Light and Shadows Unit Ed

Subject Area Science
Jordin Peterson Grade Level 4/5

Unit Plan: Science grade 4 Topic Lights and Shadow
Length of Unit (days) 4 weeks
Unit: D Lights and Shadow

Grade: 4/5
Subject: Science
Dates: March 3, 2020- March 31, 2020
School: Senator Buchanan
Teacher: Jordin Peterson
Page 0 of 20
Table of Contents
I. Rationale ___ pg. 2
II. Special considerations pg. 3
III. Program Considerations pg. 4
IV. Unit Objective: __ pg. 5
V. Resources ______________________________ pg. 6
VI. Calendar pg. 7
VII. Daily Activities ____ pg. 8
VIII. Assessment blueprint_____________________ pg. 15
IX. Assessment tools_________________________ pg. 17
Page 1 of 20
Unit Overview
Unit Title: lights and shadows

Grade level: 4/5
Class size: 22
Length of Unit: 5 weeks Number of lessons: 15 Lesson lengths: 60 minutes
Rationale for the Unit
The Lights and Shadow unit expands beyond the academic curiosity of science and extends into pivotal
skills students use when forming cognitive and social relationships between both self and others. Ideas learned
within this unit help explain natural phenomena that the students interact with daily. By creating these
understandings of the natural world, it will help them in forming connections between what they observe and
the science behind their observations. The ability to identify the interconnectedness of our world helps students
understand the notions of cause and effect, an idea that will serve them in creating an understanding of how the
scientific process works. Students attain further skills by conducting experiments and the practice of forming
original hypothesizes, followed by the testing of these hypothesizes and judging if they are correct based on a
factual way of observing the natural world. Together the students team up to explore unknown concepts. They
form working relationships and discover what it means to compromise with each other. Their success or failure
of any given experiment plays a vital role in how they proceed, as they reflect on their evidence and identify
alternative routes in hopes of succeeding. This multi-dimensional approach helps them gain perspective and
understand that the world is not linear. The skill of understanding cause and effect creates the opportunity for
students to extrapolate this understanding and apply it themselves. Meaning, their own actions have
consequences, and that it is important to try and predict these consequences, good or bad, so we may realize our
impact on the world.
The purpose of this unit is to have students learn about light by studying the effects of light on objects
within their environment, such objects include prism, mirrors, lens, opaque, translucent, and transparent objects.
To accomplish the purpose of this unit it covers three broad concepts. First concept is learning about light
sources and the traveling of light which can be blocked or changed depending on what material it comes into
contact with. Second, is observing shadows and predicting the motion of these shadows when light sources
move. Thirdly, is an exploration on how mirrors, prisms and a variety of other materials can affect the path of
light and how refracting can cause light to refract into different colors.
The Light and Shadow unit fits into the science curriculum by being topic D within the curriculum grade
four science curriculum. Both the grade three curriculum and the previous grade four units in science do not
relate to the unit Lights and Shadows in any pertinent way. Many of the concepts introduced in this unit will be
the first time many of the students learn about them, which places an importance on this unit since it builds the
fundamental concepts required for future learning regarding electromagnetic radiation.
Page 2 of 20
Special Considerations
Knowledge/Skills already in place
• Being collaborative with peers
• Follow safety guidelines
• Being able to work independently
• Reading and writing ability
• An ability to explore materials and learn by direct study
• Ability to search for understandings and for solutions to problems
• A willingness to base their conclusions and actions on the evidence of their own experiences
Background knowledge specifically to the unit: Grade three science does not cover any concepts related to
lights and shadow in any meaningful way. Meaning that the concepts introduced in this unit are going to be
learned for the first time, and complex ideas will need to be strongly scaffolded. Though concepts around
experimenting and learning through inquiry and exploration are learning process that would of already have
been done in early grades.
Differentiation
• The final summative assessment is the largest area of differentiation for the class. Instead of having a
traditional unit exam the class will have an interview one on one with the teacher. The reason for doing
this is to avoid difficulty with reading and writing that may interfere with the final assessment, since
neither writing nor reading are in the science POS I am able to avoid requiring it in my assessment. By
avoiding reading and writing in my final assessment I will gain a better understanding of the students’
knowledge since many of the students in the class struggle in those two areas.
• For students who struggle in writing there is two main options for them to pick from when doing class
work that requires writing. The first option is telling the teacher what they want to write which then will
be record on a white board, and the student can copy what is written. Second is the student can use a
voice to text option on an iPad to record their written response.
Student behavior
• If it is not during instructional time students will be given the ability to take short timed breaks in the
hallway if they ask to do so. No more than two students on a break at one time
• If a student is disrupting the learning of the class, they will be sent to the hallway which they will have a
discussion with the teacher about not disrupting the learning of their classmates. If the discussion in the
hallway does not help correct the behavior they will be sent to the office for the period. Or if the
disruptive behavior is grievous, they will be sent straight to the office side stepping the hallway plan
• When doing experiments or stations students will be remined of the expectation required to partake in
the experiment. IF the student is not able to meet these expectations they will be removed from the
experiment and will be given a different activity to do instead.
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Program Considerations:
• Prerequisites: Science Grade 3
• Model of Implementation: Exploratory, inquiry
• Pathway: Exploratory, knowledge
• Safety: respect of peers’ boundaries, not using science material inappropriate, protection of eyes
Essential Understanding(s):
“20 years from now, students should know/remember/be able to do … having successfully completed this module”.
• Students will be able to learn by exploring scientific objects and determining a cause and effect relation.
• Students will be able to identify wide range of lights sources.
• Students will be able to recognize that opaque materials cast shadows, and that these shadows change when the light
source moves
• Students will distinguish transparent materials from opaque materials
• Students will be able to form basic understandings of our natural world to help further their scientific journey
• Students will be able to recognize that the path of light can be manipulated to by different objects, Ex refracting, creating a
color spectrum, and reflected
Overarching Question: Inquiry Questions

