pialbastateschool.files.wordpress.com · Web viewUnit Plan . Now you see it. In this unit, students will investigate the properties of light and the formation of shadows. They will

OneSchoolUnit Plan

Name: Unit 3 - Science Year 5 (V8)Duration: 10 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: Science

Unit Plan

Now you see itIn this unit, students will investigate the properties of light and the formation of shadows. They will investigate reflection angles, how refraction affects our perceptions of an object's location, how filters absorb light and affect how we perceive the colour of objects, and the relationship between light source distance and shadow height. They will plan investigations including posing questions, making predictions, and following and developing methods. They will analyse and represent data and communicate findings using a range of text types, including reports and labelled and ray diagrams. They will explore the role of light in everyday objects and devices and consider how improved technology has changed devices and affected peoples' lives.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Safety

Teachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

ensure students wear personal protective equipment ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html.

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher. Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006) http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.

The document Chemwatch GoldFFX FAQ Factsheet http://education.qld.gov.au/health/pdfs/chemwatch-gold-ffx-faq.pdf contains information relating to the Department's online subscription to Chemwatch GoldFFX. Detailed instructions are available to assist schools when registering for the first time, in the document Chemwatch Registration

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 34

Unit Plan Plan Name: Unit 3 - Subject Year 5 (V8)

Year: 5Learning Areas/Subjects: SCIENCE

Duration: 10 Weeks

Instructions http://education.qld.gov.au/health/pdfs/chemwatch-registration-instructions.pdf.

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.




Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Exploring the transfer of light (Yr 05)Students plan, predict and conduct a fair investigation to explain everyday phenomena associated with the transfer of light. Students describe how scientific developments have affected people's lives and help us solve problems. Students describe ways to improve the fairness of their investigation and communicate ideas and findings.

Experimental investigation

Science Unscheduled

Exploring transmission of light (Yr 05)Students classify objects as opaque, transparent, translucent. Students present information collected in investigations, pose questions, make predictions, compare data with predictions, plan and develop scientific explanations within investigations and communicate ideas and explanations.

Monitoring Science Unscheduled

Investigating shadow heights (Yr 05)Students present information collected in investigations, pose questions, make predictions, compare data with predictions, and plan and develop scientific explanations within investigations. Students discuss how improvements can be mad to investigations by reflecting on the method, observations and results and communicate ideas and explanations.


Periscope construction and investigation (Yr 05)Students apply their knowledge of reflection to solve a problem, develop scientific questions and predictions, identify variables that can be changed, choose a variable to change and pose a related question to then make a prediction and record observations, using diagrams (including labelled and ray diagrams) as appropriate. Students suggest improvements to the investigation and explain how periscopes are used to solve problems in people's lives.





Duration: 10 Weeks

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Exploring light Shadows Properties of light Periscope investigation Assessment Light through time and cultures

Resources Attachments Plan Resource Bank

Assessment Experimental investigation - Exploring

the transfer of light (Yr 05) Monitoring - Exploring transmission of

light (Yr 05) Monitoring - Investigating shadow

heights (Yr 05) Monitoring - Periscope construction

and investigation (Yr 05)




Duration: 10 Weeks

Australian Curriculum

Science- Year 5

Year 5 Achievement StandardBy the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives, help us solve problems and how science knowledge develops from many people's contributions.

Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.

Content DescriptionsScience as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)

Nature and development of science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)

Planning and conducting

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)

Processing and analysing data and information

Compare data with predictions and use as evidence in developing explanations (ACSIS218)

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)

Evaluating

Reflect on and suggest improvements to scientific investigations (ACSIS091)

Questioning and predicting

Physical sciences

Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)




Duration: 10 Weeks

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)

Communicating

Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

Light and sound are produced by a range of sources and can be sensed (ACSSU020) Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Energy transfer through different mediums can be explained using wave and particle models (ACSSU182)Science Inquiry Skills

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Interpreting statistical information Using measurement

Information and communication technology (ICT) capability Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.




