Teacher Key: o Mrs.

Maze o Miss Childers o Both Teachers Name of Student Teacher: Taylor Childers Subject: Science (4th Grade) Unit: Light (Day 1) Date: 03/12/14 What is Light? ALCoS Standards: Recognize how light interacts with transparent, translucent, and opaque materials. o Examples: transparentmost light passes through, translucentsome light passes through, opaqueno light passes through o Predicting the reflection or absorption of light by various objects Specific Objectives: Students should be able to list examples of luminous and nonluminous objects. Students should be able to work in partner groups to discuss light. Unit Vocabulary Words: Absorption the taking in of light waves Reflection the bouncing of light off a surface to our eyes Refraction the bending of light Opaque allowing no light to pass through a material Translucent allowing some light rays to pass through a material Transparent allowing nearly all light rays to pass through a material Luminous an object that produces its own light Nonluminous an object that does not produce its own light Bioluminescence chemical reactions in animals that produce light Light a type of energy; helps us see Required Materials: Lightbulb Foldable (attached) Vocabulary definition sheets (attached) Vocabulary booklet sheets (attached) Pencils Notebook paper Filefolders for lapbooks Engagement: Have students respond to the following questions: o What is light? o What do you know about light? o Why is light important? Have students share their responses. Step-by-Step Procedures: Introduce unit vocabulary words. Give students printouts of the words and definitions and go over each. (One student with an IEP accommodation of having key words highlighted on materials will have a modified (highlighted) version of the vocabulary sheets.) Have students write and illustrate words and definitions on the vocabulary booklet sheets to create a mini personalized dictionary for the unit. (Students in the resource room will go through Quizlet flashcards for the words each afternoon.)

Discuss light as a form of energy. Have students work in pairs to come up with as many uses of light as possible. Give each student a copy of the light bulb foldable template. Have students define luminous and nonluminous on one section of the foldable, list examples of luminous objects on another section, and list examples of nonluminous objects on the last section. (At this time, students with IEPs will go to the resource room to make their foldables. There, the teacher will assist the students in completing their foldables and facilitate a group discussion about luminous and nonluminous objects. Other students will make their booklets in the general education classroom with the general education teacher.) Have students staple their foldables into a file folder to start building their lapbooks for the unit. Assessment Based on Objectives: Students will be assessed on their completed foldables. o Luminous Definition 1 pt. o Nonluminous Definition 1 pt. o Examples of Luminous Objects (4) 4 pts. o Examples of Nonluminous Objects (4) 4 pts. Adaptations/Accommodations: This lesson will be taught with a modified version of the alternative style of co-teaching. This allows students to spend more time working in a small group with the special education teacher to better reinforce the concepts being taught. Student with IEP accommodation for important words being highlighted on materials will have key words highlighted on the vocabulary sheet. Extensions: This lesson can lead into more lessons on light, color, radiation, and waves. Notes/Reflections: This is day one of this unit. I hope that the emphasis on the vocabulary words gives students a good preview of the unit, preparing them for terms they will see in later lessons, and I hope that the activities in the lesson give students a good understanding of the basics of light before diving into more complex concepts in the rest of the unit.

*An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained.

Light Unit Vocabulary Absorption the taking in of light waves Reflection the bouncing of light off a surface to our eyes Refraction the bending of light Opaque allowing no light to pass through a material Translucent allowing some light rays to pass through a material Transparent allowing nearly all light rays to pass through a material Luminous an object that produces its own light Nonluminous an object that does not produce its own light Bioluminescence chemical reactions in animals that produce light Light a type of energy; helps us see

Light Unit Vocabulary Absorption the taking in of light waves Reflection the bouncing of light off a surface to our eyes Refraction the bending of light Opaque allowing no light to pass through a material Translucent allowing some light rays to pass through a material Transparent allowing nearly all light rays to pass through a material Luminous an object that produces its own light Nonluminous an object that does not produce its own light Bioluminescence chemical reactions in animals that produce light Light a type of energy; helps us see