What is light and how does it interact with the • What are sources of light?
world? • What materials block/let light through?
• How can you manipulate the travel of light?
The above essential question is broad question • How do you change the color of light?
that allows students to learn about the • What safety precautions are needed when it comes
fundamental concepts related to light, as well it to light?
allows for opportunities to help stimulate more • Why does white light produce different colors?
complex questions. These further questions allow
students to explore complex concepts related to
light, such as refraction, how colored light is
produced, and predicting shadows.
Essential Processes: Essential Products:

Pre-existing Knowledge and Skills: Where does this lead?
In regard to grade three science the previous year • Grade four science topic E requires an
the closest related unit is the Hearing and Sound understanding that light is an energy source.
unit, Topic D, which demonstrates that students • The main concepts that carry over to grade five
do not have as strong background with the science is the notion that light from the sun has
concepts within the lights and shadows unit. energy. Which is a concept that will be used mainly
within science grade five topics A, B and C.
Page 4 of 20
Unit Objective:
Students will learn about light by studying the effects of light on things within their environment. They learn
about light sources, about materials that light can pass through and about what happens when a material blocks
or changes the path of light. By observing shadows and their motions relative to a light source, students
discover that light and shadows fall along a predictable path. They discover that mirrors, prisms and a variety of
other materials can affect that path by reflecting and refracting light and by splitting light into colours.
General Learning Outcomes
4–9 Identify sources of light, describe the interaction of light with different materials, and infer the pathway of
a light beam.
Specific Learner Expectations
1. Recognize that eyes can be damaged by bright lights and that one should not look at the Sun—either directly
or with binoculars or telescopes.
2. Identify a wide range of sources of light, including the Sun, various forms of electric lights, flames, and
materials that glow (luminescent materials).
3. Distinguish objects that emit their own light from those that require an external source of light in order to be
seen.
4. Demonstrate that light travels outward from a source and continues unless blocked by an opaque material.
5. Describe changes in the size and location of Sun shadows during the day—early morning, to midday, to late
afternoon.
6. Recognize that opaque materials cast shadows, and predict changes in the size and location of shadows
resulting from the movement of a light source or from the movement of a shade-casting object.
7. Distinguish transparent materials from opaque materials by determining if light passes through them and by
examining their shadows.
8. Classify materials as transparent, partly transparent (translucent) or opaque.
9. Recognize that light can be reflected and that shiny surfaces, such as polished metals and mirrors, are good
reflectors.
10. Recognize that light can be bent (refracted) and that such objects as aquaria, prisms and lenses can be used
to show that light beams can be bent.
11. Recognize that light can be broken into colours and that different colours of light can be combined to form a
new colour.
12. Demonstrate the ability to use a variety of optical devices, describe how they are used, and describe their
general structure. Suggested examples include: hand lens, telescope, microscope, pinhole camera, light
sensitive paper, camera, kaleidoscope. Students meeting this expectation will be able to provide practical
descriptions of the operation of such devices, but are not required to provide theoretical explanations of how
the devices work.
Page 5 of 20
Resources
• Edmonton Public Schools Light and Shadows Unit

