Physical Science: Optics and Vision Resource Kit Grade 8. By: Maria Kary

Transcription

1 Physical Science: Optics and Vision Resource Kit Grade 8 By: Maria Kary

2 Scope & Sequence Day 1 Day 2 Day 3 (Lesson included) Day 4 (Lesson included) Day 5 (Lesson Included) Light. Natural: the sun...go outside ENGAGE/EXPLORE - What would you say if I told you that light comes from our eyes and where we look dictates where light goes and what we see? *turn lights off - The sun (at night?...stars, moon) - What is light made of? Can you feel it? - How does light travel? Does it need something to travel through? - How fast does light travel? - What travels faster: light or sound? Hint: the lighting strike and roar of thunder happen at the same time - Create a human light wave - High and low frequency, amplitude and frequency Light. Chemical: make glow sticks EXPLORE/EXPLAIN Classify natural and artificial sources of light as incandescence or fluorescence (including phosphorescent, chemiluminescent, and bioluminescent). - What are shadows? - evidence that light travels in straight lines (good transition into next lesson) - Investigate the properties of shadows, including umbra and penumbra formation, and demonstrate how the existence of shadows provides evidence that light travels in straight lines. Reflection. Light. Electric: flashlight and mirrors ENGAGE Hot seats learning about transparent, translucent and opaque EXPLORE/ELABORATE - Experiment with reflection - Measure angles EXPLAIN Describe applications of the laws of reflection in everyday life - selfies flipgrid Refraction ENGAGE Make a rainbow EXPLORE - WONDER movie - The Human Eye and How it Works ENGAGE This lesson transitions from light into the human eye. Light is a form of energy that can be detected by the human eye. EXPLORE Students will build a model of the human eye with a balloon and understand how different parts such as the lense and retina look and work. Then go deeper and create EXPLAIN Finish off class with a kahoot checking for students understanding of the different of the human eye and their functions. Students will label a cross section diagram of the human eye. Identfy parts of the eye

3 Identify functions of the parts of the eye sp=sharing Day 6 Day 7 Day 8 Day 9 Day 10 (Lesson Included) Dissect Sheep Eye ENGAGE Walk around with a dripping sheep eye to get students attention. EXPLORE Expand on the learnings from the previous lesson on eye anatomy by experiencing the dissection of a real eye. Nearsighted and farsighted EXPLORE...stations Concave vs. Convex EXPLORE...Dichotomous key Exploring other eyes ENGAGE We learned about the anatomy of a human eye and experienced the dissection of a sheep eye. Ask: What are 4 differences between the anatomy of a human eye and a sheep eye? EXPLAIN/ELABORATE Students each choose another living organism (vertibrate/invertibrate) and begin to compare the anatomy and functions of its eye. Data must be found online and in books from the library. Comparing Eyes ENGAGE - Beach Ball questioning EXPLAIN/ELABORATE Continue last day s research and begin to transfer data onto a poster. **RUBRIC

4 Lesson Title: Electric Light: Reflection Grade Level: 8 Designer: Maria Kary Formal Unit Outcome(s): Day 3: Electric Light and Reflection Learning Outcomes/Intentions OP8.1 Identify and describe, through experimentation, sources and properties of visible light including: reflection Knowledge & Understandings: Learners will know and understand that Light travels through transparent objects/materials Light bounces off of of opaque objects Reflection is when light bounces off of an object Essential Questions: What happens when light hits a mirror? What happens when light hits glass? Skills: Measuring angles with a protractor Safely light a candle with a match Safely use a laser Taking a selfie with good lighting I can... statements: I can draw and label a reflection scenario I can apply the laws of reflection in everyday life (selfie) I can investigate to determine how light interacts with transparent, translucent, and opaque materials Assessment Evidence Formative Assessments (Assessment for Learning): Observe students as they define objects as opaque, transparent and translucent. Go from group to group and ask students questions. Keep a checklist of who is participating in activity and answering my questions. View flipgrids looking for an understanding of the concept of reflect, the law of reflection and a well thought out explanation for which way of taking a selfie was best. Safety Teach students how to properly light a match. Teach students how to safely handle a flame. Explain that flashlights and lasers are NOT to be pointed at students face/eyes because the laser can blind you Materials

5 - Whiteboard or chalkboard - Dry erase marker or chalk - Sticky notes (one for each student) - Small mirrors (one for each person) - Flashlights (one for each group) - Candles (one for each group) - Matches - Lasers (one for each group) - Anchor chart paper (one for each group) - Markers - Meter sticks (one for each group) - Protractor (one for each group) - Technology for flipgrid Learning Experiences & Instruction: Learning Plan ENGAGE: Hot Seats! BEFORE CLASS - write this on board: Shadows occur when an object blocks light from a light source. An object that does not let light through is called opaque An object that allows light to pass through is called transparent An object that allows some light to pass through is called translucent What is your object? BEFORE CLASS - write these on sticky notes and place under chairs: 1. Cardboard opaque 2. Lampshade translucent 3. Eye glasses transparent 4. Sunglasses translucent 5. Clouds translucent 6. Ocean water translucent 7. Magnifying glass transparent 8. $5 bill translucent 9. Cat opaque 10. Book opaque 11. Plastic wrap transparent 12. Wax paper translucent 13. Tinfoil opaque 14. Glass beaker transparent 15. Sheet of loose leaf translucent 16. Window transparent 17. iphone opaque 18. Loonie opaque 19. Silver spoon opaque 20. Mirror opaque

6 a. (strategically have mirror last, and maybe a different colour sticky note because that is what today s lesson is about!) One at a time ask students to reach for the sticky note under their chair, they read the object outloud, walk up to the board and stick the object under either opaque, transparent or translucent. Class decides if correct. EXPLORE/ELABORATE: Split class into groups of about 4. Each group needs: - Small mirrors (one for each person) - Flashlight - Candle - Match - Laser - Anchor chart paper - Markers - Meter stick - Protractor Turn lights low and start with candle. One group member holds the candle and other use their mirrors to reflect the light to each other. Have them experiment with distance. Next, move on to flashlight. Last, the laser. Ask: - Which light source can travel the farthest? - Could the laser light rays reach the moon if pointed into space? Using the laser and one mirror have groups reflect the laser light ray off of the mirror then draw and label a diagram of what they see on anchor chart paper. As students are doing this, go from group to group asking: - Show me an incident ray. A ray of light moving toward a mirror - What is the point called where the incident ray strikes the mirror? Point of incidence - Hold a meter stick perpendicular to mirror at the point of incidence. This Line is called normal. The angle which the incident ray makes with the normal is called the angle of incidence. - What do we call the ray that bounces off the mirror? The reflected ray - What do we call the angle the reflected ray make with the normal? The angle of reflection - Compare the angle of incidence and the angle of reflection. The angle of incidence is always equal to the angle of reflection. Diagrams should look like this:

7 EXPLAIN: Flipgrip - Understanding Reflection of Light Waves using Selfies Each student takes home a slip (attached on following page) to submit a 1.5 max minute flipgrid. What is reflection? Reflection is when light bounces off an object What is the law of reflection? angle of reflection = angle of incidence Try these 6 ways of taking a selfie: 1. Hold camera straight in front of you in normal sunlight or classroom light. 2. Hold camera with it angled above you in normal sunlight or classroom light. 3. Hold camera with it angled below you in normal sunlight or classroom light. 4. Hold camera straight in front of you. Stand in front of a light source so it is shining on your face. 5. Hold camera straight in front of you. Stand in front of a light source so it is shining on your back. 6. Hold camera straight in front of you in normal classroom light place a translucent object in between you and the camera. Explain the best way to take a selfie and justify your answer using good scientific vocabulary Resources:

8 FLIPGRID take home assignment: Understanding Reflection of Light Waves using Selfies What is reflection? What is the law of reflection? Try these 6 ways of taking a selfie: 1. Hold camera straight in front of you in normal sunlight or classroom light. 2. Hold camera with it angled above you in normal sunlight or classroom light. 3. Hold camera with it angled below you in normal sunlight or classroom light. 4. Hold camera straight in front of you. Stand in front of a light source so it is shining on your face. 5. Hold camera straight in front of you. Stand in front of a light source so it is shining on your back. 6. Hold camera straight in front of you in normal classroom light place a translucent object in between you and the camera. Explain the best way to take a selfie and justify your answer using good scientific vocabulary What is reflection? What is the law of reflection? Try these 6 ways of taking a selfie: 7. Hold camera straight in front of you in normal sunlight or classroom light. 8. Hold camera with it angled above you in normal sunlight or classroom light. 9. Hold camera with it angled below you in normal sunlight or classroom light. 10. Hold camera straight in front of you. Stand in front of a light source so it is shining on your face. 11. Hold camera straight in front of you. Stand in front of a light source so it is shining on your back. 12. Hold camera straight in front of you in normal classroom light place a translucent object in between you and the camera. Explain the best way to take a selfie and justify your answer using good scientific vocabulary What is reflection? What is the law of reflection? Try these 6 ways of taking a selfie: 13. Hold camera straight in front of you in normal sunlight or classroom light. 14. Hold camera with it angled above you in normal sunlight or classroom light. 15. Hold camera with it angled below you in normal sunlight or classroom light. 16. Hold camera straight in front of you. Stand in front of a light source so it is shining on your face. 17. Hold camera straight in front of you. Stand in front of a light source so it is shining on your back. 18. Hold camera straight in front of you in normal classroom light place a translucent object in between you and the camera. Explain the best way to take a selfie and justify your answer using good scientific vocabulary What is reflection? What is the law of reflection? Try these 6 ways of taking a selfie: 19. Hold camera straight in front of you in normal sunlight or classroom light. 20. Hold camera with it angled above you in normal sunlight or classroom light. 21. Hold camera with it angled below you in normal sunlight or classroom light. 22. Hold camera straight in front of you. Stand in front of a light source so it is shining on your face. 23. Hold camera straight in front of you. Stand in front of a light source so it is shining on your back. 24. Hold camera straight in front of you in normal classroom light place a translucent object in between you and the camera. Explain the best way to take a selfie and justify your answer using good scientific vocabulary

9 Day 4: Refraction Lesson Title: Refraction Grade Level: 8 Designer: Maria Kary Learning Outcomes/Intentions Formal Unit Outcome(s): OP8.1 Identify and describe, through experimentation, sources and properties of visible light including: refraction Knowledge & Understandings: Learners will know and understand that The bending of light is known as refraction. Light bends because it changes speed. The speed changes depending on the density of the material. Light travels slower through more dense materials because there are more particles. Essential Questions: What happens when light passes from one material or medium to another? How might temperature cause refraction? Skills: Make predictions based on prior knowledge Participate in a kahoot (online questioning game) I can... statements: I can describe how visible light is refracted when passing from one substance to a substance of a different density. I can p redict how light will refract when passing into transparent media with different refractive indices (e.g., water, salt water, plastic, glass, and oil). I can conduct an experiment to confirm or refute that prediction. Formative Assessments (Assessment for Learning): Assessment Evidence Observe and take note of who is participating or engaging in class discussions. Safety

10 - Glass prism - Sunlight - White paper - Beaker x2 - Water - Paper with the word now written on it - Whiteboard/chalkboard - Dry erase markers/chalk - Laptops Learning Experiences & Instruction: Plan the lesson around the 5-E's Discuss flip grip from last day *Ask for observations and scientific answers Materials Learning Plan ENGAGE Make a rainbow EXPLORE In order for any of us to see we need. light So, right now light is bouncing off this card traveling through the air, through the glass, to your eyes. But, what if we add in water? PREDICT!! *add water Anytime light passes from material or medium to another, and bends. The bending of light is also known as. refraction What are the 2 mediums here? Air and water Why does it bend as it moves through different materials? Light bends because it changes speed. The speed changes depending on the density of the material. Light travels slower through more dense materials because there are more particles. *show Michael McCoy s demonstration of particles moving in different mediums (solid, liquid, gas) to prove that light can move faster through air because there is more space between particles and it slows down moving through liquid and glass because the particles are packed closer together. Do you think a change in temperature could cause refraction? Yes, warm air is less dense than cold air. The refraction of light through air is called a mirage. Why does a pencil look bent in water? So we know that reflection looks like this:

11 *draw diagram on board What might refraction look like? *draw diagram on board EXPLAIN Finish off class with a kahoot checking for students understanding of both reflection and refraction Extra info: What happens when light strikes a surface? Type of behaviour What happens to light striking a surface Nature of surface What else happens Absorption Energy transformation Rough, dark, opaque Some light is reflected Reflection Bounces off Smooth, shiny Some light is absorbed Refraction Travels through in a new direction Different transparent medium Some light is reflected

12 Lesson Title: The Human Eye and How it Works Grade Level: 8 Designer: Maria Kary Formal Unit Outcome(s): Day 5: Human Eye Anatomy and Functions Learning Outcomes/Intentions Today s objective: Students develop a working model of the human eye and explore its parts and functions. Knowledge & Understandings: Learners will know and understand that... The human eye is complex The many different parts of the human al work together to properly function Essential Questions: How does the human eye look up close? How does the human eye work? Skills: Follow directions Blow up a balloon Clearly label a diagram I can... statements: I can identify parts of the human eye. I can identify functions of the parts of the eye. I can illustrate, using a geometrical ray diagram, how the human eye sees objects. Assessment Evidence Formative Assessments (Assessment for Learning): Observation. Questioning. I will engage class by asking questions regarding what they should already know from previous lessons. I will walk around questioning while students complete table. Be aware of safety at all times. Safety Materials 9-12 inch round balloon (white is best) (one for each group) Small (about 1-3 cm diameter) convex or plano-convex lenses (two for each group)

13 Small candle (one for each group) Learning Plan Learning Experiences & Instruction: Plan the lesson around the 5-E's ENGAGE Once everyone is sitting down, turn the lights off. Say: In order for all of us to see we need. Turn lights back on when students answer LIGHT. Okay, now close your eyes. What do you see? Nothing. Open your eyes. What do you see? Everything. Light is a form of energy that can be detected by the human eye We know about different kinds of light (natural, chemical, electric) and how it travels in different ways and so EXPLORE Now we are going to explore the human eye and how it works! Hand out worksheet Watch: (3:28 minutes) Students label their cross section diagram of the human eye as the video plays EXPLORE Students will build a model of the human eye with a balloon and understand how different parts such as the lense and retina look and work. EXPLAIN Once model is built, students fill out the structure/function of the eye table for future reference. Walk around questioning. *Ask about different structures and and what they do as students complete table. Following the balloon activity, ask students to illustrate how the eye sees an image. They will add this to their cross section diagram of the eye on the left hand side of the eye. *refer to following two visuals to give students guidance. Depending on understand, teacher may need to draw the diagram on board and explain how the eye sees the image and flips it.

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18 Lesson Title: Comparing Eyes Grade Level: 8 Designer: Maria Kary Formal Unit Outcome(s): Day 10: Research Poster/Presentation Learning Outcomes/Intentions OP8.3 Compare the nature and properties of human vision to other living organisms. Knowledge & Understandings: Learners will know and understand that The human eye is complex Parts of the human eye rely on one another Essential Questions: How is the design of the human eye different from the design of other eyes? How are the functions of the human eye different from the functions of other eyes? Skills: Learners will be able to... Research online Research in library with books Creating an effective scientific poster Peer assessment I can... statements: I can identify the parts of the human eye I can explain the functions of each part of the human eye I can identify the parts of an eye of non-human living organism and their functions I can explain the similarities and differences between the human eye and an eye of another living organism Assessment Evidence Formative Assessments (Assessment for Learning): Observation. While students are researching and creating their posters I will walk around and observe if they are on task. I will create a checklist and keep track of who seems to have an understanding during the beachball game and maybe spend more time questioning the students who need more understanding later (individually) in the lesson. Questioning. While students are researching and creating their posters I will be asking them questions to check their understanding of content as they add it to their posters. I will evaluate poster/presentations of them using the attached rubric. We will also peer assess during poster presentations. Students will be partnered up for assessing each other. Safety Make students aware that throwing the beach ball at heads or too hard is inappropriate and dangerous.

19 Materials Black permanent markers Beach ball (or any inflatable ball that is not too colourful to be written on) Laptops Large poster paper Markers Scissors Glue Learning Experiences & Instruction: Learning Plan ENGAGE/EXPLAIN Begin class with the beachball questioning strategy checking for students understanding of the different structures of the human eye and their functions. Get a beach ball (or any inflatable ball that is not too colourful to be written on) Inflate ball and write the following vocab words on it in permanent marker *refer to terms here EXPLAIN/ELABORATE Comparing Eyes Continue last day s research (Students each choose another living organism (vertibrate/invertibrate) and begin to compare the anatomy and functions of its eye. Data must be found online and in books from the library) and begin to transfer data onto a poster that be hung in the classroom. Provide students with instructions and rubric for poster to explain what is expected. As they are designing their posters, walk around and ask: What is the most significant difference regarding design between the two? What is the most significant difference regarding functions between the two? What is the most interesting difference? Which design do you think is the most efficient? Are there any parts of any of the eyes that could be removed and the would still work? *refer to RUBRIC on following page for assessment

20 Poster Rubric Name: 1 Beginning 2 Developing 3 Accomplished 4 Exemplary Organized Poster is not organized Difficult to navigate, not logical. Design of poster is mostly logical, but lacking in visuals and no creativity. Poster looks clear and simple. It is easy to read, but lacking in creativity. Many visuals. Poster is very appealing to the eye and has a good flow. Poster is creative and very easy to read. Many meaningful visuals. Quality of Research Research is lacking detail and specifics. Not enough information to make comparisons between two types of eyes. Research is acceptable, but lacking many comparisons between two types of eyes. Research is impressive, but lacking some comparisons between two types of eyes. Research is very thorough. ALL parts and ALL functions for BOTH eye structures are included. Similarities and differences are made clear. Resources 1-2 online and/or in-text resources listed 2-3 online and/or in-text resources listed 3-5 online and/or in-text resources listed 3+ online resources listed 3+ in text resources listed Presentation Presentation is dull. Presenter reads word for word from poster. Volume level is low. Less than 2 minutes. Presenter reads mostly from the poster and makes minimal eye contact with the audience. Varying volume. 2-3 minutes. Presenter reads some from the poster and makes some eye contact with the audience. Good volume. 3-4 minutes Presentation is very engaging and interesting. Presenter does not read directly off of poster and makes eye contact with audience. Appropriate volume level. 4-5 minutes