Columbus City Schools Curriculum Leadership and Development Science Department June 2013 1 5 th Grade Science Unit: And Then There Was Light Unit Snapshot Topic: Light, Sound, and Motion Grade Level: 5 Duration: 11 – 30 minute classes Summary: The students will have multiple opportunities to explore through inquiry, demonstration and literature to explain how light travels from through different mediums. Also, students will experiment with temperature changes caused by light striking different surfaces. Clear Learning Targets “I can”…statements ____ understand that light travels in a straight line until in interacts with an object or moves from one substance to another ____ experiment to determine the difference between light that is absorbed, reflected and refracted. ____ experiment with temperature changes caused by light striking different surfaces ____ explain that light is faster than sound Activity Highlights and Suggested Timeframe Day 1 Engagement: Students experiment to explore transparent, translucent, opaque . In addition, prior knowledge of light is formatively assessed. Days 2-3 Exploration: Complete 3 experiments to explain how light reacts when reflected, refracted and how light appears through lenses Days 4-6 Explanation: From 5 th grade text, read Chapter 8, pages 281-289. Read the Light resource page included in the curriculum guide. Watch 1 of the 2 www.unitedstreaming.com videos and complete a formative assessment: The Magic School Bus Gets a Bright Idea (24:02 minutes) or Basics of Physics: Exploring Light and Color (30:21 minutes) Days 7-9 Elaboration: Students will conduct an experiment to see which color absorbs more light. They will learn that light is not heat. Day 10 and ongoing Evaluation: A teacher-created short cycle assessment will be administered at the end of the unit to assess all clear learning targets. Day 11 Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities.
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Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
1
5th Grade Science Unit:
And Then There Was Light Unit Snapshot
Topic: Light, Sound, and Motion
Grade Level: 5 Duration:
11 – 30 minute classes
Summary: The students will have multiple opportunities to explore through inquiry,
demonstration and literature to explain how light travels from through
different mediums. Also, students will experiment with temperature changes
caused by light striking different surfaces.
Clear Learning Targets “I can”…statements
____ understand that light travels in a straight line until in interacts with an object or
moves from one substance to another
____ experiment to determine the difference between light that is absorbed,
reflected and refracted.
____ experiment with temperature changes caused by light striking different surfaces
____ explain that light is faster than sound
Activity Highlights and Suggested Timeframe
Day 1 Engagement: Students experiment to explore transparent, translucent, opaque .
In addition, prior knowledge of light is formatively assessed.
Days 2-3 Exploration: Complete 3 experiments to explain how light reacts when reflected,
refracted and how light appears through lenses
Days 4-6 Explanation: From 5th grade text, read Chapter 8, pages 281-289. Read the Light
resource page included in the curriculum guide. Watch 1 of the 2
www.unitedstreaming.com videos and complete a formative assessment: The
Magic School Bus Gets a Bright Idea (24:02 minutes) or Basics of Physics: Exploring
Light and Color (30:21 minutes)
Days 7-9 Elaboration: Students will conduct an experiment to see which color absorbs
more light. They will learn that light is not heat.
Day 10
and ongoing
Evaluation: A teacher-created short cycle assessment will be administered at the
end of the unit to assess all clear learning targets.
Day 11 Extension/Intervention: Based on the results of the short-cycle assessment,
Curriculum Leadership and Development Science Department June 2013
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LESSON PLANS
NEW LEARNING STANDARDS: 5.PS.2 Light and sound are forms of energy that behave in predictable ways. Light travels and maintains its direction until it interacts with an object or moves from one medium to another
and then it can be reflected, refracted or absorbed.
Sound is produced by vibrating objects and requires a medium through which to travel. The rate of vibration
is related to the pitch of the sound.
Note: At this grade level, the discussion of light and sound should be based on observable behavior. Waves
are introduced at the middle school level.
CONTENT ELABORATION (as stated in Ohio’s New Learning Standards) Light can travel through some materials, such as glass or water. Light also can travel through empty space,
like from the sun to Earth. When light travels from one location to another, it goes in a straight line until it
interacts with another object or material. When light strikes objects through which it cannot pass, shadows
are formed. As light reaches a new material, it can be absorbed, refracted, reflected or can continue to
travel through the new material; one of these interactions may occur or many may occur simultaneously,
depending on the material.
Light can be absorbed by objects, causing them to warm. How much an object’s temperature increases
depends on the material of the object, the intensity of and the angle at which the light striking its surface,
how long the light shines on the object and how much light is absorbed. Investigating and experimenting
with temperature changes caused by light striking different surfaces can be virtual or in a lab setting.
When light passes from one material to another, it is often refracted at the boundary between the two
materials and travels in a new direction through the new material (medium). For example, a magnifying lens
bends light and focuses it toward a single point. A prism bends white light and separates the different colors
of light. Experiment with prisms and magnifying lenses to observe the refraction of light.
Visible light may be emitted from an object (like the sun) or reflected by an object (like a mirror or the
moon). The reflected colors are the only colors visible when looking at an object. For example, a red apple
looks red because the red light that hits the apple is reflected while the other colors are absorbed.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Identify questions that can be answered through scientific investigations
Design and conduct a scientific investigation
Use appropriate mathematics, tools and techniques to gather data and information
Analyze and interpret data
Develop descriptions, models, explanations and predictions
Think critically and logically to connect evidence and explanations
Recognize and analyze alternative explanations and predictions
Communicate scientific procedures and explanations.