http://library.ulethbridge.ca/ld.php?content_id=33963485
• Edmonton Public Schools Light and Shadows Assessment
http://library.ulethbridge.ca/ld.php?content_id=33965110
• Light and Shadows: Grade 4, Topic D by Edmonton Public Schools, Resource Development Services Canada
• Kahoot https://kahoot.com/
• School Grade four science topic 4 kit
o Flashlights
o Mirrors
o Spectroscopes
o Kaleidoscopes
o Prism
• Materials
o Lasers
o Tin cupcake, metal sponges, mirrors
o Cards, paper clips, flashlight
o Telescope
o Sundial kit
o Pinhole camera
o Grass safe spry paint
o Box and glass of water for demonstrating refraction of light by water
o Binoculars
o Magnifying glass
• Color Analyzers by Lawrence Hall of Science
Page 6 of 20
Calendar March 2 – April 2

Monday 2 Wednesday 4 Thursday 5
No class • Emit light vs objects that do not emit light • Does light travel in a straight-line
• Categorize worksheet experiment
• Experiment sheet
• See through or nah • Light safety • Concept sheet

• Notes followed by stations • Kahoot review • Sundial building
• Sundial experiment • Work on sun stick worksheets and hand in • Lesson on refraction and color
• Introduction to refraction- how do sundial • Color stations activity
glasses work? • Posters on refracting vs reflecting light
• Review period • Final examination • Final examination

• Kahoot quiz
Page 7 of 20
Lesson one Why do we need light?

Topic: sources of light
Outcome(s) GLO: 4–9

SLO: 4-9-2, 4-9-3
Lesson By the end of the lesson student will be able to identify multiple sources of light by completing a list of
Objective source objects.
By the end of the lesson students will be able to distinguish between objects that emit vs non-
emitting objects by completing a table.
Learning Have the class at the carpet with the lights off. Take out multiple objects from the bag demonstrating
activity(s) how some objects emit light vs others that do not emit light. After, I will go through a power point
about objects that reflect light and objects that do not reflect light.
Resources:
Worksheet
Objects for exploring at the carpet:
Telescope, glow stick, headlamp, mirror, glass crystal, candle
Assessment Student will complete a few questions categorizing objects that emit light vs objects that do not emit
light, followed by defining two words.
Lesson Does light travels in a straight line?

Two How can we Manipulate light?

SLO: 4-9-4, 4-9-9
Lesson By the end of the lesson students will be able to demonstrate how light travels in a straight line by
Objective conducting an experiment.
By the end of the lesson students will be able to demonstrate that utility in different objects as acting
as a reflector.
Learning This lesson will start with the students showed how to set up their experiment, followed by having
activity(s) divided into predetermined groups. Each group will be given an area to work and will need to create a
hypothesis before given materials to start the experiment. After the experiment students will then need
record their results and hand them in.
Resources:
Mirrors
Cards
Playdough
Hole puncher
Page 8 of 20
Flashlight
Assessment Students will hand in their experiment sheet, with drawing and questions to be formatively assessed
Lesson See-through or nah?

Three Topic: transparent, opaque, translucent
SLO: 4-9-7, 4-9-8
Lesson By the end of the lesson students will be able to distinguish between opaque and transparent by
Objective analyzing the shadow of an object.
By the end of the lesson students will be able to define the terms transparent, opaque, and
translucent by out the terms on their activity sheet.
Learning Have students complete a fill in the three definitions of the lesson, transparent, opaque, and translucent.
activity(s) As while as reviewing the concept of light sources.
After have students’ complete stations conducting mini experiments on whether light goes through an
assortment of an object. They will have to categorize each object and draw a picture of the mini
experiment.
Extension will be having the students place sticky notes around the classroom placing the different
color sticky notes transparent, opaque, and translucent objects.
Resources:
Note sheet
Power point
Flashlights
Master #7
Station materials: wax paper, tin foil, cardboard,
Sticky notes, three different colors
Assessment See-through or nah sheets

