LESSON PLAN A

Course: Science 4 Title: Bioluminescence Date: February 4, 2013

Bridge: Students have to this point been introduced to the subject of light and shadow, as it is assumed that the properties of light have been/will be explained to them in a traditional context, so this lesson is designed to give them a side of light that they may not be acquainted with otherwise. That is, organically generated light and the ways in which animals can produce it. Learning Objective: 4.9-2 Identifying different sources of light 4.9-3 Contrast things which generate own light with things which require outside light 4.9-4 light travel interrupted by opaque objects 4.9-10 light can be refracted Pre-assessment: Materials: - Discussion with students. Ask several probing - Web videos (links below) questions to determine familiarity with concept - Glow sticks of different forms of light generation. - Pencil crayons - As this lesson is to be delivered from a cold - Journals start in approximately 20 30 minutes, more pre-assessment than this is unlikely to be possible.

Participatory Learning:
Time
5 minutes

Instructor Activities
Get aquainted with prior knowledge. Seed question: What different ways can you think to make light? Predict: Can you think of plants/animals that can generate their own light? How does a living organism generate light? What will happen if we whack this glow stick on the table? What relationship might that have to glowing organisms? Observe: Show videos of algae, fish, fireflies, and mushrooms generating light in different contexts via the same methods. Encourage recording of data as it emerges as a practice of the scientific method.

Learner Activities
Respond to questions. Provide methods of light generation. -

Resources
Brains, ability to communicate

5 minutes

Actually make these predictions. Record in journals, with pictures if possible.

Journals, pencil crayons, glows sticks

10 15 minutes

Watch videos. Point out relevant information as it comes up. Answer: Why are these things making light? How are they doing it? What variables can we see in these videos (if not guessed, prompt for things like underwater, blocked by sand, is a plant/animal, and so on as relevant)? Posit own theories

Web videos, journals, pencil crayons

5 10 minutes

Explain: Chemical

Glow sticks, journals, pencil

reactions in animals generate light when exposed to oxygen (luciferin, luciferase, oxygen). This oxygen can be stored or naturally absorbed (as in mushrooms). Illustrate chemical generation of light via glow sticks. When struck, the impact mixes the chemicals in the glow sticks and causes light to be emitted, much the same way as in the algae.

before being given information. Record potential and real reasons with diagrams. Explain reasoning behind hypotheses.

crayons

Post-assessment: - Unfortunately, due to time constraints, this will likely not get to be assessed. If one was continuing on with this
class, observation of journals and contribution to class discussion could be monitored in order to formatively assess learning, and a write-up on the ways in which light is generated by organisms drawing connections to other methods could be assessed as a summative product to show learning.

Summary:

What worked well/what needs revision: