of the concept and apply it to a real world situation. b. Content Students will solidify their understanding of the Law of Reflection by using this concept to create a working periscope. In addition to focusing on this scientific concept, students will reinforce teamwork and design skills. 6

7 c. Motivational opening Again, students are accustomed to entering class and immediately doing a warm-up activity. Today s activity will be a diagram of a bowling ball nearing the pins. Students will label the angle of incidence and the angle of reflection in the diagram. d. Core Learning Activities After reviewing the warm-up question, students will be presented with today s challenge: use the materials provided to create a periscope. (Ask for a volunteer to share what a periscope is, how it is used and its importance). Students will be given a shoebox with 3 cm openings on diagonal opposite sides, two mirrors and modeling clay. They must use the modeling clay to arrange the mirrors in such a way that someone can look through the one hold and see out of the other hole. Students will be given the materials, the reflection sheet and a time limit (using our overhead timer). Before they begin to use the materials, they will record their procedures. These procedures may be adjusted as they manipulate the materials. As students work, I will circulate the classroom to monitor the group work and act as a resource if necessary. I will also have a more complex version of this activity (a similar shoebox with a simple maze inside) for any group that might need a more challenging task. As students complete their periscopes, they will complete a written reflection explaining how their device works. (Students are in the habit of writing reflections and know what is expected in terms of supporting detail). Students must reference the Law of Reflection in their written explanation. e. Critical Questions How does the Law of Reflection connect to a real-life situation? f. Closure At the end of the construction time period, students will gather back for a whole group discussion. Each group will present its creation and explain its process. As groups report out, we will record similarities on the board. Class will end with a journal entry: How did you use the law of reflection while building your periscope? 6. EVALUATION STRATEGIES Evaluation strategies will include both informal and formal methods. Teacher observations and classroom discussions will provide immediate, informal feedback and guide instruction during two days. For example, if a student discussion shows misunderstanding of a certain concept, I will adjust my instruction, making sure to elaborate on the concept and provide more support. Students will also be formally assessed through their science journals and the group periscope activity. Students periscopes will be assessed with a rubric (attached) based on whether they successfully used the Law of Reflection and completed the challenge. Students will also be evaluated based on their written reflections about the periscope activity; they must be able to explain how the Law of Reflection connects to the activity. 7

8 These reflections will drive instruction for the subsequent lessons; students will be moving on to absorption, scattering and refraction. Students will have a formal assessment (test) at the end of this unit on light interactions. 7. REFLECTION: Not applicable at this time 8. ATTACHMENTS: a. graphic organizer (students write relationships between concepts on lines, definitions in boxes) b. periscope activity/reflection c. periscope rubric 8

9 Works Cited Asoko, Hilary. Developing Conceptual Understanding in Primary Science. Cambridge Journal of Education 32.2 (2002): National Science Education Standards, National Committee on Science Education Standards and Assessment, National Research Council: Selley, N.J. Children s Ideas on light and vision. International Journal of Science Education 18.6 (1996): Tillary, Bill, et al. Integrated Science. Boston: McGraw Hill,

### After a wave passes through a medium, how does the position of that medium compare to its original position?

Light Waves Test Question Bank Standard/Advanced Name: Question 1 (1 point) The electromagnetic waves with the highest frequencies are called A. radio waves. B. gamma rays. C. X-rays. D. visible light.

### MAKING SENSE OF ENERGY Electromagnetic Waves

Adapted from State of Delaware TOE Unit MAKING SENSE OF ENERGY Electromagnetic Waves GOALS: In this Part of the unit you will Learn about electromagnetic waves, how they are grouped, and how each group

### Mirror, mirror - Teacher Guide

Introduction Mirror, mirror - Teacher Guide In this activity, test the Law of Reflection based on experimental evidence. However, the back-silvered glass mirrors present a twist. As light travels from

### Physical Science Study Guide Unit 7 Wave properties and behaviors, electromagnetic spectrum, Doppler Effect

Objectives: PS-7.1 Physical Science Study Guide Unit 7 Wave properties and behaviors, electromagnetic spectrum, Doppler Effect Illustrate ways that the energy of waves is transferred by interaction with

### Light Energy. Countdown: Experiment 1: 1 tomato paste can (without top or bottom) table lamp white poster board, 7 x 9

Light Energy Grade Level: 5 Time Required: 1-2 class periods Suggested TEKS: Science - 5.8 Suggested SCANS: Information. Acquires and evaluates information. National Science and Math Standards Science

### Energy Chains Grade Seven

Ohio Standards Connection: Physical Science Benchmark D Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations

### Science In Action 8 Unit C - Light and Optical Systems. 1.1 The Challenge of light

1.1 The Challenge of light 1. Pythagoras' thoughts about light were proven wrong because it was impossible to see A. the light beams B. dark objects C. in the dark D. shiny objects 2. Sir Isaac Newton

### Light Waves and Matter

Name: Light Waves and Matter Read from Lesson 2 of the Light Waves and Color chapter at The Physics Classroom: http://www.physicsclassroom.com/class/light/u12l2a.html MOP Connection: Light and Color: sublevel

### Lesson 2.11: Physical Science Energy

Weekly Focus: Reading for Comprehension Weekly Skill: Introduction to Energy Lesson Summary: This week students will continue reading for comprehension and get an introduction to various forms of energy.

### Chapter 17: Light and Image Formation

Chapter 17: Light and Image Formation 1. When light enters a medium with a higher index of refraction it is A. absorbed. B. bent away from the normal. C. bent towards from the normal. D. continues in the

### From lowest energy to highest energy, which of the following correctly orders the different categories of electromagnetic radiation?

From lowest energy to highest energy, which of the following correctly orders the different categories of electromagnetic radiation? From lowest energy to highest energy, which of the following correctly

### Activity 9: Solar-Electric System PUZZLE

Section 4 Activities Activity 9: Solar-Electric System Puzzle ACTIVITY TYPE: Worksheet Overview: Introduces the basic components of the Solar 4R Schools (S4RS) solar-electric system and identifies the

### Geometric Transformations Grade Four

Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections

### Color and Light. DELTA SCIENCE READER Overview... 125 Before Reading... 126 Guide the Reading... 127 After Reading... 133

Color and Light T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and

### Unit: Charge Differentiated Task Light it Up!

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

### v = fλ PROGRESSIVE WAVES 1 Candidates should be able to :

PROGRESSIVE WAVES 1 Candidates should be able to : Describe and distinguish between progressive longitudinal and transverse waves. With the exception of electromagnetic waves, which do not need a material

### CPI Links Content Guide & Five Items Resource

CPI Links Content Guide & Five Items Resource Introduction The following information should be used as a companion to the CPI Links. It provides clarifications concerning the content and skills contained

### Name Class Date. spectrum. White is not a color, but is a combination of all colors. Black is not a color; it is the absence of all light.

Exercises 28.1 The Spectrum (pages 555 556) 1. Isaac Newton was the first person to do a systematic study of color. 2. Circle the letter of each statement that is true about Newton s study of color. a.

### Physics 25 Exam 3 November 3, 2009

1. A long, straight wire carries a current I. If the magnetic field at a distance d from the wire has magnitude B, what would be the the magnitude of the magnetic field at a distance d/3 from the wire,

### Can Traffic Accidents be eliminated by Robots?

Can Traffic Accidents be eliminated by Robots? Elementary Science and Technology Grade 7 Teaching- learning Module for Unit Light and Sound Abstract This modules leads to a decision making activity related

### Materials Needed: Choose one of the following methods depending on how familiar your students are with the internet and how to use it.

Teacher Information Lesson Title: Global Warming, Green House Effect and Climate Changes Lesson Description: This lesson helps students to understand or review their understanding of global warming, the

### Green Heating. Pupil Research Brief. Teachers Notes. Syllabus Coverage Subject Knowledge and Understanding. Route through the Brief UPIL ESEARCHER

R P UPIL ESEARCHER Green Heating I NITIATIVE Pupil Research Brief Teachers Notes Syllabus Coverage Subject Knowledge and Understanding all types of electromagnetic radiation form a continuous spectrum

### 1. At which temperature would a source radiate the least amount of electromagnetic energy? 1) 273 K 3) 32 K 2) 212 K 4) 5 K

1. At which temperature would a source radiate the least amount of electromagnetic energy? 1) 273 K 3) 32 K 2) 212 K 4) 5 K 2. How does the amount of heat energy reflected by a smooth, dark-colored concrete

### STAAR Science Tutorial 30 TEK 8.8C: Electromagnetic Waves

Name: Teacher: Pd. Date: STAAR Science Tutorial 30 TEK 8.8C: Electromagnetic Waves TEK 8.8C: Explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to

### Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

### Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts).

Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts). 1. Central Focus a. Describe the central focus and purpose for the content you will teach in this

### Systems of Transportation and Communication Grade Three

1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation

### AP Physics B Ch. 23 and Ch. 24 Geometric Optics and Wave Nature of Light

AP Physics B Ch. 23 and Ch. 24 Geometric Optics and Wave Nature of Light Name: Period: Date: MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) Reflection,

### H.S. Solar Energy: Solar Powered Cars

D R I G r e e n P o w e r P r o g r a m G r e e n B o x H.S. Solar Energy: Solar Powered Cars Created by: Learning Cycle 5E Lesson Based upon and modified from Roger Bybee* (1990) *Bybee, R & Landes, N.

### Lesson 26: Reflection & Mirror Diagrams

Lesson 26: Reflection & Mirror Diagrams The Law of Reflection There is nothing really mysterious about reflection, but some people try to make it more difficult than it really is. All EMR will reflect

### 3rd/4th Grade Science Unit: Forces and Motion. Melissa Gucker TE 804 Spring 2007

3rd/4th Grade Science Unit: Forces and Motion Melissa Gucker TE 804 Spring 2007 Part I: Learning Goals Documentation Unit Title: Forces and Motion Grade Level: 3 rd Designer: Melissa Gucker The Main Idea(s)/Importance

### Waves Sound and Light

Waves Sound and Light r2 c:\files\courses\1710\spr12\wavetrans.doc Ron Robertson The Nature of Waves Waves are a type of energy transmission that results from a periodic disturbance (vibration). They are

### Science Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy

Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing

### Changes in Our Sky Grade Two

Ohio Standards Connection: Earth and Space Sciences Benchmark A Observe constant and changing patterns of objects in the day and night sky. Indicator 2 Observe and describe how the sun, moon and stars

### Current Staff Course Unit/ Length. Basic Outline/ Structure. Unit Objectives/ Big Ideas. Properties of Waves A simple wave has a PH: Sound and Light

Current Staff Course Unit/ Length August August September September October Unit Objectives/ Big Ideas Basic Outline/ Structure PS4- Types of Waves Because light can travel through space, it cannot be

### Osmosis and Diffusion

Spring Upshaw Lauren Beal Mary-Kate Perrone Kate Loftus Osmosis and Diffusion Students will explore the concepts of osmosis and diffusion through two days of lessons. Students will build upon prior knowledge

### Energy Pathways in Earth s Atmosphere

BRSP - 10 Page 1 Solar radiation reaching Earth s atmosphere includes a wide spectrum of wavelengths. In addition to visible light there is radiation of higher energy and shorter wavelength called ultraviolet

### LIGHT SECTION 6-REFRACTION-BENDING LIGHT From Hands on Science by Linda Poore, 2003.

LIGHT SECTION 6-REFRACTION-BENDING LIGHT From Hands on Science by Linda Poore, 2003. STANDARDS: Students know an object is seen when light traveling from an object enters our eye. Students will differentiate

### Review Vocabulary spectrum: a range of values or properties

Standards 7.3.19: Explain that human eyes respond to a narrow range of wavelengths of the electromagnetic spectrum. 7.3.20: Describe that something can be seen when light waves emitted or reflected by

### EXPERIMENT O-6. Michelson Interferometer. Abstract. References. Pre-Lab

EXPERIMENT O-6 Michelson Interferometer Abstract A Michelson interferometer, constructed by the student, is used to measure the wavelength of He-Ne laser light and the index of refraction of a flat transparent

### UNIVERSITY OF SASKATCHEWAN Department of Physics and Engineering Physics

UNIVERSITY OF SASKATCHEWAN Department of Physics and Engineering Physics Physics 111.6 MIDTERM TEST #4 March 15, 2007 Time: 90 minutes NAME: (Last) Please Print (Given) STUDENT NO.: LECTURE SECTION (please

### THE NATURE OF LIGHT AND COLOR

THE NATURE OF LIGHT AND COLOR THE PHYSICS OF LIGHT Electromagnetic radiation travels through space as electric energy and magnetic energy. At times the energy acts like a wave and at other times it acts

### Force and Motion Grade 2

Suggested Time Frame: 2-3 days Materials: Tennis balls, 10 Golf balls, 10 Marbles, 10 Ping pong balls, 10 Measuring tapes, 10 Rulers, 10 Stopwatch Masking tape Towel Sandpaper Wax paper Paper cups Matching

### Standards A complete list of the standards covered by this lesson is included in the Appendix at the end of the lesson.

Lesson 3: Albedo Time: approximately 40-50 minutes, plus 30 minutes for students to paint pop bottles Materials: Text: Albedo (from web site 1 per group) Small thermometers, at least 0ºC to 100ºC range

### This Performance Standards include four major components. They are

Eighth Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the eighth grade level.

### Grade 7 Mathematics. Unit 2. Integers. Estimated Time: 15 Hours

Grade 7 Mathematics Integers Estimated Time: 15 Hours [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] Problem Solving [R] Reasoning [T] Technology [V] Visualization Grade

### Science Standard Articulated by Grade Level Strand 5: Physical Science

Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 PO 1. Identify the following observable properties

### All About Motion - Displacement, Velocity and Acceleration

All About Motion - Displacement, Velocity and Acceleration Program Synopsis 2008 20 minutes Teacher Notes: Ian Walter Dip App Chem; GDipEd Admin; TTTC This program explores vector and scalar quantities

### Third Grade Science Curriculum

Third Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the third grade level.

### Exploring the Properties of the TV Monitor and Remote Control

Name: LUMINESCENCE It s Cool Light! Class: Visual Quantum Mechanics ACTIVITY 11 Exploring the Properties of the TV Monitor and Remote Control Goal We now explore the properties of a small device that allows

### Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 6-7 Grade: 8th Number of Students: 25 Date: May 12-13, 2011 Goal: Students will

### Local Government and Leaders Grade Three

Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments

### PHOTOELECTRIC EFFECT AND DUAL NATURE OF MATTER AND RADIATIONS

PHOTOELECTRIC EFFECT AND DUAL NATURE OF MATTER AND RADIATIONS 1. Photons 2. Photoelectric Effect 3. Experimental Set-up to study Photoelectric Effect 4. Effect of Intensity, Frequency, Potential on P.E.

### Energy - Heat, Light, and Sound

Science Benchmark: 06:06 Heat, light, and sound are all forms of energy. Heat can be transferred by radiation, conduction and convection. Visible light can be produced, reflected, refracted, and separated

### xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process

xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they

### Color Filters and Light

activity 4 Color Filters and Light OBJECTIVES Students add to their understanding of subtractive color mixing by investigating the effect of filters on the color of light. The students shine white light

### Introduction to Energy. Outreach Program Lesson Plan

Outreach Program Lesson Plan WAAW Foundation is non-profit organization dedicated to bringing hands-on STEM education to girls all over Africa. Our Mission: To increase the pipeline of African women in

Ohio Standards Connection Geometry and Spatial Sense Benchmark A Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects. Indicator 3 Identify similarities

### Chapter 23. The Reflection of Light: Mirrors

Chapter 23 The Reflection of Light: Mirrors Wave Fronts and Rays Defining wave fronts and rays. Consider a sound wave since it is easier to visualize. Shown is a hemispherical view of a sound wave emitted

### Students will investigate the characteristics of electromagnetism and then use what they learn to plan and conduct an experiment on electromagnets.