Duration: 10 Weeks

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/overview and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/in-the-learning-areas

Assessing student learningAssessment name: Exploring the transfer of lightAssessment description: Students plan, predict and conduct a fair investigation to explain everyday phenomena associated with the transfer of light. Students describe how scientific developments have affected people's lives and help us solve problems. Students describe ways to improve the fairness of their investigation and communicate ideas and findings.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives, help us solve problems and how science knowledge develops from many people's contributions.Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Monitoring activityActivity name: Exploring transmission of light (Lesson 4)Activity description: Students classify objects as opaque, transparent, translucent. Students present information collected in investigations, pose questions, make predictions, compare data with predictions, plan and develop scientific explanations within investigations and communicate ideas and explanations.Activity name: Investigating shadow heights (Lesson 6-7)Activity description: Students present information collected in investigations, pose questions, make predictions, compare data with predictions, and plan and develop scientific explanations within investigations. Students discuss how improvements can be mad to investigations by reflecting on the method, observations and results and communicate ideas and explanations.Activity name: Periscope construction and investigation (Lesson 14-15)Activity description: Students apply their knowledge of reflection to solve a problem, develop scientific questions and predictions, identify variables that can be changed, choose a variable to change and pose a related question to then make a prediction and record observations, using diagrams (including labelled and ray diagrams) as appropriate. Students suggest improvements to the investigation and explain how periscopes are used to solve problems in people's lives.




Duration: 10 Weeks

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking:

that the moon is a light source. Explain to students that the moon is not a source of light and that it reflects light from the sun. that the light coming from a torch is not travelling in a straight line. Inform students that light is being reflected inside the torch in many different directions and the rays are all straight

lines. light comes from the eye and reflects off objects. Explain that light comes from a light source, reflects off an object and then enters our eyes. if light is not transmitted through an object then it (light) ceases to exist. Explain to students that light is a form of energy and as such cannot be destroyed. a shadow is something which exists on its own. Explain that a shadow will not exist in a completely dark place because it is formed when there is a light source being blocked. shadows come from people and objects. Explain that shadows are only present when there is a light source being blocked. reflection of light can only occur on smooth or shiny surfaces. Explain that light reflects off all surfaces and then enters our eyes, but the rougher the surface the more the light rays

scatter. mirrors can see around corners. Inform students that mirrors can help people see around corners; however, the mirror needs to be in a straight line in relation to the thing being

reflected, the reflection may then be viewed around a corner. light actually bends objects. Inform students that light can affect the way objects appear and it does not physically bend the object. any light can be refracted to form a rainbow of colours. Explain to students that coloured light has been filtered and no longer contains all of the colours of the rainbow. coloured light actually changes the colour of an object. Inform students that coloured light or viewing objects through coloured filters can change the appearance of an object but does

not change the physical characteristics of the object. submarine periscopes only use mirrors. Explain to students that submarines can use mirrors, prisms or digital technology in their periscopes. light is an invention. Remind students that there are natural and artificial sources of light and scientists seek to either create new sources of light or understand its properties.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Exploring light Lesson 1: Introducing light and light sources Lesson 2: Exploring how light travels Lesson 3: Exploring how light travels to the eye Lesson 4: Exploring transmission of light

3 Lessons Shadows Lesson 5: Exploring shadows Lessons 6-7: Investigating shadow heights

6 Lessons Properties of light Lesson 8: Exploring reflections Lesson 9: Using reflection Lesson 10: Exploring refraction Lesson 11: Exploring the colour of light Lesson 12: Light absorption Lesson 13: Review, reinforce and extend learning

2 Lessons Periscope investigation Lessons 14-15: Periscope construction and investigation

3 Lessons Assessment Lessons 16-18: Assessing student learning

2 Lessons Light through time and cultures Lessons 19-20: Investigating light through time and cultures

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Exploring light Topic Duration 4 Lessons

Overview Throughout this lesson series, students will understand light sources, how light travels to the eye, the transmission of light.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Introducing light and light sources

Lesson objectivesStudents will:

Understand that light comes from a source that can be either artificial or natural.

