3/1/2014

UNIT PLAN
Grade 8 Science: Light and Optics

Landon Hatch
UNIVERSITY OF LETHBRIDGE

Table of Contents

1. Big Ideas & Essential Questions

2. Unit Summary & Rationale

3. General and Specific Learner Outcomes

4. Unit Assessment Plan

5. Unit Schedule Calendar Format Day by Day Schedule (Table Format)

6. Teaching Resource List

7. Social Context Rationale

Big Ideas
1. 2. The understanding of light and vision is a continuous investigation, which has been furthered by invention, explanations, and inquiry.

Essential Questions
What is the nature of light and vision? How has the development of microscopes, telescopes, and other optical devices enhanced our understanding of light and vision? 3. What are identifiable phenomena that provides evidence of the nature of light? 4. How is light reflected, transmitted, and absorbed by different materials? 5. How do various materials differ in the way they refract light? 6. How has our understanding of the relationship of light and materials affected the design and composition of optical technologies? 7. What is the design and structure of the eye? 8. How are images seen by the eye? 9. What technologies have been developed to enhance human vision? 10. How do these technologies work?

The transmission of light can be explained using the geometric ray model.

Vision and the science of image formation are similar in design and can be explained and enhanced by optical technologies.

Unit Summary
This unit covers three main concepts: 1.What is Light and Vision? What are inventions used with light and vision? And how do we explain what we know about light and vision? 2. How does light move? Be able to describe its behaviour using a geometric ray model. 3. Investigating and explaining the science of image formation, vision, and interpret related technologies.

Have you ever wanted to see what a star looks like up close or even see inside the human body? Optical devices have been designed to overcome the limitations of our eyes and allow us to view things we have never seen before. However, these devices are based upon our knowledge of light that has been developed over thousands of years. As we explore this unit, we will learn how these long developed understandings of the properties of light can be tested and proven in natural phenomena that exist all around us. Welcome to the wonderful unit of Light and Optics.

Rationale
Since the program of studies sets the framework of this topic in such a well-organized and easy to follow manner, I have made little changes to the structure. This allows me to focus primarily on the activities and presentation of the information .My personal vision of teaching places a particular emphasis on the inclusion of an array of multi-sensory teaching strategies in the preparation of unit/lesson plans as to enhance student learning and retention. This also allows me to structure my lessons as to promote the three Es included in the M inisterial Order in regards to education; Engaged Thinkers, Ethical Citizens with and Entrepreneurial Spirit. I have striven to produce a unit outline that includes labs, hands-on activities, unique performance tasks, and others activities of this nature in order attain these goals. Though I currently possess minimal knowledge on the needs and learning styles of my students, I felt it would also be beneficial to use these strategies to further my understanding of the learner profiles of my students.

General Learning Outcomes

Specific Learning Outcomes

identify challenges in explaining the nature of light and vision (e.g., recognize that past explanations for vision involved conflicting ideas about the interaction of eyes and objects viewed; identify challenges in explaining upside-down images, rainbows and mirages) investigate the development of microscopes, telescopes and other optical devices; and describe how these developments contributed to the study of light and other areas of science investigate light beams and optical devices, and identify phenomena that provide evidence of the nature of light (e.g., evidence provided by viewing the passage of light through dusty air or cloudy water) investigate how light is reflected, transmitted and absorbed by different materials; and describe differences in the optical properties of various materials (e.g., compare light absorption of different materials; identify materials that transmit light; distinguish between clear and translucent materials; identify materials that will reflect a beam of light as a coherent beam) measure and predict angles of reflection investigate, measure and describe the refraction of light through different materials (e.g., measure differences in light refraction through pure water, salt water and different oils) investigate materials used in optical technologies; and predict the effects of changes in their design, alignment or composition demonstrate the formation of real images, using a double convex lens, and predict the effects of changes in the lens position on the size and location of images (e.g., demonstrate a method to produce a magnified or reduced image by altering the placement of one or more lenses) demonstrate and explain the use of microscopes; and describe, in general terms, the function of eyeglasses, binoculars and telescopes explain how objects are seen by the eye, and compare eyes with cameras (e.g., compare focusing mechanisms; compare the automatic functions of the eye with functions in an automatic camera) compare the function and design of the mammalian eye with that of other vertebrates and invertebrates (e.g., amphibians; fish; squid; shellfish; insects, such as the housefly) investigate and describe the development of new technologies to enhance human vision (e.g., laser surgery on eyes, development of technologies to extend night vision) investigate and interpret emerging technologies for storing and transmitting images in digital form (e.g., digital cameras, infrared imaging, remote imaging technologies) The Wave Model of Light: describe the characteristics of solar energy as it comes to Earth in its various wavelengths and explain the significance of these different forms to humans and the environment The Electromagnetic Spectrum: describe the characteristics of solar energy as it comes to Earth in its various wavelengths and explain the significance of these different forms to humans and the environment Producing Visible Light: describe and compare how incandescent, fluorescent, phosphorescent, and bioluminescent source produce light Colours of Light: describe and explain the uses of red, green, and blue as primary additive colours

Science, Technology & Society (STS) & Knowledge Outcomes

1.1 STS-K 1 Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry in developing our current knowledge.

1.2

1.3

2.1 STS-K 2 Investigate the transmission of light, and describe its behaviour using a geometric ray model.

2.2 2.3 2.4

3.1

3.2 3.3

STS-K 3

Investigate and explain the science of image formation and vision, and interpret related technologies.

3.4

3.5

3.6

4.1

STS-K 4*

Light is part of the electromagnetic spectrum and travels in waves.

4.2 4.3 4.4

*Note: STS-K 4 does not appear in the Program of Studies, but is provided in Science in Action as extension material

Skill Outcomes
1.1 1.2 S-IP Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions. 1.3 1.4 identify questions to investigate (e.g., ask about the role of eyeglasses in improving vision) Define and delimit questions to facilitate investigation (e.g., rephrase a question, such as: "Is plastic the best material to use in eyeglasses?" to become "Which material refracts light the most?" design an experiment, and identify the major variables state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the effect of dissolved materials on the refraction of light in a liquid) formulate operational definitions of major variables and other aspects of their investigations (e.g., operationally define "refraction" and "beam of light") carry out procedures, controlling the major variables observe and record data, and prepare simple line drawings (e.g., prepare a drawing of the path of a light beam toward and away from a mirror) use instruments effectively and accurately for collecting data (e.g., measure angles of reflection; use a light sensor to measure light intensity) organize data, using a format that is appropriate to the task or experiment (e.g., demonstrate use of a database or spreadsheet for organizing information) use tools and apparatus safely (e.g., use lasers only in ways that do not create a risk of light entering anyone's eyes) predict the value of a variable by interpolating or extrapolating from graphical data (e.g., predict the angle of a refracted beam of light) identify strengths and weaknesses of different ways of collecting and displaying data (e.g., evaluate different approaches to testing a lens) state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., write a conclusion on the effect of dissolved materials on the refraction of light through water) identify new questions and problems that arise from what was learned (e.g., ask questions about new technologies for improving human vision and about the principles on which these technologies are based) receive, understand and act on the ideas of others (e.g., act on the suggestions of others in testing and manipulating various lens combinations) recommend an appropriate way of summarizing and interpreting their findings (e.g., prepare a drawing and description of an improvised optical device)

1.5 2.1 2.2 Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data.

S-PR

2.3

2.4 2.5 3.1 3.2 S-AI Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations.

3.3

3.4

S-CT

Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results.

4.1

4.2

Attitude Outcomes
A-IS Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., choose to investigate challenging topics; seek information from a variety of sources; express interest in science- and technology-related careers). Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., show awareness of and respect for the research, care and craftsmanship involved in developing means to enhance human vision). Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., ask questions to clarify meaning or confirm their understanding; take the time to accurately gather evidence and use instruments carefully; consider observations and ideas from a number of sources during investigations and before drawing conclusions). Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., choose a variety of strategies, such as active listening, paraphrasing and questioning, in order to understand other points of view; consider alternative ideas and interpretations suggested by members of the group). Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., recognize that light can contribute to light pollution). Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g., select safe methods in using optical devices; readily alter a procedure to ensure the safety of members of the group). *Taken From the Alberta Grade 8 Science Program of Studies

