Lesson 1
What is Light?
Where Does it Come From?
Helpful teacher resources for this unit.
This lesson will be firstly to identify what students believe about light, where it comes from, how we use light.
I will introduce the Website Bubbl. us <https://bubbl.us/ > This is a free concept mapping tool that I will use to encourage students to engage with ICT
The purpose of this lesson is to elicit questions about light, find out what they know and understand about light sources.
This will give me some ideas for adjusting and planning future lessons.
This lesson is constructed so that the students will generate ideas about light and justify their identification of light and its sources.
I will organise the students to work effectively in teams, this will be achieved by giving each member an identified role in the group. Groupings also apply some social constructivism to the learning environment.
This session introduces several of the ongoing practices and resources that I will be using throughout the unit.
· The word wall, this will be a place that students can reference science language for use in journals and speech.
· The chat board, for questions and material that they find interesting. I will also place interesting extra reading material and websites for students.
· Proper journaling and scientific drawings
· Concept Mapping
· Teams, expectations and roles.
I will introduce the Website Bubbl. us <https://bubbl.us/ > This is a free concept mapping tool that I will use to encourage students to engage with ICT
The purpose of this lesson is to elicit questions about light, find out what they know and understand about light sources.
This will give me some ideas for adjusting and planning future lessons.
This lesson is constructed so that the students will generate ideas about light and justify their identification of light and its sources.
I will organise the students to work effectively in teams, this will be achieved by giving each member an identified role in the group. Groupings also apply some social constructivism to the learning environment.
This session introduces several of the ongoing practices and resources that I will be using throughout the unit.
· The word wall, this will be a place that students can reference science language for use in journals and speech.
· The chat board, for questions and material that they find interesting. I will also place interesting extra reading material and websites for students.
· Proper journaling and scientific drawings
· Concept Mapping
· Teams, expectations and roles.
Things we need to know before we start.
Science Journals:
Our Teams:
Some of our work will be done in teams, you will be assigned a team by your teacher. At the beginning of the session you will be assigned a role in your team, everyone will get a turn at the different roles.
The roles are:
Team expectations:
1. Move into your teams quickly and quietly.
2. Speak softly
3. Stay with your teams.
4. Take turns
5. Perform your role.
Science Journals:
- Our science journals are a place to store ideas.
- Record data.
- Develop ideas.
- Keep and record results from experiments.
- The information we record in our science journals will help us other projects later.
Our Teams:
Some of our work will be done in teams, you will be assigned a team by your teacher. At the beginning of the session you will be assigned a role in your team, everyone will get a turn at the different roles.
The roles are:
- The Manager, you will collect and return all materials that the team wil need.
- The Speaker, you will ask the teacher and other team speakers for help.
- The Director, you will make sure that the team understands the team investigation and completes each step.
Team expectations:
1. Move into your teams quickly and quietly.
2. Speak softly
3. Stay with your teams.
4. Take turns
5. Perform your role.
Before we start!
We will have an area designated for extra information, this will be an area to write questions or post extra information that your have found and would like to share. I will be using this area to post interesting websites and you tube clips or resources you may find interesting.
We will also have a word wall where I will post the relevent science words, so that you can check the spellling of the words that you are using and look up the meaning if your not sure what it is.
We will have an area designated for extra information, this will be an area to write questions or post extra information that your have found and would like to share. I will be using this area to post interesting websites and you tube clips or resources you may find interesting.
We will also have a word wall where I will post the relevent science words, so that you can check the spellling of the words that you are using and look up the meaning if your not sure what it is.
What things give us light?
How does light help us to see?
How does light travel?
How far does light travel?
What is a shadow?
How does light help us to see?
How does light travel?
How far does light travel?
What is a shadow?
We are going to record our thoughts on the resource sheet and store them in think boxes, you dont need to put your names on them it is an exercise seeing where you thinking starts and how through experiments and scientific thinking we can challenge that thinking.
Lets map out our thoughts, we can create one of our own on https://bubbl.us/ , or we can use a white board or mapping paper........Lets get our thinking caps on.
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References:
Helpful teacher resources,
Annenberg Learner, 2013, Teachers Lab, The Science of Light. Retrieved 15th September 2013.
< http://www.learner.org/teacherslab/science/light/color/index.html >
This site has some great interactive activities for students that may need extension.
Andor Learning Academy, 2009, What is Light? An overview of the Properties of light. Retrieved 15th September 2013.
<http://www.andor.com/learning-academy/what-is-light-an-overview-of-the-properties-of-light>
Blair, W, 2004. William p Blair’s Home Page, The Basics of Light. Retrieved 14th September 2013.
< http://fuse.pha.jhu.edu/~wpb/spectroscopy/basics.html >
Class Resources,
Bubbl. Us Brainstorm and mind map online, 2013, Retrieved 15th October, 2013.
< https://bubbl.us/ >
Annenberg Learner, 2013, Teachers Lab, The Science of Light. Retrieved 15th September 2013.
< http://www.learner.org/teacherslab/science/light/color/index.html >
This site has some great interactive activities for students that may need extension.
Andor Learning Academy, 2009, What is Light? An overview of the Properties of light. Retrieved 15th September 2013.
<http://www.andor.com/learning-academy/what-is-light-an-overview-of-the-properties-of-light>
Blair, W, 2004. William p Blair’s Home Page, The Basics of Light. Retrieved 14th September 2013.
< http://fuse.pha.jhu.edu/~wpb/spectroscopy/basics.html >
Class Resources,
Bubbl. Us Brainstorm and mind map online, 2013, Retrieved 15th October, 2013.
< https://bubbl.us/ >