Evidence of learningCan the student:

Sort light sources correctly as either artificial or natural?Example learning sequence

Revise prior knowledge about light Discuss sources of light Identify natural and artificial light sources Explain the sources of light

Resources Supporting learning resource - Materials and equipment list Sheet - Magic light show comic strip Sheet - Light sources sorting cards Supporting learning resource - What is light? Teacher note Sheet - Comic template Supporting learning resource - C2C: Science glossary Supporting learning resource - Science inquiry skills poster Years 3-6

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Video - LASER magic - Its a lightsaber! Applied physics - Jason Latimer (YouTube, Jason Latimer) https://www.youtube.com/watch?v=T-XoN1Ts6Wg

Website - Watch: What Is Light Anyway? Explained! (ScienceAlert) http://www.sciencealert.com/watch-what-is-light-anyway-explained

Website - Bubbl.us (LKCollab) https://bubbl.us/ (digital mind-mapping tool. Note: This website is not compatible with Internet Explorer.)

Website - A brief history of lighting (Illuminating Engineering Society) http://www.ies.org/lighting/history/

Website - The basics of light (Bill Blair) http://fuse.pha.jhu.edu/~wpb/spectroscopy/basics.html

Attachments Lesson plan




Duration: 10 Weeks

Teaching Sequence




Lesson 2

Exploring how light travels


Understand that light travels in a straight line. Understand that a ray diagram is used to represent the path of the

light.Evidence of learningCan the student:

Identify that light travelled in a straight line through the cards? Draw the path that light travels using a ray diagram?

Example learning sequence Discuss light and darkness Understand that the sun is the main source of light on Earth Explore a science investigation format Investigate how light travels

Resources Supporting learning resource - Materials and equipment list Sheet - The sun Supporting learning resource - Background information - Method and diagrams:

Teacher note Sheet - Investigating how light travels Sheet - Light shield card template Sheet - Investigating how light travels: Method Sheet - Labelled diagram of investigation set-up

Helpful information Website - Issue #50: Ancient sunlight (NASA)

http://sunearthday.nasa.gov/2007/locations/ttt_sunlight.php Website - Shedding light (curriculumbits.com)

http://www.curriculumbits.com/prodimages/details/physics/shedding-light.html


Lesson 3

Exploring how light travels to the eye


Understand how light allows humans to see.Evidence of learningCan the student:

Describe how light allows us to see things?Example learning sequence

Explore how we see things Develop a basic understanding of how light travels to the eye Construct representations of light travelling to the eye

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - How we see things: Teacher note Sheet - Peek box comic strip Video - How does a pinhole camera work Sheet - About light: A pinhole camera Video - How light enters our eyes

Helpful information Website - Your eyes (The Nemours Foundation) http://kidshealth.org/kid/htbw/eyes.html Website - How vision works (HowStuffWorks)

http://science.howstuffworks.com/environmental/life/human-biology/eye2.htm Learning object - Graphic organiser toolkit

https://learningplace.eq.edu.au/cx/resources/items/e1273d35-645a-463e-f5cb-cd81bb0feace/0/viewIMS.jsp





Duration: 10 Weeks

Teaching Sequence




Teaching Sequence




Lesson 4

Exploring transmission of light


Understand that the amount of light transmitted through objects can be used to classify objects as transparent, opaque or translucent.


Classify materials as opaque, transparent or translucent? Explain what happened to the light in the investigation using

scientific terms?Example learning sequence

Discuss and define transmission of light Investigate transmission of light Define and classify how light can travel

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Transmission of light: Teacher note Sheet - Making an object disappear 'like magic' comic strip Sheet - Transmission terms Sheet - Investigating transmission of light Sheet - Comic template





Duration: 10 Weeks

Teaching Sequence

Topic Shadows Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand how shadows are formed, how the shadow height can be affected and understand what makes a fair test.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 5

Exploring shadows


Understand that shadows are formed when an opaque object blocks a light source.


Explain how light is blocked to form shadows?Example learning sequence

Observe and discuss shadows Investigate properties of shadows

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Observing shadows - Teacher note Sheet - Investigating shadow properties Sheet - How shadows are formed

Helpful information Website - The science of light: Laws of light (Annenberg Foundation)

http://www.learner.org/teacherslab/science/light/lawslight/index.html


Lessons 6-7

Investigating shadow heights


Understand that shadow heights can be affected by a range of variables.

Understand that the investigation question is determined by the variable changed.

Understand that a fair test requires one variable to be changed, one variable to be measured and everything else must stay the same.


Identify a variable to be changed when investigating shadow heights?

Develop an investigation question that reflects the variable to be changed?

Conduct an investigation using fair testing?

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Shadow height: Teacher note Sheet - Shadow puppets comic strip Video - Shadow show Learning object - Elsie and the golden cows (chaptered) Slideshow - Fair tests Sheet - Investigating shadow height Sheet - How shadows are formed Learning object - Graph maker

Helpful information Learning object - Light and reflection: light rays: shadow animals (TLF L4605)

https://learningplace.eq.edu.au/cx/resources/items/a10d7029-4e5e-c841-4dd1-7d43946c87f0/0/ViewIMS.jsp (Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Text - Primary Connections: Light fantastic. Stage 2., Energy and change. (Rev. ed.), Australian Academy of Science 2010, Canberra (see 'Big shadow little shadow', Lesson 6)

eBook - Bursill H, Hand shadows to be thrown upon the wall (Project Gutenberg)




Duration: 10 Weeks

Teaching Sequence

Topic Shadows Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand how shadows are formed, how the shadow height can be affected and understand what makes a fair test.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Example learning sequence Discuss shadow puppet Explore fair testing Investigate shadow height Explore shadow size

www.gutenberg.org/files/12962/12962-h/12962-h.htm Website - Light for kids (Science Kids) http://www.sciencekids.co.nz/light.html





Duration: 10 Weeks

Teaching Sequence

Topic Properties of light Topic Duration 6 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore properties of light including reflection, refraction and absorption.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 8

Exploring reflections


Understand that light is reflected off different surfaces at different angles.


Identify the pattern between the angle of reflection and the angle of the light source?

Example learning sequence Discuss reflections Investigate reflection angles Discuss investigation results Discuss reflections in the world

Resources Supporting learning resource - Materials and equipment list Sheet - Mirror reflection comic strip Supporting learning resource - Reflection angles: Teacher note Learning object - Light and reflection: Reflecting off surfaces (TLF L2043)

(Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Sheet - Investigating reflection angles Sheet - Template for slit card Slideshow - Reflections around us

Helpful information Website - Bubbl.us (LKCollab) https://bubbl.us/ (digital mind-mapping tool.Note: This

website is not compatible with Internet Explorer.) Website - Mirrors - the science of reflection (EXPLAINTHATSTUFF!)

http://www.explainthatstuff.com/howmirrorswork.html


Lesson 9

Using reflection


Understand how light and reflection can be used to solve problems.


Explain how reflecting light with mirrors can be used to solve problems?

Example learning sequence Discuss reflection and mirrors Solve problems with mirrors

Resources Supporting learning resource - Materials and equipment list Sheet - Virtual money comic strip Supporting learning resource - Using reflections: Teacher note Sheet - Reflection stations: Task cards Sheet - Reflection stations: Student booklet

Helpful information Learning object - Light and reflection: using mirrors (TLF L2042)

https://learningplace.eq.edu.au/cx/resources/items/2a293cf8-d5a1-35ff-e06a-60cae2c8e7e4/0/ViewIMS.jsp (Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Website - Reflection and the ray model of light - Lesson 2 - Image formation in plane




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesmirrors (The Physics Classroom) http://www.physicsclassroom.com/class/refln/Lesson-2/Image-Characteristics


Lesson 10

Exploring refraction


Understand that refraction of light can affect the appearance of objects.


Explain how light refraction affects the appearance of objects?Example learning sequence

View and discuss an example of refraction Observe an example of refraction Discuss refraction when spear fishing Apply knowledge of refraction

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Supporting learning resource - Materials and equipment list Supporting learning resource - Exploring refraction: Teacher note Video - Demonstration of refraction: Part 1 Video - Demonstration of refraction: Part 2 Sheet - Pencil in a glass of water Video - Refraction in action Sheet - Investigating refraction: Spearing lollies

Helpful information Video - Invisible glass - How to make an object vanish (YouTube, Sick Science!)

http://www.youtube.com/watch?v=wlELYZJ5JF4 Website - Alaska science camps, fairs & experiments: Spearing fish and the

refraction of light (Alaska Native Knowledge Network) http://www.ankn.uaf.edu/publications/Alaska_Science/Spear.html

Website - Making light work: The science of optics (The Worlds of David Darling) http://www.daviddarling.info/childrens_encyclopedia/light_Chapter4.html


Lesson 11

Exploring the colour of light


Understand that white light consists of a specific range of colours.

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Colour and refraction: Teacher note




Duration: 10 Weeks

Teaching Sequence





Describe how light is made up of the colours of the rainbow?Example learning sequence

Discuss rainbows Create a rainbow Investigate Newton's wheel Explain rainbows

Sheet - Rainbow comic strip Sheet - Investigating Newton's wheel Sheet - Comic template

Helpful information Website - Rainbows (Atmospheric Optics) http://www.atoptics.co.uk/bows.htm Website - Visible light (NASA) https://science.nasa.gov/ems/09_visiblelight Website - Newton's color wheel (Thomas B. Greenslade Jr, Kenyon College)

http://physics.kenyon.edu/EarlyApparatus/Optics/Newtons_Color_Wheel/Newtons_Color_Wheel.html


Lesson 12

Light absorption


Understand that the colour of light affects the appearance of objects.


Identify changes to the observed colour of objects when viewed through coloured filters?

Example learning sequence Revise properties of light Investigate light absorption Discuss observed colour and light absorption

Resources Supporting learning resource - Materials and equipment list Sheet - Double rainbow Supporting learning resource - Light absorption: Teacher note Sheet - Investigating light absorption Sheet - How we see colours

Helpful information Website - The science of light (Annenberg Foundation)

http://www.learner.org/teacherslab/science/light/index.html Website - Light (The Worlds of David Darling)

http://www.daviddarling.info/encyclopedia/L/light.html


Lesson 13

Review, reinforce and

Review, reinforce and extend learning Resources Sheet - Light sources sorting cards Sheet - Transmission terms Supporting learning resource - Background information - Method and diagrams:




Duration: 10 Weeks

Teaching Sequence




extend learning

Teacher note Sheet - How shadows are formed Learning object - Elsie and the golden cows (chaptered) Slideshow - Fair tests Slideshow - Reflections around us Sheet - Pencil in a glass of water Sheet - How we see colours

Helpful information Website - Alien attack (University of Cambridge)

http://www-g.eng.cam.ac.uk/mmg/teaching/peterstidwill/interact/resources/alienattack.htm





Duration: 10 Weeks

Teaching Sequence

Topic Periscope investigation Topic Duration 2 Lessons

Overview Students will construct a periscope to solve a light-related problem and investigate its effectiveness.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lessons 14-15

Periscope construction and investigation


Apply understanding about reflection of light.Evidence of learningCan the student:

Construct a periscope, make adjustments to its design and describe the reflection of light in the device, as part of an investigation?

Example learning sequence Discuss periscopes and their uses View and construct a periscope Explain how light travels through a periscope Investigate how a periscope works Discuss how light is transmitted in the periscope investigation

Resources Supporting learning resource - Materials and equipment list Sheet - Spying comic strip Slideshow - The history of periscopes Learning object - Graphic organiser toolkit (select 'Flow chart' from the 'Organiser

type' drop-down menu) Supporting learning resource - Investigating periscopes: Teacher note Sheet - How to make a periscope Sheet - Investigating how light travels using a periscope Sheet - Example periscope flowchart





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 3 Lessons

Overview In this lesson series, students will complete the assessment task.


Lessons 16-18

Assessing student learning

Assessment purposeTo plan, predict and conduct a fair investigation to explain everyday phenomena associated with the transfer of light. To describe how scientific developments have affected people's lives and help us solve problems. To describe ways to improve the fairness of their investigation and communicate ideas and findings.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards Conduct the assessment

Resources Assessment task - Exploring the transfer of light Assessment task - Exploring the transfer of light: Student resource (Maze template) Assessment task - Exploring the transfer of light: Teacher note Assessment task - Exploring the transfer of light: Model response Supporting learning resource - Materials and equipment list





Duration: 10 Weeks

Teaching Sequence

Topic Light through time and cultures Topic Duration 2 Lessons

Overview In this lesson, students will research how different cultures throughout time have used light.


Lessons 19-20

Investigating light through time and cultures


Understand that many different cultures have contributed to our understanding and use of light.


Describe how different peoples have contributed to the development of light?

Example learning sequence Discuss light in society Research and present aspects of light in society

Resources Supporting learning resource - Light through time and cultures - Teacher note Sheet - Research task cards Sheet - Stonehenge Sheet - Newgrange Sheet - Neolithic temples of Malta Sheet - Scientists and the study of light Sheet - Shadow puppets Sheet - Stained glass Sheet - Art using artificial light

Helpful information Website - Learn about light (IYL2015)

http://www.light2015.org/Home/LearnAboutLight.html





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Exploring light Lesson plan - Sci_Y05_U3_LP01.docx

Lesson plan - Sci_Y05_U3_LP02.docx



Sequence - Shadows Lesson plan - Sci_Y05_U3_LP05.docx

Lesson plan - Sci_Y05_U3_LP06_07.docx

Sequence - Properties of light Lesson plan - Sci_Y05_U3_LP08.docx






Sequence - Periscope investigation Lesson plan - Sci_Y05_U3_LP14_15.docx

Sequence - Assessment Lesson plan - Sci_Y05_U3_LP16_18.docx

Sequence - Light through time and cultures Lesson plan - Sci_Y05_U3_LP19_20.docx

Sequence eBook - Bursill H, Hand shadows to be thrown upon the wall (Project Gutenberg) www.gutenberg.org/files/12962/12962-h/12962-h.htm




Duration: 10 Weeks


Learning object - Elsie and the golden cows (chaptered)

Learning object - Graph maker

Learning object - Graphic organiser toolkit (select 'Flow chart' from the 'Organiser type' drop-down menu) Learning object - Light and reflection: light rays: shadow animals https://learningplace.eq.edu.au/cx/resources/items/a10d7029-4e5e-c841-4dd1-7d43946c87f0/0/ViewIMS.jsp (TLF L4605) (Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Learning object - Light and reflection: Reflecting off surfaces (TLF L2043) (Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Learning object - Light and reflection: using mirrors https://learningplace.eq.edu.au/cx/resources/items/2a293cf8-d5a1-35ff-e06a-60cae2c8e7e4/0/ViewIMS.jsp (TLF L2042) (Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Sheet - About light: A pinhole camera

Sheet - Art using artificial light

Sheet - Comic template

Sheet - Double rainbow

Sheet - Example periscope flowchart

Sheet - How shadows are formed

Sheet - How to make a periscope

Sheet - How we see colours

Sheet - Investigating how light travels

Sheet - Investigating how light travels using a periscope Sheet - Investigating how light travels: Method




Duration: 10 Weeks


Sheet - Investigating light absorption

Sheet - Investigating Newton's wheel

Sheet - Investigating reflection angles

Sheet - Investigating refraction: Spearing lollies

Sheet - Investigating shadow height

Sheet - Investigating shadow properties

Sheet - Investigating transmission of light

Sheet - Labelled diagram of investigation set-up

Sheet - Light shield card template

Sheet - Light sources sorting cards

Sheet - Magic light show comic strip

Sheet - Making an object disappear 'like magic' comic strip

Sheet - Mirror reflection comic strip

Sheet - Neolithic temples of Malta

Sheet - Newgrange

Sheet - Peek box comic strip

Sheet - Pencil in a glass of water Sheet - Rainbow comic strip




Duration: 10 Weeks


Sheet - Reflection stations: Student booklet

Sheet - Reflection stations: Task cards

Sheet - Research task cards

Sheet - Scientists and the study of light

Sheet - Shadow puppets

Sheet - Shadow puppets comic strip

Sheet - Spying comic strip

Sheet - Stained glass

Sheet - Stonehenge

Sheet - Template for slit card

Sheet - The sun

Sheet - Transmission terms

Sheet - Virtual money comic strip

Slideshow - Fair tests

Slideshow - Reflections around us

Slideshow - The history of periscopes Supporting learning resource - Background information - Method and diagrams: Teacher note




Duration: 10 Weeks


Supporting learning resource - C2C: Science glossary

Supporting learning resource - Colour and refraction: Teacher note

Supporting learning resource - Exploring refraction: Teacher note

Supporting learning resource - How we see things: Teacher note

Supporting learning resource - Investigating periscopes: Teacher note

Supporting learning resource - Light absorption: Teacher note

Supporting learning resource - Light through time and cultures: Teacher note

Supporting learning resource - Materials and equipment list

Supporting learning resource - Observing shadows: Teacher note

Supporting learning resource - Reflection angles: Teacher note

Supporting learning resource - Science inquiry skills poster Years 3-6

Supporting learning resource - Shadow height: Teacher note

Supporting learning resource - Transmission of light: Teacher note

Supporting learning resource - Using reflections: Teacher note

Supporting learning resource - What is light? Teacher note Text - Primary Connections: Light fantastic. Stage 2., Energy and change. (Rev. ed.), Australian Academy of Science 2010, Canberra (see 'Big shadow little shadow', Lesson 6)Video - Demonstration of refraction: Part 1




Duration: 10 Weeks


Video - Demonstration of refraction: Part 2

Video - How does a pinhole camera work

Video - How light enters our eyes

Video - Invisible glass - How to make an object vanish (YouTube, Sick Science!) http://www.youtube.com/watch?v=wlELYZJ5JF4

Video - LASER magic - Its a lightsaber! Applied physics - Jason Latimer (YouTube, Jason Latimer) https://www.youtube.com/watch?v=T-XoN1Ts6Wg

Video - Refraction in action

Video - Shadow show

Website - A brief history of lighting (Illuminating Engineering Society) http://www.ies.org/lighting/history/

Website - Alaska science camps, fairs & experiments: Spearing fish and the refraction of light (Alaska Native Knowledge Network) http://www.ankn.uaf.edu/publications/Alaska_Science/Spear.html

Website - Alien attack (University of Cambridge) http://www-g.eng.cam.ac.uk/mmg/teaching/peterstidwill/interact/resources/alienattack.htm

Website - Bubbl.us (LKCollab) https://bubbl.us/ (digital mind-mapping tool. Note: This website is not compatible with Internet Explorer.)Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - How vision works (HowStuffWorks) http://science.howstuffworks.com/environmental/life/human-biology/eye2.htm

Website - Issue #50: Ancient sunlight (NASA) http://sunearthday.nasa.gov/2007/locations/ttt_sunlight.php

Website - Light (The Worlds of David Darling) http://www.daviddarling.info/encyclopedia/L/light.html

Website - Light for kids (Science Kids) http://www.sciencekids.co.nz/light.html

Website - Making light work: The science of optics (The Worlds of David Darling) http://www.daviddarling.info/childrens_encyclopedia/light_Chapter4.html




Duration: 10 Weeks


Website - Mirrors - the science of reflection (EXPLAINTHATSTUFF!) http://www.explainthatstuff.com/howmirrorswork.html

Website - Newton's color wheel (Thomas B. Greenslade Jr, Kenyon College) http://physics.kenyon.edu/EarlyApparatus/Optics/Newtons_Color_Wheel/Newtons_Color_Wheel.html