A-MR

A-SI

A-C A-SW A-SF

Unit Assessment Plan

(Done according to the rubric/requirements of Ed 3604 assignment)
Stage 1 Desired Results Established Goals:
STS-K 1 - Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry in developing our current knowledge STS-K 2 - Investigate the transmission of light, and describe its behaviour using a geometric ray model. STS-K 3 - Investigate and explain the science of image formation and vision, and interpret related technologies. STS-K 4 Light is part of the electromagnetic spectrum and travels in waves. *Note: STS-K 4 does not appear in the Program of Studies, but is provided in Science in Action as extension material SO-PR - Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data. SO-AI - Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations. SO-CT - Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results. AO-MR - Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., show awareness of and respect for the research, care and craftsmanship involved in developing means to enhance human vision). AO-SI - Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., ask questions to clarify meaning or confirm their understanding; take the time to accurately gather evidence and use instruments carefully; consider observations and ideas from a number of sources during investigations and before drawing conclusions). AO-C - Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., choose a variety of strategies, such as active listening, paraphrasing and questioning, in order to understand other points of view; consider alternative ideas and interpretations suggested by members of the group). AO-SF - Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g., select safe methods in using optical devices; readily alter a procedure to ensure the safety of members of the group).

Understandings:
Students will (understand) What is Light and Vision What are inventions used with light and vision. How we explain what we know about light and vision. How light moves. Be able to describe the behaviour of light using a geometric ray model. Investigate and explain the science of image formation, vision, and interpret related technologies.

Essential Questions:
What is the nature of light and vision? How has the development of microscopes, telescopes, and other optical devices enhanced our understanding of light and vision? What are identifiable phenomena that provide evidence of the nature of light? How is light reflected, transmitted, and absorbed by different materials? How do various materials differ in the way they refract light? How has our understanding of the relationship of light and materials affected the design and composition of optical technologies? What is the design and structure of the eye? How are images seen by the eye? What technologies have been developed to enhance human vision? How do these technologies work?

Students will know *See GLO & SLO table above for specific details of SLOs STS-K: 1.1 - 1.3 2.4 3.3 - 3.6 4.1 - 4.4 SO:

Students will be able to do

STS-K: 2.1 2.3 3.1 3.2

PR: 2.1 2.5 AI: 3.2 3.4 CT:4.1 4.2

Assessments Bell Work Question Lab Behaviours Checklist Formative 5% Mar 11 & 20 Experiment #1 Experiment #2 Mission Impossible (Perf. Ass.) Summative 15% Apr 4

Title Learning Outcomes

Workbook

Quiz #1

Quiz #2

Unit Final

Type (Formative/Summative) Weighting Due Date

1.1

Formative 10% Everyday

X X X X X X X X X X X X X X X X X

Formative /Summative 10% Apr 15

X X X X X X X X X X X X X X X X X

Formative 5% Mar 12
X X

Summative 10% Mar 24

Summative 10% Mar 13

X X

Summative 15% Mar 28

Summative 20% Apr 15

X X X

STS-K 1

1.2 1.3 2.1 2.2

X X X X X

X X X X X

X X X X X X X X X

STS-K 2 2.3 2.4 3.1 3.2 3.3 STS-K 3 3.4 3.5 3.6 4.1 4.2 STS-K 4 4.3 4.4 X X X X X

X X

SO-PR

SO-AI X X X

SO-CT AO-MR & AO-C AO-SF & AO-SI

X X X

X X X

X X X

Assessment Tool Overview

Assessment Tool Brief Description
At the start of every class there will be a question on the board that covers the information covered in the previous class. The students will enter the room and attain a slip of paper in which they will write their name along with the answer to the question. The slips will then be handed in and the question further discussed and answered for the students clarification. The slips will not be awarded marks on their correctness, but rather they will be given participation marks. A portion of these questions will appear on the quiz/final. Students may choose to write down these questions along with the answers. Pre-Assessment tool. During the demonstrations and experiments students will observed to see if they follow the correct behaviours expected in a lab setting. This would include working collaboratively with other, using equipment properly, and appropriate use of time. This will be done in the form of informal observations. This workbook is a collection of fill-in-the-blanks and questions that will guide the students in their learning and studying for examinations. Workbook This will be a continuous workbook used throughout the entire unit and will be taken in after the final and marked. This can be used as either a lesson activity or an anchor activity. This experiment will consist of the building of pinhole cameras. Students will be ask to complete a formal lab write up, including observations, and answer the provided guiding questions. This first experiment is to act as a form of guided learning in the proper formatting of lab reports. Obviously, some leniency will be given when it comes to marks, but much feedback will be given for next time. This second experiment will also ask the students to do a formal lab write-up as they measure angles of incidence and reflection of lasers reflecting off mirrors. The lab reports will be marks according to a strict rubric explained and practiced in the previous experiment. The purpose of this activity is to allow the students to use their knowledge of light beams (infrared) and how they are reflected, refracted, and absorbed by different materials. Using a security light and a predesigned course in the classroom, the students will produce 3 hypotheses of materials and methods in which they travel X X
Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Bell Work Question

