This lesson plan is for a Grade 8 Science class on light and optics. The lesson will include:
1) A review of concepts from the previous unit on light, including sources of light, light speed, and calculating lighting costs.
2) Students completing an individual assignment identifying features of light and phenomena when light hits objects.
3) Research on fluorescent light bulb disposal.
The next class will cover reflection, building on concepts of how light interacts with different surfaces.
This lesson plan is for a Grade 8 Science class on light and optics. The lesson will include:
1) A review of concepts from the previous unit on light, including sources of light, light speed, and calculating lighting costs.
2) Students completing an individual assignment identifying features of light and phenomena when light hits objects.
3) Research on fluorescent light bulb disposal.
The next class will cover reflection, building on concepts of how light interacts with different surfaces.
This lesson plan is for a Grade 8 Science class on light and optics. The lesson will include:
1) A review of concepts from the previous unit on light, including sources of light, light speed, and calculating lighting costs.
2) Students completing an individual assignment identifying features of light and phenomena when light hits objects.
3) Research on fluorescent light bulb disposal.
The next class will cover reflection, building on concepts of how light interacts with different surfaces.
This lesson plan is for a Grade 8 Science class on light and optics. The lesson will include:
1) A review of concepts from the previous unit on light, including sources of light, light speed, and calculating lighting costs.
2) Students completing an individual assignment identifying features of light and phenomena when light hits objects.
3) Research on fluorescent light bulb disposal.
The next class will cover reflection, building on concepts of how light interacts with different surfaces.
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Lesson
#5
Date
Monday April 13, 2015
Subject/Gra de Level
Grade 8 Science B
Time Duratio n
45 minutes
Unit
Light and Optics
Teacher
Michelle Osborne
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: Specific Learning Outcomes:
1. Students will investigate the nature of light and vision; and describe the role of invention, explanation and inquiry in developing our current knowledge 1.a) Students will identify challenges in explaining the nature of light and vision 1.c) Students will investigate light beams and optical devices, and identify phenomena that provide evidence of the nature of light
LEARNING OBJECTIVES Students will: 1. Identify challenges in explaining the nature of light and vision 2. Explain the phenomena that provide evidence of the nature of light
ASSESSMENTS Observations/Key Questions/Products
Conversations: We will do review of the Topic 1 notes we went through,
how do students remember the information after the long break we just had. (1,2) Topic 1 Assignment: Can students identify features of light, and the phenomena that occur when light hits objects (1,2)
LEARNING RESOURCES CONSULTED
Science Alberta Program of Studies Science Focus 8 Textbook Science Focus 8 Teacher Resource
MATERIALS AND EQUIPMENT
White lined paper Student textbooks for 1st assignment/Research Computers
PROCEDURE Prior to lesson
Consider: Attention Grabber Assessment of Prior
Knowledge Expectations for Learning and Behaviour Advance Organizer/Agenda Transition to Body
Consider:
BOOK THE LAPTOP CART IF POSSIBLE
Write Agenda on the board: Review; Topic 1 Assignment/Research; Closure Introduction Time We started with our Light unit the week before Easter Break and so we will do a quick review of what we have seen. Go through the agenda and then start reviewing. Five sources of light: Bioluminescence, chemiluminescence, incandescent, fluorescent, and phosphorescent. Light speed stays the same, it is constant it doesnt change. The type of energy transfer that doesnt require matter? 1:10pm (Radiation) 10 We looked at the cost of lighting our first step is to write the minutes Watts we have in Kilowatts. Then we need to multiply by our hours to get KWh. Our last step is to multiply by our price in cents to get the cost. The questions you will receive for this type of information on the test will be helped with the information sheet you will have, but dont forget all of the information for these questions is actually in the question itself. Body Time 1:20pm
Variety of Learning Styles Questioning throughout
After the review, students will get some time to work on the 1st Science assignment on page 187 in the textbook. This assignment will be taken in for marks, and students will work on it individually. Remind students to write in their neatest printing so that I am able to read it, and to make sure that they write down all the information they need to get full marks. Full sentences are required, not just point form notes. It should not take students more than this period to finish. While students are working on this individually, I will go around and check the remainder of students Topic 1 notes that I have yet to see, and give them a mark for completion.
Differentiation for students Focused formative assessment
Consider: Consolidation of
Learning Feedback from Students Feedback to Students Transition to Next Lesson
Sponge Activity/Activities
When students finish this assignment, they can do some
research (page 182) to find out how fluorescent bulbs are disposed of. This information will be shared with the class the next day. Remember to practice Internet safety when doing research, and stay on task while doing so. Closure Bring closure to the class of what we had seen. So far we looked at introductory ideas about what light is, and how it can behave. We know about natural and artificial light, and different sources of light. We then talked about what the cost of lighting is with a little bit of math, and then also how light behaves with the ray model of light and what happens when light hits certain objects. Any questions about what we have seen? Tomorrow we will start looking at Reflection and what happens when light hits different surfaces. We have seen this happen all throughout our lives without even understanding it or maybe even thinking about it yet.
30 minutes
Time
1:50pm 5 minutes
If there is extra time we can get a start on the Topic 2 fill in the blank notes.
