Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
Acceleration Materials:
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Technology Resources Needed: |
For the teacher:
Teacher websites:
For students:
Student websites:
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Background/Preparation: |
Background Information for the Teacher: Light must enter our eyes for us to be able to see objects. The light may be reflected off an object from an external light source (such as the sunlight illuminating a flower allowing us to see it), or the light may come from the object itself (such as the glowing screen of a phone being visible in a dark room). For a complete explanation of the role of light in sight, visit Physics Classroom. Prerequisite Knowledge for Students: The students do not need any prior scientific knowledge for this lesson, but they should be familiar with procedures for rotating to small group learning centers. Advance Preparation:
Note: You may wish to present this lesson over two days, completing the "Before" and "During" portions on the first day and the "After" and "Assessment" portions on the second day. |
Before/Engage: 1. Show students a nightlight and tell them that you used it when you were their age. (Telling students that you were afraid of the dark will reduce the risk they feel of admitting similar feelings.) Have students turn and talk to a friend about why they think things look different in their rooms at night. 2. Ask students whether they prefer to sleep with a light on or in complete darkness. Give each student a sticky note to place on the chart paper graph (see Preparation section for details). Once each student has placed his or her note on the appropriate column of the graph, have students to interpret the information by asking questions:
3. Ask students if they have ever seen something in their rooms that seemed scary in the dark, but when they turned on the light it was not what they imagined. Have students share these experiences with a partner and tell them that they are going to do some investigations today to learn why things look different in the dark. During/Explore/Explain:
After/Explain, Elaborate:
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Assessment Strategies |
Formative Assessment: Informally assess understanding through students' answers to the questions posed throughout the lesson. Observe students' participation in the learning centers and ask them to explain how the differing light conditions affect their ability to see objects clearly and how an object's position affects its shadow. Summative Assessment: Have students recall information from center experiences and investigations to answer the question “How does light affect what we see?” using the "Light Affects Sight Assessment" (in attachments section). They will explain their thinking with writing and an illustration. Use this rubric to evaluate students' responses. |
Acceleration: |
Students who clearly understand the role of light in affecting sight can explore the phases of the moon by reading So That’s How the Moon Changes Shape by Allan Fowler or The Moon Book by Gail Gibbons or viewing "The Universe: Phases of the Moon" from the History Channel. Then they can create a moon phases poster using the pattern in the attachments section. |
Intervention: |
Preview or review the lesson with books that explain the connection between light and sight, such as Day Light, Night Light: Where Light Comes From by Franklyn M. Branley, Light Helps Me See by Jennifer Boothroyd, or All About Light by Lisa Trumbauer. During the center rotations, guide student explorations by asking the debriefing questions as students investigate the materials. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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