Sticky note activity, this will be another way for students to learn what to categorize different objects
based on their ability to let light pass through
Page 9 of 20
Lesson How can we keep our eyes safe?

four Topic: Light safety, review of transparent, opaque, translucent, and sources of light

SLO: 4-9-7, 4-9-8. 4-9-4, 4-9-9, 4-9-1
Lesson By the end of less students will be able to recognize multiple safe ways to view at sources of light.
Objective
Learning Start the lesson by having a discussion on how to protect your eyes from harmful light. Go over
activity(s) examples on how to protect your eyes and examples of what will hurt your eyes.
A demonstration with a pinhole camera will be used as an example on how to safely view the sun.
The next PowerPoint will be a review of the main concepts so far covered in this unit, transparent,
opaque, and translucent, light travel, and light sources.
After completing the review PowerPoint, the class will do a few Kahoot quizzes.
Resources:
Power point
Pinhole camera
Kahoot quiz
Assessment Kahoot quiz: the Kahoot quiz will go over the ideas of transparent, opaque, translucent. It will also
cover the idea of light sources emitting light, and that not all objects emit light.
Lesson How can we predict shadows?

Five Topic: sundial, predicting shadows, and how they move as time passes.
SLO: 4-9-6, 4-9-5
Lesson By the end of less students will be able to understand how a sundial is used by constructing their
Objective sundial.
Learning Activity:
activity(s) When students first get to class have them complete the concept sheet for summative assessment.
Have a mini discussion on how shadows change in size depending on where the light source is coming
from, demonstrate this idea on the carpet using a flashlight and a stick.
Have students watch a short video explaining how sundials were used and why they were created.
Have students create their own sundial out of paper.
Resources:
Material for creating a sundial:
Page 10 of 20
Paper, glue, carboard

Sundial video
Power point
Master #4
Assessment Have student complete the concept sheet for summative assessment in the first half of the class
Lesson Six How can we predict shadows?

How do glasses work?
Topic: sundial, predicting shadows, and how they move as time passes
SLO: 4-10-11, 4-9-10, 4-9-6, 4-9-5
Lesson By the end of less students will be able to understand how a sundial is used by using their own sundial.
Objective By the end of less students will be able to understand how the movement of a light sources will change
a shadow by completing a sun stick worksheet.
Learning Throughout the day the class will go out into field to see how a pole acts as a sundial. As while the
activity(s) first-time students go outside have them calibrate their own sundials by recording where the shadow is
on their sundial and label it according to the time.
At the end of the day explain to the students.
During the class have a discussion with students on how glasses work. Followed by a PowerPoint in
which the students will complete a note fill in the blank sheet.
Resources:
sundials
spray paint for grass
prediction sheets, and sheets to have students to explain how their sundial works
Assessment Students will hand in their sundials and explanation for how the sundial works.
Lesson How do glasses work? How can we manipulate the travel of light?
Seven Topic: sundial assessment and refraction of light

SLO: 4-10-11, 4-9-10, 4-9-6, 4-9-5
Lesson By the end of less students will be able to understand how the movement of a light sources will change
Objective a shadow by completing a sun stick worksheet.
Page 11 of 20
By the end of less students will be able to identify multiple ways in which we can manipulate light to
see different colors by experimenting with different materials.
Learning At the start of the class have a quick review of what they did with their sundials.
activity(s) Next the students will complete the sundial assessment in which they will have to hand in their sundials
that are marked with the experiment times, and complete a the shadow stick worksheet.
Once the students are done with sundial assessment have them complete a wordsearch until everyone is
done.
Once everyone is done have an overview of the concepts started last class by going over the main ideas
covered in a PowerPoint. Next have students draw diagrams of how different objects refracts vs reflects
light.
The next activity will be the introduction of colored light. Demonstrate with the class how a prism can
create rainbow from white light.
Resources:
PowerPoint
Drawing worksheets
Note fill in the blanks
Telescope
Binoculars
Assessment Students will hand in their refract vs reflect drawings
Lesson How can you change the color of light?

Eight Topic: the color spectrum, and how white light can be refracted to create a rainbow

SLO: 4-9-11, 4-9-10, 4-9-12
Lesson By the end of lesson students will be able to identify multiple ways in which we can manipulate light to
Objective see different colors by experimenting with different materials.
By the end of the lesson students will have demonstrate the ability to use a variety of optical devices.
Learning Have a class discussion on why certain objects are the color they are. Why is an apple red? Next have a
activity(s) PowerPoint explaining how prisms and spectroscopes work. After have students a station activity
exploring how different objects interact with light, spectroscopes, prism, kaleidoscopes. At each station
students will fill out their sheet answering questions or drawing pictures
Resources:
Spectroscopes
Prism
Power point
Worksheet for spectroscope experiment
Page 12 of 20
Assessment Have students’ hand in their Color stations, worksheet
Lesson Topic: review period

Nine

SLO: 4-9-7, 4-9-8, 4-9-2, 4-9-3, 4-9-5, 4-9-11, 4-9-12, 4-9-4, 4-9-9, 4-9-1 4-10-11, 4-9-10
Lesson By the end of the lesson students will have reviewed the main concepts of the lights and shadow unit by
Objective completing Kahoots.
Learning Have students do a Kahoot quiz for refracting, reflecting, and colors. As while as a second
activity(s) Kahoot quiz going over main concepts of the unit.
If students need more time to complete their stations from previous class, it will be given here.
If no extra time is need for stations final assessment interviews will start
Assessment Kahoot quiz
Lesson Topic: final assessment

Ten

SLO: 4-9-7, 4-9-8, 4-9-2, 4-9-3, 4-9-5, 4-9-11, 4-9-12, 4-9-4, 4-9-9, 4-9-1 4-10-11, 4-9-10
Lesson By the end of the lesson students will have completed their final assessment for Lights and shadow unit
Objective
Learning For final assessment interview, Sarah and I will work together to allow myself to pull students. So, I
activity(s) can have a one on one interview with the students, were I will ask them predetermined questions and I
will grade their responses following a four-part rubric
Assessment Students will be pulled to conduct final assessment interviews

Eleven

SLO: 4-9-7, 4-9-8, 4-9-2, 4-9-3, 4-9-5, 4-9-11, 4-9-12, 4-9-4, 4-9-9, 4-9-1 4-10-11, 4-9-10
Lesson By the end of the lesson students will have completed their final assessment for Lights and shadow unit
Objective
Page 13 of 20

Twelve

SLO: 4-9-7, 4-9-8, 4-9-2, 4-9-3, 4-9-5, 4-9-11, 4-9-12, 4-9-4, 4-9-9, 4-9-1 4-10-11, 4-9-10
Lesson
Objective
Page 14 of 20
Part 4: Assessment
See-
Light Color Concept Sundial/sun
earning Title straight
through Sundial
Stations sheet stick
Interview
Outcomes or nah
Type Formative Formative Formative formative Summative Summative Summative
(Formative/Summative)
Weighting 30 30 40
1. Recognize that eyes can be
damaged by bright lights and that
one should not look at the Sun— X X X X
either directly or with binoculars or
telescopes.
2. Identify a wide range of sources
of light, including the Sun, various
forms of electric lights, flames, and X X X
materials that glow (luminescent
materials).
3. Distinguish objects that emit
their own light from those that
X X X
require an external source of light
in order to be seen.
4. Demonstrate that light travels
outward from a source and
X X X X X
continues unless blocked by an
opaque material.
5. Describe changes in the size and
location of Sun shadows during the
X X X
day—early morning, to midday, to
late afternoon.
6. Recognize that opaque materials
cast shadows and predict changes
in the size and location of shadows
X X X
resulting from the movement of a
light source or from the movement
of a shade-casting object.
7. Distinguish transparent materials
from opaque materials by
determining if light passes through X X X
them and by examining their
shadows.
8. Classify materials as transparent,
partly transparent (translucent) or X X X
opaque.
9. Recognize that light can be
reflected and that shiny surfaces,
such as polished metals and X X X
mirrors, are good reflectors.
Page 15 of 20
10. Recognize that light can be bent