Vocabulary Booklet Pages

Name of Student Teacher: Taylor Childers Subject: Science (4th Grade) Unit: Light (Day 2) Date: 03/13/14 The Electromagnetic Spectrum ALCoS Standards: Recognize how light interacts with transparent, translucent, and opaque materials. o Examples: transparentmost light passes through, translucentsome light passes through, opaqueno light passes through o Predicting the reflection or absorption of light by various objects Specific Objectives: Students should be able to write a description about the electromagnetic spectrum. Unit Vocabulary Words: Absorption the taking in of light waves Reflection the bouncing of light off a surface to our eyes Refraction the bending of light Opaque allowing no light to pass through a material Translucent allowing some light rays to pass through a material Transparent allowing nearly all light rays to pass through a material Luminous an object that produces its own light Nonluminous an object that does not produce its own light Bioluminescence chemical reactions in animals that produce light Light a type of energy; helps us see Required Materials: Clear vase filled with water Overhead projector Pencils Computer paper Filefolders for lapbooks Computer with Internet access o http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfw.spectrum/tourthe-electromagnetic-spectrum/ o http://www.teachengineering.org/collection/cub_/lessons/cub_images/cub_sounda ndlight_lesson07_figure2.jpg SMART Board Engagement: Place the water-filled vase on the overhead projector. Turn on the projector and turn off the lights. This will create a rainbow projected all over the room. Have students do a think-pair-share about how rainbows are created. Step-by-Step Procedures: Remind students about the terms waves, wavelengths, and frequency from their unit on sound. Explain how these terms relate to light. Go through the interactive electromagnetic spectrum activity (http://aptv.pbslearningmedia.org/resource/phy03.sci.phys.mfw.spectrum/tour-theelectromagnetic-spectrum/). Discuss the changes in wavelength and frequency while going through the spectrum. Have students line up and hold hands across the back of the room. At first, have the

students spread out as much as possible and move their joined hands/arms to demonstrate radio wavelengths and frequencies. Go through the spectrum by having the students repeat the motions while getting closer and closer together to represent the changing wavelengths and frequencies. Project the electromagnetic spectrum diagram (http://www.teachengineering.org/collection/cub_/lessons/cub_images/cub_soundandligh t_lesson07_figure2.jpg) and have students draw a copy of the spectrum on a sheet of computer paper. Have students attach the drawing to their lapbooks. Have students write a paragraph (4-7 sentences) describing the electromagnetic spectrum. (Students with IEPs will be closely monitored and given guidance as needed.) Assessment Based on Objectives: Students will be assessed on their written responses based on inclusion of the following elements. o Frequency o Wavelength o Visible Light o At least two other types of waves Adaptations/Accommodations: This lesson will be taught with a modified version of the teaming model of co-teaching. This gives students the chance to hear the perspectives of both teachers on the concepts being taught. One teacher might be able to better relate to a student or explain a concept than the other. Though the kinesthetic activity and the electromagnetic spectrum graphic are intended to help all students visualize the concept, these lesson elements are even more important for the students with IEPs who have more difficulty with abstract concepts. Extensions: This lesson can lead into more lessons on light, color, radiation, and waves. Notes/Reflections: This is day two of this unit. I hope that the created rainbow sparks a lot of ideas about how white light makes a rainbow, and I hope that the wavelength/frequency activity helps students remember the differences in different types of waves.

*An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained.

Name of Student Teacher: Taylor Childers Subject: Science (4th Grade) Unit: Light (Day 3) Date: 03/17/14 Letting Light Through ALCoS Standards: Recognize how light interacts with transparent, translucent, and opaque materials. o Examples: transparentmost light passes through, translucentsome light passes through, opaqueno light passes through o Predicting the reflection or absorption of light by various objects Specific Objectives: Students should be able to sort various objects as being opaque, translucent, or transparent. *Students with IEPs should be able to retell the paragraph about the concept focus at each station (verbally at two stations and written at one station) including the main idea and one detail. Unit Vocabulary Words: Absorption the taking in of light waves Reflection the bouncing of light off a surface to our eyes Refraction the bending of light Opaque allowing now light to pass through a material Translucent allowing some light rays to pass through a material Transparent allowing nearly all light rays to pass through a material Luminous an object that produces its own light Nonluminous an object that does not produce its own light Bioluminescence chemical reactions in animals that produce light Light a type of energy; helps us see Required Materials: New tissue box with tissues Opaque materials: o block o cardboard o aluminum foil o soda can o book Translucent materials: o frosted light bulb o wax paper o tissue paper o sunglasses o milk jug Transparent materials: o plastic wrap o clear soda bottle o reading glasses o clear lightbulb o plastic transparency