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
See Reading Standards for Grade 5 document at the end of this unit.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Curriculum Leadership and Development Science Department June 2013
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Real World Applications page to accompany
Reflection
Why do ball players smear black under their eyes?
Ball players smear black under their eyes to absorb the light so the light will not reflect
from the lighter color face and into their eyes.
What color clothing would be best to wear on a hot, sunny day to stay cooler? Why?
In the summer, it’s best to wear lighter colors to reflect the sun’s light. Dark colors
absorb the light and transfer the light into thermal (heat) energy.
What are some examples of ways reflective materials are used to keep people safe?
Some examples of ways reflective materials are used to keep people safe are:
reflective paint on the streets to show the division of lines. Safety patrol belts and bike
reflectors are designed to provide safety. Traffic signs use special reflective paints so
they can be seen easier at night.
The mirrors in cars are typically used to determine what is behind or beside the driver. How
can knowing about angles of reflection be helpful to the driver?
Knowing about the angles of reflection can help a driver predict the exact location of
the objects or cars behind them. It also makes the driver aware that there is
something known as a “the blind spot” which is a location next to a car at a particular
angle that neither the rear view or side mirrors can detect.
Refraction
Swimming pools and shallow rivers and streams look shallower than they really are. Why do
you think this is true?
Swimming pools and shallow rivers and streams appear shallower than they
really are because of the way the light from the bottom of the water source is
refracted as it moves from the water into the air.
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Teacher Information page: This page is included as background information for you.
Information taken from www.roundrockisd.org
There are many sources of light, (lamp, overhead, flashlight) but all of these sources ultimately get their energy
from the sun. The sun gives off energy that travels in waves. Some of these waves are known as visible light,
which we can see as beams or rays of light. Because light travels in waves, it has certain properties and follows
certain patterns. One important property is that a light wave travels in a straight line, unless it comes into
contact with an object that changes its direction.
Light rays travel in straight lines until they reflect or bounce off a surface or an object, in much the same way
that a thrown rubber ball bounces off a wall. The texture of the surface determines how much light will be
reflected or absorbed. Mirrors have smooth shiny surfaces that absorb very little light, so they reflect light in
almost exactly the same pattern as it hits, which allows us to see a complete reflected image of objects. Mirrors
can reflect images of objects because light rays bounce off an object, travel in a straight line to a mirror,
bounce off the mirror, and then travel to the eye of an observer The law of reflection states that if light hits a
reflective surface at a certain angle, (angle of incidence), it will reflect or bounce off at the same angle,
(angle of reflection.)
Light travels at a speed of 186,282 miles per second through the vacuum of space. At this speed you could go
around the earth seven times in one second! Refraction, or bending of light rays, occurs when light travels from
one transparent substance to another. The amount of refraction depends on the angle at which light enters
the new substance, and the difference in the densities of the two substances, such as air and glass. Light moves
faster through air than it does through water and moves faster through water than it does through glass. To
bend, light must strike a surface at an angle. It does not bend if it goes in straight. The light bends or refracts at
the boundary between the two materials. The greater the angle, the more the light ray will be bent. This is why
lenses with a great amount of curvature provide more magnification than flatter lenses.
When light moves from air into water or a lens, it slows down and changes direction. A Barbie in a glass of water
appears to be bent because light rays were bent and slowed down as they went from air to water. Placing a
large bottle of water in front of newsprint makes the letters appear wider and larger, because it bends the light
inward, making it appear to the eye that the light rays are coming from much wider print.
Lenses also bend light rays. A convex lens has a curved outside edge, so it is thicker in the middle of the lens.
Light rays passing through a convex lens meet at one point and then cross, which magnifies objects and turns
them upside down. Convex lenses are used in movie and slide projectors, and in eyeglasses for far-sighted
people. A concave lens “caves in’ in the middle, so it is thin in the middle and thick on the outer edges. Light
rays passing through concave lenses spread out, so objects look smaller through concave lenses. Concave
lenses are used in cameras and eyeglasses for near-sighted people. The magnifying power of a lens is related
to its shape. There are many useful devices that form images by refraction, such as eyeglasses, cameras,
binoculars, microscopes, and telescopes.
The passage of light through an object is called transmission. Objects transmit light differently. A material that is
transparent allows nearly all of the light to pass through. A transparent object does not create a shadow.
Examples include: plastic wrap, glass, a plastic water bottle, a transparency, etc. A material that allows only
some light to pass through is called translucent. The rest of the light is scattered in all directions by particles
within the matter or absorbed. Translucent objects cast shadows that are faint. Examples include: wax paper,
thin paper, frosted glass, thin glass, tissue paper, etc. Opaque materials allow no light to pass through. All light
is either reflected or absorbed by the material. An opaque object casts a shadow on the side of the object
opposite to the light.
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Common Core ELA Reading Standards for Informational Text Grade 5The Standards In
The States Resources
RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI 5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI 5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
Common Core ELA Writing Standards Grade 5 The Standards In The States Resources
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
o W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
o W.5.1b Provide logically ordered reasons that are supported by facts and details.
o W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
o W.5.1d Provide a concluding statement or section related to the opinion presented.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
o W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
o W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
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o W.5.2c Link ideas within and across categories of information using words, phrases, and clauses
o W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
o W.5.2e Provide a concluding statement or section related to the information or explanation presented.
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
o W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
o W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
o W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
o W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
o W.5.3e Provide a conclusion that follows from the narrated experiences or events.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
o W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
o W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Common Core ELA Speaking and Listening Standards Grade 5
SL5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
o SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
o SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
o SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
o gained from the discussions.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.