(refracted) and that such objects as
aquaria, prisms and lenses can be
X X
used to show that light beams can
be bent.
11. Recognize that light can be

broken into colours and that
X X
different colours of light can be
combined to form a new colour.
12. Demonstrate the ability to use a
variety of optical devices, describe
X X X X
how they are used, and describe
their general structure.
Page 16 of 20
Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning
This interview is meant to replace a traditional unit
test. The interview will be one on one with each
student. The teacher will ask a predetermined
Interview X
question to the student and they will have to
demonstrate the answer to the teacher, who will then
grade their response on a rubric.
Student will have to create a sundial and explain how
the sundial is used. The sundial will be used though
out one day which will require the students to make
Sundial X
observations on the sundial. After the activity the
student will have to create a response explaining how
a sundial works.
The students will be given a chart in which they will
have to cut out and glue objects that fit in each
Concept sheet X
category in the chart. AS while they will be required
to draw the pathway of light on multiple diagrams.
Formative assessment will be built into the sundial

assignment by having steps in the assignment where
Sundial X
students will get their work checked over at certain
points.
The students will go through a number of stations,
and at each station they will be required to engage in
an activity which they will determine if an object is
opaque, translucent, transparent. Students will record
See-through or nah results from that stations activity, which will require X
the student draw a picture of the shadow and to
categorize the object used in the station. They will
record results onto a worksheet, which will be turned
in at the end of class.
This will be a group-based activity where the students
will shine a light through a bunch of hole punched
Light straight cards. Once done they will be given a mirror to see if X
they can change the direction of the light. They will
record their observations on an experiment sheet.
This will be an activity where students will go to
different stations and interactive with objects that
manipulate the color of light or will refract light. At
Color Stations each different station’s students will be required to X
complete the activity at that station and then record
answers or drawings on to worksheet, which will be
turned in at the end of class.
Page 17 of 20
Kahoot quizzes will be used throughout the unit as a

way for students to be formatively assessed on
concepts by having them answer questions pertaining
Kahoot quiz to that concept. It will also serve as a way for the x
students to review material before summative
assessments, since after each test the whole class will
go over each question to clear up misunderstandings.
Page 18 of 20
Names Light See- Sundial ✓ Color Concept Sundial/ Interview

straight ✓ through or stations ✓ sheet sun sitck /40
nah✓ /30 /30
Page 19 of 20

Light and Shadows Unit Ed

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Subject Area Science

Jordin Peterson Grade Level 4/5

Unit: D Lights and Shadow

Unit Title: lights and shadows

Rationale for the Unit

Overarching Question: Inquiry Questions

Essential Processes: Essential Products:

General Learning Outcomes

Specific Learner Expectations

• Edmonton Public Schools Light and Shadows Unit

Calendar March 2 – April 2

Monday 9 Wednesday 11 Thursday 12

• See through or nah • Light safety • Concept sheet

Monday 16 Wednesday 18 Thursday 19

Monday 23 Wednesday 25 Thursday 26

• Review period • Final examination • Final examination

Lesson one Why do we need light?

Outcome(s) GLO: 4–9

Lesson Does light travels in a straight line?

Outcome(s) GLO: 4–9

Lesson See-through or nah?

Assessment See-through or nah sheets

Lesson How can we keep our eyes safe?

Outcome(s) GLO: 4–9

Lesson How can we predict shadows?

Paper, glue, carboard

Lesson Six How can we predict shadows?

Outcome(s) GLO: 4–9

Assessment Students will hand in their refract vs reflect drawings

Lesson How can you change the color of light?

Outcome(s) GLO: 4–9

Assessment Have students’ hand in their Color stations, worksheet

Lesson Topic: review period

Outcome(s) GLO: 4–9

Assessment Kahoot quiz

Lesson Topic: final assessment

Outcome(s) GLO: 4–9

Assessment Students will be pulled to conduct final assessment interviews

Lesson Topic: final assessment

Outcome(s) GLO: 4–9

Assessment Students will be pulled to conduct final assessment interviews

Lesson Topic: final assessment

Outcome(s) GLO: 4–9

Assessment Students will be pulled to conduct final assessment interviews

10. Recognize that light can be bent

11. Recognize that light can be

Assessment FOR Assessment OF

Formative assessment will be built into the sundial

Kahoot quizzes will be used throughout the unit as a

Names Light See- Sundial ✓ Color Concept Sundial/ Interview

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