Lab Behaviour Checklist

Experiment #1 Pinhole Cameras

Experiment #2 Law of Reflection

Mission Impossible

through the course without being detected by the sensor. Their hypotheses will be handed in and approved by the teacher before they design and build their ideas. The conclusion of this task will consist of each group attempting to pass through the course. The accompanying handout will be marked along with informal observations of student participation and engagement to produce the final mark. The quizzes and unit final will be given after the completion of the GLOs they cover. Quiz #1 will consist of content on the definition of light, history of human knowledge of light, and optical devices used to further that knowledge. Quiz #2 will test the students knowledge on the transmission of light and its behaviour using the geometric ray model. The Unit Final will consist of a 70/30 split of information covered in the last topic of vision and the entire unit.

Quiz 1, 2, and Unit Final

Unit Calendar
Monday 3.
EPOP

Tuesday 4. Introduction class

(rules, assignments, etc)

March Wednesday 5. Intro to Light & Optics 12. Review Jeopardy 19. Law of Reflection 26. Refraction Cont.

Thursday 6. History of Light cont. 13. Quiz #1 20. Experiment #2 Law of Reflection 27. Review Jeopardy April 3. M.I Testing 10. Correcting Vision

Friday 7. Optical Devices

10. Light Travels in Straight Lines 17. Ray Diagrams 24. Concave & Convex Mirrors

11. Experiment #1 Pinhole Cameras 18. Regular and Diffuse Reflection 25. Refraction

14. Review Lab Reports Student Conference 21. Professional Learning Day 28. Quiz #2

31. Wave Model of 1. Light Electromagnetic Spectrum 7. 8. Producing Visible The Colour of Light Light

2. Mission Impossible 9. Image Formation

4. M.I. Final Test 11. Night Vision & Animal Kingdom

14. Review Jeopardy

15. Unit Final

16. Last Day of Practicum

17.

18. Easter Break

Day By Day Calendar

Date & Time Mar 4 48 min 2 Mar 5 43 min 3 Mar 6 48 min 4 Mar 7 39 min Teaching/Learning Strategies & ICT Integration PowerPoint /Smartboard

Lesson

Lesson Title Introduce Myself Set Rules and expectations Introductory games Introduction to Light Unit Group read and discuss Exploring section in text Light centres History of the study of Light Archimedes to Euclid (The Croods & Mummy clips) Workbook Recap on Early Studies of Light (Archimedes) Huge Magnifying Glass Video Discuss the properties of light (181) Optical Devices Have students read pages 182186 Class discussion on optical devices Slides of images from microscopes, telescopes, Light Travels in Straight Lines Demos Review last week Requires flashlight, laser pointer, flour, aerosol can Second demo needs two pieces of cardboard with holes

SLO

Assessments

N/A

N/A

STS-K 1.1 &1.3

Learning Centres (demos) Internet (YouTube) clips Direct instruction Guided Notes Internet (YouTube) clips Class Discussion Think-Pair-Share Direct instruction Guided Notes Self-guided reading Group Discussion Internet Images/video Individual reflection

Exit Slips

STS-K 1.1-1.3

Bell Work Question (BWQ)

STS-K 1.2 & 1.3 & 3.2

BWQ

Mar 10 48 min

STS-K 1.3

Demonstrations Teaching with Visuals Self-reflection on understanding of Demos

BWQ

Mar 11 48 min

Experiment #1 Pinhole Cameras Review lab write up expectations Lab write up and questions Discuss results

STS-K 1.3 SO-IP 1.1, 1.4, & 1.5 SO-AI 3.3 & 3.4 SO-PR 2.1-2.5 AO-SI AO-SF STS-K 1 STS-K 1 & 3.2 Depends on Concerns STS-K 1.3 & 2.1

Hands-on Activity (Lab) Direct Instruction Group discussion

BWQ Lab write-up (Due Wednesday) Observations Student participation

7 8 9

Mar 12 43 min Mar 13 48 min Mar 14 39 min

Review jeopardy Lab write-ups due Quiz #1

Review Activity Online Jeopardy game N/A

BWQ Quiz (Summative) N/A

Review lab write-ups Student Conference Ray Diagrams Recall light travels in straight lines demos Explain shadows Define translucent, transparent,

Group Discussion Class Discussion Direct Instruction Visuals Smart board (ray diagrams)

10

Mar 17 48 min

BWQ

10

11

Mar 18 48 min Mar 19 43 min

12

opaque, luminous, and nonluminous Regular and Diffuse Reflection Tin-foil and flashlight demo Law of reflection Law of Reflection cont. Student demo (requires string and assorted props)

STS-K 2.1 & 2.2 STS-K 2.2 STS-K 2.2 SO-IP 1.1, 1.4, & 1.5 SO-AI 3.3 & 3.4 SO-PR 2.1-2.5 AO-SI AO-SF STS-K 2.4

Guided reading/responses Demonstrations Think-Pair-Share Direct instruction Student participation in demo Visuals

BWQ BWQ Student participation

13

Mar 20 48 min

Experiment #2 Law of Reflection Lab write-up and questions Mirrors and lasers Have students complete Worksheet and associated questions

Hands-on experiment Self/group guided response to questions and observations Internet (virtual laser and mirror experiment)

BWQ Observations Student participation Lab write-ups

14

Mar 24 48 min

15

Mar 25 48 min

Concave & Convex Mirrors Spoons demo Define and demonstrate concave and convex Lab write-up due Refraction Water and hand/pencil demo Students read pages 200-203 Mirage video (science of summer) Refraction Cont. Concave and convex lenses Review Jeopardy Quiz #2

STS-K 2.3

16

Mar 26 43 min Mar 27 48 min Mar 28 39 min Mar 31 48 min

STS-K 2.3, 3.1 STS-K 2 STS-K 2, 3.1 STS-K 4.1

17 18

Demonstration Guided discussion Hands-on material learning Direct instruction Demonstration Class discussion Group discussion (thinkpair-share) Internet (YouTube) clips Direct instruction Student and group guided readings and questions Review activity Online Jeopardy game N/A Direct instruction Smart board lesson/activity Self-guided reading and questions Self-guided learning Class discussion Internet videos and images

BWQ

BWQ Workbooks (responses)

BWQ

BWQ Quiz (Summative)

19

20

Apr 1 48 min

21

Apr 2 43 min

The Wave Model of Light Define and describe properties of wave Amplitude, wavelength, frequency Electromagnetic Spectrum Have students read pages 216220 and answer question in workbook Lead class discussion on answers Mission Impossible Complete description of electromagnetic spectrum Explain how infrared sensors work Explain performance task Have groups produce 3 hypotheses to be submitted for approval

BWQ

STS-K 4.2

BWQ

STS-K 1.3, 2.1, 2.3, 3.6, 4.2 SO-PR, AI, CT AO-MR, C, SF, SI

Performance task Direct instruction Group activity Internet images and research

BWQ Observations Student participation/co operation Students hypotheses submitted for approval

11

22

Apr 3 48 min

M.I. Design & Testing After receiving approval, students will design and build their theories If time permits, allow for testing M.I. Final Testing Have groups submit their final designs for testing Producing Visible Light Define Incandescent, Fluorescent, Phosphor, Phosphorescence, Bioluminescence, Photophore Pencil lead light bulb demo Computer lab research Bioluminescence The Colors of Light Bill Nye Light and Colors Handout featuring questions highlighted by video Image Formation Describe and label parts of the eye Diagram on page 231 can be used for reference Correcting Vision Have students completer and review structure of the eye If computers available, have students study technologies developed to correct vision Night Vision & Animals Complete unit by describing night vision and eye structures of those in the animal kingdom Discovery video on nocturnal hunters Unit Jeopardy Unit Final Final will consist of 70% from info covered since last exam and 30% from entire unit Unit workbooks due Fun Day! Games, Goodies, and Goodbyes

Same

Same

Same

23

Apr 4 39 min

Same STS-K 3.1-3.3

Same Class mini experiment/demo (no write-up) Visuals Internet videos and images Internet research on Bioluminescence Internet video Video lead worksheet Class/group discussion Guided readings and questions If possible, demonstration of eye dissection If not, video clip Internet research Group pair and share Class discussion

Same

24

Apr 7 48 min

STS-K 4.3

BWQ Student participation

25

Apr 8 48 min

STS-K 4.4

BWQ Video handout

26

Apr 9 43 min

BWQ

27 Apr 10 48 min

STS-K 3.5

BWQ

28 Apr 11 39 min 31 Apr 16 43 min

STS-K 3.4 & 3.6

Direct instruction Internet video

BWQ

29

Apr 14 48 min Apr 15 48 min

STS-K 1-4 STS-K 1-4

Review activity Online Jeopardy game

BWQ Final (summative) Unit workbooks Goodbye slips

30

N/A

N/A

N/A

12

Teaching Resource List Technology: Smartboard (with associated programs) Projectors Laser pointers

Websites: http://schools.cbe.ab.ca/b643/pdfs/science/8_C.pdf http://engagingstudents.blackgold.ca/index.php/division-iii/sci-d3/science-8/unit-c/ http www.edquest.ca content view http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Light,_Optics,_and_Lenses http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=511711# http://www.pearsoned.ca/scienceinaction

Video: http://www.youtube.com/watch?v=TrhKJwV6YJ8 Bill Nye Light and Color http://www.putlocker.bz/watch-the-croods-free-putlocker-395230.html - The Croods See Light http://www.youtube.com/watch?v=PoJI59K5eAc The Mummy Light Trick http://www.youtube.com/watch?v=XFw7U7V1Hok Huge Magnifying Glass http://www.youtube.com/watch?v=oUEbMjtWc-A Lasers http://games.erdener.org/laser/ - laser game online http://www.youtube.com/watch?v=X1hIQvKbQDE Light song

Text & Print: Alberta. Alberta Education. (2006) Science: 7-8-9 [program of studies]. Edmonton, AB: Alberta Education. Booth, C et al. Science in Action 8. Toronto: Addison Wesley, 2001. Print. Booth, C et al. Science in Action 8 Teachers Resource book 1. Toronto: Addison Wesley, 2001. Print. Booth, C et al. Science in Action 8 Teachers Resource book 3. Toronto: Addison Wesley, 2001. Print. Workbook created by Riley Ellis-Toddington

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Grade 8 Science: Light and Optics Unit Plan Rationale

Ed 3603

Digital Connectivity Culture:

As I created my unit plan, the main focus was to employ a wide range of technologies as to engage all types of learners. Though light and optics is based upon knowledge derived over thousands of years, modern scientific and technological advances have propelled our knowledge and understandings further than ever thought possible. Luckily, these technologies are available to us in our classroom setting and I was sure to employ each and every one of them. Some examples would be the use lasers and light sources and the utilization of modern optical devices such telescopes and microscopes. Other basic uses of technology employed in my unit plan are the use of multimedia videos, songs, movie clips, laptop research, and a performance task using infrared technology. All though much of my unit plan is based on the use of modern technologies, there are traditional strategies that I felt are still a necessity in my teaching plan. This would be include projectors, crystals, workbooks, group projects, images, along with a wide variety of student based activities. I have selected these forms of media for the purpose of building of the natural curiously that exist within each child. I understand that not all students have the same strengths and understanding, especially when it comes to the use of technology, so I have provide a wide array of strategies that is bound to fit within the scope of my learner styles. The school in which I am teaching is lucky enough to have enough resources to fulfill the needs of each one of its students. This being the case, I have designed my lesson plans to utilize this abundant resources. In saying this, I have also prepared myself for situations in which the students do not know how to use the technology or there happens to be a shortage at the current time.

Gender:
With the lesson based on the article Boys Crisis fresh in my mind, I have strived to prepare a curriculum that is equally as engaging for males as it is for females. I feel this balance is difficult, no matter the situation, but I have done my all to attempt to achieve this successfully. From what I know now about my students, both males and females are equally as engaged and outgoing when it comes to lesson participation and engagement. This makes the balance a little easier to deal with as I wont have to focus on any particular gender. My lessons, activities, demos, and even quizzes are gender neutral and do not isolate one gender from the other. In doing this, I am able to avoid any reflection of the stereotypical views of masculinity or femininity. I do want to clearly state that even though I am avoiding the broadening of stereotypical views, I do strongly believe on the inside tat boys should be taught to be men and girls be taught to be women. This is an inner battle that I fight with constantly being raised

14

up hyper-masculine. Since I am new at teaching, however, I will set those feelings aside and establish myself first as a teacher before I begin to worry about any of that stuff. My only hope is that my demeanor does not portray my inner feelings towards my students.

Ethnicity:
Since my class has such an ethnically diverse group of students, I have taken particular care as to involve as much cultural inclusiveness as possible. This does include the use of modified material so to represent Aboriginal student, but not to the point that other feel excluded. I believe that a balance must exist between the representation of each culture as to build understand and mutual respect among students and the school. The program of studies does not allow for much integration of FMNI content, but I have done my best to include it where I can. For example, we begin the unit by covering previous explanations of light and vision from idealists from Greek and Roman heritage. I use this opportunity to discuss FMNI beliefs on the origin of light and the explanation of vision. There is not much more I have figured out at this point, but I am sure that when I am in the moments I can seize the opportunity in invest more. When it comes to the perpetuation of stereotypical views of Aboriginals, my content does not provide any opportunity to strengthen the negative beliefs. In saying this, there is not much opportunity to address and minimize these stereotypical views either. This will have to come from myself and the personal interactions I have with my students, especially the aboriginal students.

Social Class:
On my very first day at my school I had the unfortunate opportunity to hear that 9 of my students and their families were evicted from their homes the day before. I do not say this to evoke any pity, but to give a clear representation of what my classs socio-economic background is like. This has weighed heavily on my mind as I planned my unit. I have taken particular care to develop my content material so to relate it effectively to my students backgrounds. This includes many hands -on demos and activities to create opportunities for experiential knowledge. Of course, these lessons are always preceded or followed up with theory and direct instruction in order to tie everything they learn together. Sadly, there are not many opportunities in my unit that allow my students to relate to the content emotionally. Because of this, I have made it a personal goal to develop classroom environment that allows doe emotional connections even if the content does not allow for such. I have structured my class and

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additional help opportunities to enable me to work towards this goal. Some examples of this would include: After hours help (email), in-class assistance, after or before class assistance, use of homework website, and bell work questions that allow students to review and reinforce previous classes. Needless to say, I have a wide array of socio-economic students in my class that have unique and troublesome backgrounds. However, I feel that between my lessons, activities, and myself as a peer and role model, I feel that I can successfully work towards the goal of breaking down whatever borders and challenges that could arise in my class due to the diverse circumstances of my students.

21st Century Learning:

There are many activities and lessons that specifically focus upon the promotion of the acquisition of the 21 st century competencies. However, there is one that surpasses them all in my mind for uniqueness and effectiveness. I have designed a performance task assessment that I feel is both engaging and challenging for the students, no matter the background or knowledge level. The task is entitled Mission Impossible and it includes the summative use of knowledge acquired in the unit to overcome the challenge. The task asks the students to design, create, and test a system of their choosing to either reflect, refract, or absorb the infrared light waves produce by their bodies. They will be challenged to complete a course of my choosing which will be monitored by a typical infrared security light. The goal is to get to the end of the course without setting off the light. The students will have to use their knowledge of materials and how they react with infrared light rays in order to complete the task. I feel that this will play on the interest and excitement generated by the students and cause them to become engaged and actively participate in the activity. Allowing the students to build something of their own design and knowledge with encourage the entrepreneurial spirit of the students. Doing this in a group setting, I feel that this will allow the students to learn how to cooperatively work with one another and to share ideas in a productive manner. This will promote the development of ethical citizens within my class. I realize there is some minor tweaks that need to be addressed, but on a whole I have developed this task as to meet the needs of society and the 21st century learner expectations.

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