Electromagnetic Power! Lesson Overview Students will investigate the characteristics of electromagnetism and then use what they learn to plan and conduct an experiment on electromagnets. Suggested Grade

### MATHEMATICS TEST. Paper 1 calculator not allowed LEVEL 6 TESTS ANSWER BOOKLET. First name. Middle name. Last name. Date of birth Day Month Year

LEVEL 6 TESTS ANSWER BOOKLET Ma MATHEMATICS TEST LEVEL 6 TESTS Paper 1 calculator not allowed First name Middle name Last name Date of birth Day Month Year Please circle one Boy Girl Year group School

### Overview. What is EMR? Electromagnetic Radiation (EMR) LA502 Special Studies Remote Sensing

LA502 Special Studies Remote Sensing Electromagnetic Radiation (EMR) Dr. Ragab Khalil Department of Landscape Architecture Faculty of Environmental Design King AbdulAziz University Room 103 Overview What

### Minnesota Academic Standards

A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley

### Name Date Class ELECTRONS IN ATOMS. Standard Curriculum Core content Extension topics

13 ELECTRONS IN ATOMS Conceptual Curriculum Concrete concepts More abstract concepts or math/problem-solving Standard Curriculum Core content Extension topics Honors Curriculum Core honors content Options

### COLLATED QUESTIONS: ELECTROMAGNETIC RADIATION

COLLATED QUESTIONS: ELECTROMAGNETIC RADIATION 2011(2): WAVES Doppler radar can determine the speed and direction of a moving car. Pulses of extremely high frequency radio waves are sent out in a narrow

### Lesson 2.15: Physical Science Speed, Velocity & Acceleration

Weekly Focus: Reading for Comprehension Weekly Skill: Numeracy Skills in Science Lesson Summary: This week students will continue reading for comprehension with reading passages on speed, velocity, and

### Plot Connections Grade Five

Ohio Standards Connection Reading Applications: Literary Text Benchmark C Identify the elements of plot and establish a connection between an element and a future event. Indicator 3 Identify the main incidents

### NJ ASK PREP. Investigation: Mathematics. Paper Airplanes & Measurement. Grade 3 Benchmark 3 Geometry & Measurement

S E C T I O N 4 NJ ASK PREP Mathematics Investigation: Paper Airplanes & Measurement Grade 3 Benchmark 3 Geometry & Measurement This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs

### Treasure Hunt. Lecture 2 How does Light Interact with the Environment? EMR Principles and Properties. EMR and Remote Sensing

Lecture 2 How does Light Interact with the Environment? Treasure Hunt Find and scan all 11 QR codes Choose one to watch / read in detail Post the key points as a reaction to http://www.scoop.it/t/env202-502-w2

### What are the Different Types of Landforms?

What are the Different Types of Landforms? Social Studies 1 st Grade 5 Lessons, approx. 25 minutes each Miss Emily Schreiner November 2013 P a g e 2 Table of Contents Rationale page 3 Stage 1 page 4 Stage

### Differentiated Instruction

Differentiated Instruction In any classroom, students will have a range of abilities, needs and interests. Differentiated instruction is any instructional strategy that recognizes and supports individual

### 9 th Grade Physical Science Springfield Local Schools Common Course Syllabi. Course Description

9 th Grade Physical Science Springfield Local Schools Common Course Syllabi Course Description The purpose of the Physical Science course is to satisfy the Ohio Core science graduation requirement. The

### This Performance Standards include four major components. They are

Kindergarten Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the kindergarten level.

### Earth, Moon, and Sun Inquiry Template Eclipses

One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved

### Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education *0123456789* PHYSICS 0625/04 Paper 4 Theory (Extended) For Examination from 2016 SPECIMEN PAPER 1

### Astronomy 110 Homework #04 Assigned: 02/06/2007 Due: 02/13/2007. Name:

Astronomy 110 Homework #04 Assigned: 02/06/2007 Due: 02/13/2007 Name: Directions: Listed below are twenty (20) multiple-choice questions based on the material covered by the lectures this past week. Choose

### Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU

Developing Your Course Outline Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU What Will We Be Doing Today? Use instructional design models and to decide on appropriate it approaches to:

### Elements of a Novel and Narrative Writing Grade 10

Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting

### Principle of Thermal Imaging

Section 8 All materials, which are above 0 degrees Kelvin (-273 degrees C), emit infrared energy. The infrared energy emitted from the measured object is converted into an electrical signal by the imaging

### GOING FOR A SPIN: Making a Model Steam Turbine

GOING FOR A SPIN: Making a Model Steam Turbine PLANNING OVERVIEW SUBJECT AREAS: Physical Science, Math, Language Arts TIMING: Preparation: 30-60 minutes Activity: 1-2 45-minute class periods Note: Going

### Comparing Sets of Data Grade Eight

Ohio Standards Connection: Data Analysis and Probability Benchmark C Compare the characteristics of the mean, median, and mode for a given set of data, and explain which measure of center best represents

### (D) record and organize data using pictures, numbers, and words; and

How strong is the magnet? Source: Zembal Saul, Carla, Katherine L. McNeill, and Kimber Hershberger. What's Your Evidence?: Engaging K 5 Students in Constructing Explanations in Science. Boston: Pearson,

### Days. Day 1. Reflection Teacher Responsibilities. Lesson Plans

Days Day 1 Lesson Plans Call the students to the carpet by the number of letters in their names. If your name has less than 5 letters, come to the carpet. If your name has more than 5 letters, come to

### Physics 30 Worksheet # 14: Michelson Experiment

Physics 30 Worksheet # 14: Michelson Experiment 1. The speed of light found by a Michelson experiment was found to be 2.90 x 10 8 m/s. If the two hills were 20.0 km apart, what was the frequency of the

### Geometry Solve real life and mathematical problems involving angle measure, area, surface area and volume.

Performance Assessment Task Pizza Crusts Grade 7 This task challenges a student to calculate area and perimeters of squares and rectangles and find circumference and area of a circle. Students must find

### Magnetic Fields and Their Effects

Name Date Time to Complete h m Partner Course/ Section / Grade Magnetic Fields and Their Effects This experiment is intended to give you some hands-on experience with the effects of, and in some cases

### Assessment Management

Facts Using Doubles Objective To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com

### The Three Heat Transfer Modes in Reflow Soldering

Section 5: Reflow Oven Heat Transfer The Three Heat Transfer Modes in Reflow Soldering There are three different heating modes involved with most SMT reflow processes: conduction, convection, and infrared

### b. In Laser View - click on wave. Pose an explanation that explains why the light bends when it enters the water.

Sierzega/Ferri: Optics 5 Observation Experiments: Light Bending Go to: http://phet.colorado.edu/en/simulation /bending-light You have a laser beam (press the button to turn it on!) that is shining from

### Semester 2. Final Exam Review

Semester 2 Final Exam Review Motion and Force Vocab Motion object changes position relative to a reference point. Speed distance traveled in a period of time. Velocity speed in a direction. Acceleration

### P1 4. Waves and their uses

P 4. Waves and their uses P 8 minutes 8 marks Answer all questions using any and all resources. Page of 38 Q. Diagram shows four of the seven types of wave in the electromagnetic spectrum. Diagram J K

### AS COMPETITION PAPER 2008

AS COMPETITION PAPER 28 Name School Town & County Total Mark/5 Time Allowed: One hour Attempt as many questions as you can. Write your answers on this question paper. Marks allocated for each question

### What is Energy? 1 45 minutes Energy and You: Energy Picnic Science, Physical Education Engage

Unit Grades K-3 Awareness Teacher Overview What is energy? Energy makes change; it does things for us. It moves cars along the road and boats over the water. It bakes a cake in the oven and keeps ice frozen

### teaching materials Here s Lookin at You, Kids!

1 S U M M A R Y With the increase in digital image technology, cameras are becoming increasingly present in modern society. When developing and improving cameras, scientists and inventors have used the

### Bar Graphs with Intervals Grade Three

Bar Graphs with Intervals Grade Three Ohio Standards Connection Data Analysis and Probability Benchmark D Read, interpret and construct graphs in which icons represent more than a single unit or intervals

### Reflection and Refraction

Equipment Reflection and Refraction Acrylic block set, plane-concave-convex universal mirror, cork board, cork board stand, pins, flashlight, protractor, ruler, mirror worksheet, rectangular block worksheet,

### Interaction at a Distance

Interaction at a Distance Lesson Overview: Students come in contact with and use magnets every day. They often don t consider that there are different types of magnets and that they are made for different

### EXPERIMENT 6 OPTICS: FOCAL LENGTH OF A LENS

EXPERIMENT 6 OPTICS: FOCAL LENGTH OF A LENS The following website should be accessed before coming to class. Text reference: pp189-196 Optics Bench a) For convenience of discussion we assume that the light