Website - Rainbows (Atmospheric Optics) http://www.atoptics.co.uk/bows.htm

Website - Reflection and the ray model of light - Lesson 2 - Image formation in plane mirrors (The Physics Classroom) http://www.physicsclassroom.com/class/refln/Lesson-2/Image-Characteristics

Website - Shedding light (curriculumbits.com) http://www.curriculumbits.com/prodimages/details/physics/shedding-light.html

Website - The basics of light (Bill Blair) http://fuse.pha.jhu.edu/~wpb/spectroscopy/basics.html

Website - The science of light (Annenberg Foundation) http://www.learner.org/teacherslab/science/light/index.html

Website - The science of light: Laws of light (Annenberg Foundation) http://www.learner.org/teacherslab/science/light/lawslight/index.html

Website - Visible light (NASA) https://science.nasa.gov/ems/09_visiblelight

Website - Watch: What Is Light Anyway? Explained! (ScienceAlert) http://www.sciencealert.com/watch-what-is-light-anyway-explained

Website - Your eyes (The Nemours Foundation) http://kidshealth.org/kid/htbw/eyes.html

Assessment Planner – Exploring the transfer of light

Assessment task - Sci_Y05_U3_AT_ExplTransLight.docx

Assessment task - Sci_Y05_U3_AT_MR_ExplTransLight.docx

Assessment task - Sci_Y05_U3_AT_SH_ExplTransLight.docx

Assessment task - Sci_Y05_U3_AT_TN_ExplTransLight.docx

Assessment Assessment task - Exploring the transfer of light

Assessment task - Exploring the transfer of light: Model response

Assessment task - Exploring the transfer of light: Student resource (Maze template)




Duration: 10 Weeks


Assessment task - Exploring the transfer of light: Teacher note




Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Exploring the transfer of light (Yr 05)Type Experimental investigation

Date

DescriptionStudents plan, predict and conduct a fair investigation to explain everyday phenomena associated with the transfer of light. Students describe how scientific developments have affected people's lives and help us solve problems. Students describe ways to improve the fairness of their investigation and communicate ideas and findings.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

Explain everyday phenomena associated with the transfer of light.

Discuss how scientific developments have affected people's lives and help us solve problems.

Pose a question for investigation and predict the effect of changing variables when planning an investigation.Describe ways to improve the fairness of their investigation.Communicate their ideas and findings using multimodal texts.

A ◄ Applies science knowledge of light to explain how a property of light can be altered. ◄ Justifies why the alternative invention is a better

choice for solving a problem. ◄

Records a concise and logical sequence for the investigation.Justifies why the changes will improve their investigation.Communicates using accurate scientific language and appropriate representations comprehensively.

B ◄ Links how light is transferred through the maze to science knowledge. ◄ Explains why the invention is a better light source. ◄

Poses a question and makes a prediction based on scientific understandings.Describes effective ways to improve the fairness of their investigation.Communicates ideas using scientific language and representations.

C ◄ Explains how light is transferred through the maze.

◄ Describes how an invention affects a person's life and helps solve a problem.

◄ Poses a question for investigation and predicts the effect of changing variables when planning an investigation.Describes ways to improve the fairness of their investigation.Communicates their ideas and findings using




Duration: 10 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Exploring the transfer of light (Yr 05)Type Experimental investigation

Date

DescriptionStudents plan, predict and conduct a fair investigation to explain everyday phenomena associated with the transfer of light. Students describe how scientific developments have affected people's lives and help us solve problems. Students describe ways to improve the fairness of their investigation and communicate ideas and findings.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

multimodal text.

D ◄ Identifies how light is transferred. ◄ States how an invention affects a person's life. ◄

With guidance poses a question and makes a prediction.Identifies ways to improve their investigation.Uses everyday language.

E ◄ States a fact about light. ◄ Identifies an invention that provides light. ◄With guidance follows a given method.States a problem in the investigation.Uses fragmented language.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

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Documents

pialbastateschool.files.wordpress.com · Web viewUnit Plan . Now you see it. In this unit, students will investigate the properties of light and the formation of shadows. They will