 Pencils Concept Paragraphs (attached) Three flashlights Computer paper Station Recording sheets (attached) Filefolders for lapbooks Engagement: Hold up a tissue box. Show students the tissue box from multiple angles. Have students brainstorm with partners about the different components of the tissue box and how much we can see through different parts. Have students share their responses. Provide guidance as necessary to ensure students discuss not being able to see light through the box, being able to see some light through the tissues, and being able to completely see through the plastic that holds in the tissues. See if students relate these components to the terms opaque, translucent, and transparent as previously discussed in the vocabulary list for the unit. Step-by-Step Procedures: Explain to the students that they will be exploring opaque, translucent, and transparent materials in stations. Each station will have a different recording sheet on which students will document observations. At station one, one teacher will display various transparent materials: a clear light bulb, reading glasses, plastic wrap, a clear soda bottle, and a plastic transparency. Have students take turns using a flashlight to see how much light passes through each object. On their recording sheets, have students draw each object and write the material of which the objects are made. Have students discuss why they think these materials are selected for these particular objects (e.g., clear glass for eyeglasses). At station two, the other teacher will display various opaque materials: a wooden block, cardboard, aluminum foil, a soda can, and a book. Have students take turns using a flashlight to see how the objects react to light. Ask students the difference they notice in light being shown on the wooden block versus the aluminum foil. Discuss how some opaque objects reflect light while others absorb it. On their recording sheets, have students draw each object and (using arrows) the way the light rays react to the object (arrows bouncing off for reflection or going into the object for absorption). At station three, the students will work independently with various translucent materials: a frosted light bulb, wax paper, tissue paper, sunglasses, and a milk jug. Have students take turns using a flashlight to see how much light passes through each material. On their recording sheets, have students draw and label the materials in order from the most light let through to the least. Have students also write ideas for why they think these particular materials are made to only let some light through. After all station rotations, give each student a small piece of a transparent material (e.g., plastic wrap or plastic transparency), a translucent material (wax paper or tissue paper), and an opaque material (e.g., aluminum foil or cardboard). Have students create a 3-flap foldable defining opaque, translucent, and transparent. Have students glue the appropriate materials on the outside of each flap. Have students attach their foldables to their lapbooks. *At each station, students with IEPs will be given a paragraph about the concept (i.e., transparent materials, translucent materials, or opaque materials) being explored. These students will read the paragraphs silently and retell the passage with the main idea and one detail to the teacher while the other students are working on their station sheets. This should help these students better understand each stations concept while working on retelling skills as included in their IEPs. At the independent station, the students will write the main idea and one detail on the back of their station sheets.

Assessment Based on Objectives: Students will be assessed on their completed foldables and station sheets. o Labels 3 pts. o Definitions 3 pts. o Evidence 9 pts. *Students with IEPs will be assessed on their reading section retell including three details and the main idea. o Main idea 3 pts. o Detail 1 2 pt. Adaptations/Accommodations: This lesson will be taught with the station style of co-teaching. This reduces the student to teacher ratio, allowing students needing accommodations to have more interaction with the teacher as necessary. The students will practice their retelling skills at each station while learning about that stations focus by reading a short paragraph about the concept and retelling it including the main idea and one detail. Extensions: This lesson can lead into more lessons on light, color, radiation, and waves. Notes/Reflections: This is day three of this unit. I hope that the station model allows students to experiment with these various materials while making the groups easy to manage. Also, I hope that getting to see how light passes through each material makes the concepts being studied more concrete and memorable for the students.

*An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained.

Transparent:
One way to group materials is by how light passes through them. Transparent materials let nearly all light rays pass through them. Air, clean water, and glass are all transparent. You can clearly see what is on the other side of them. Transparent objects dont have to be clear with no color. They can be tinted different colors, such as the lenses in sunglasses.

Translucent:
Translucent materials let some light rays pass through them. Look through a piece of frosted glass or a sheet of wax paper. You can see what is on the other side, but it looks a little fuzzy.

Opaque:
Opaque materials dont let any light rays pass through them. You cant see through an opaque object. Some opaque materials, such as steel, reflect light rays. The light rays bounce off the steel and make it look shiny. Other opaque materials, such as brick and wood, absorb light.

Name:______________________ Station One Object Name Illustration Material

Name:______________________ Station Two Object Name Illustration Absorbs or Reflects?

Name:______________________ Station Three List and draw objects in order from most light to least light let through Object Name Illustration Light let through Lets most light through

Lets least light through

Name of Student Teacher: Taylor Childers Subject: Science (4th Grade) Unit: Light (Day 4) Date: 03/18/14 Light and Matter ALCoS Standards: Recognize how light interacts with transparent, translucent, and opaque materials. o Examples: transparentmost light passes through, translucentsome light passes through, opaqueno light passes through o Predicting the reflection or absorption of light by various objects Specific Objectives: Students should be able to describe what colors certain objects reflect and absorb. Students should be able to define light refraction in their own words. Unit Vocabulary Words: Absorption the taking in of light waves Reflection the bouncing of light off a surface to our eyes Refraction the bending of light Opaque allowing now light to pass through a material Translucent allowing some light rays to pass through a material Transparent allowing nearly all light rays to pass through a material Luminous an object that produces its own light Nonluminous an object that does not produce its own light Bioluminescence chemical reactions in animals that produce light Light a type of energy; helps us see Required Materials: Pencils, crayons, markers Glass of water Computer paper Filefolders for lapbooks Engagement: Present students with the following question: Other than making the object transparent, how could we create an invisible object (such as the invisibility cloak in Harry Potter books)? Have students do a think-pair-share with the question. Remind students about the concepts of absorption and reflection as discussed in the previous days lesson. Discuss how light being reflected or absorbed is how we see objects and how scientists today are trying to find ways to bend light around objects (avoiding reflection or absorption) to create real-life invisibility cloaks. Step-by-Step Procedures: Split the class into heterogeneous halves. One half will work with one teacher, and the other half will work with the other teacher. Each teacher will remind students of the electromagnetic spectrum, particularly visible light, as discussed on day two on the unit. Ask students why they think different things are different colors. Have them share their thoughts. Explain how objects reflecting and absorbing certain colors of the spectrum result in the various colors that we see. Show students various examples of objects around the room and have them determine what colors are being absorbed and reflected.

Ask students if they have ever tried to pick up a toy in the bathtub or swimming pool and missed the toy because it was in a different spot than it appeared. Explain that this is due to refraction, the bending of light. Show students a glass of water with a pencil sticking out of the water to help them visualize refraction. Have students go back to their desks to create a six-fold foldable on absorption, reflection, and refraction. Students should write the three words on three of the outside flaps and define them in their own words on the inside of the paper. Then, students should draw and explain what colors a certain object absorbs on one flap and what colors the same object reflects on another flap. On the last flap, students should draw a picture of light being refracted by water in some way. Have students attached their foldables to their lapbooks. Assessment Based on Objectives: Students will be assessed on their completed foldables. o Labels 3 pts. o Label definitions 3 pts. o Color absorption picture 2 pts. o Color absorption explanation 4 pts. o Color reflection picture 2 pts. o Color reflection explanation 4 pts. o Refraction picture 2 pts. Adaptations/Accommodations: This lesson will be taught with the parallel style of co-teaching. This reduces the student to teacher ratio, allowing students needing accommodations to have more interaction with the teacher as necessary. Extensions: This lesson can lead into more lessons on light, color, radiation, and waves. Notes/Reflections: This is day four of this unit. I hope that the parallel model allows students to have more interaction with the teacher on this topic, and I hope that making connections to the material from day two helps the students get a good grasp on the concepts being taught.

*An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained.

Name of Student Teacher: Taylor Childers Subject: Science (4th Grade) Unit: Light (Day 5) Date: 03/19/14 The Human Eye ALCoS Standards: Recognize how light interacts with transparent, translucent, and opaque materials. o Examples: transparentmost light passes through, translucentsome light passes through, opaqueno light passes through o Predicting the reflection or absorption of light by various objects Specific Objectives: Students should be able to write in their own words how light helps human eyes to see. Unit Vocabulary Words: Absorption the taking in of light waves Reflection the bouncing of light off a surface to our eyes Refraction the bending of light Opaque allowing now light to pass through a material Translucent allowing some light rays to pass through a material Transparent allowing nearly all light rays to pass through a material Luminous an object that produces its own light Nonluminous an object that does not produce its own light Bioluminescence chemical reactions in animals that produce light Light a type of energy; helps us see Required Materials: Pencils Notebook paper Computer paper Computer with Internet access o http://www.youtube.com/watch?v=gvozcv8pS3c o http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152 &id=1730 o http://www.childrensuniversity.manchester.ac.uk/interactives/science/brainandsen ses/eye/ Filefolders for lapbooks Engagement: Show students the Journey through the Human Eye video (http://www.youtube.com/watch?v=gvozcv8pS3c). Have students share one thing they did not know about the eye before seeing the video. Step-by-Step Procedures: Go through the Interactive Eye Game (http://www.childrensuniversity.manchester.ac.uk/interactives/science/brainandsenses/ey e/) on the SMART Board with the students. Pause for questions and discussion as needed and place students into teams to competitively answer the quiz questions at the end. Open the Eyes webpage (http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=1 730) on the SMART Board. Focus on the section on how our eyes work.

Have students recreate the illustration of how the eyes see objects with an object of their choice. Have students attach the images to their lapbooks. Have students write in their own words how the eye sees, starting with the seeing the object to it getting interpreted as right-side-up in our brains. (At this time, students with IEPs will go to the resource room to work on their paragraphs with the special education teacher. The students will sit at the small group table with the teacher, and the students will use their eye diagrams to orally explain to the teacher how the eye sees. Then, they will write their words to form their paragraphs. Assessment Based on Objectives: Students will be assessed on their written responses. Adaptations/Accommodations: This lesson will be taught with a modified version of the alternative style of co-teaching. This allows students to spend more time working in a small group with the special education teacher to better reinforce the concepts being taught. Extensions: This lesson can lead into more lessons on light, color, radiation, and waves. Notes/Reflections: This is day five of this unit. I hope that the alternative model allows the students with IEPs to be part of the whole group as much as possible while giving them extra support with writing their thinking at the end of the lesson.

*An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained.