Light and Sound To The Rescue

Light and Sound To The Rescue Energy and Control Including: Do You See The Light? Always Travel Light Bounce, Bend, Absorb Devices that Use Light See...
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Light and Sound To The Rescue Energy and Control

Including: Do You See The Light? Always Travel Light Bounce, Bend, Absorb Devices that Use Light Seeing Red Let's Talk Shadows If You Can't Stand The Heat . . . Hear Ye, Hear Ye Properties of Sound Do You Hear What I Hear? Let There Be Sound Devices To Detect Sound Musically Speaking Adrift On Lake Erie

An Integrated Unit for Grade 4

Written by: Duff, Atkinson, Bishop, Beckett, Desmond, Kristoff, Moore, Tonner, ... Length of Unit: approximately: 28 hours

October 2001 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:35 AM

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4 Acknowledgements The developers are appreciative of the suggestions and comments from colleagues involved through the internal and external review process. Participating Lead Public School Boards: Mathematics, Grades 1-8 Grand Erie District School Board Kawartha Pine Ridge District School Board Renfrew District School Board Science and Technology, Grades 1-8 Lakehead District School Board Thames Valley District School Board York Region District School Board Social Studies, History and Geography, Grade 1-8 Renfrew District School Board Thames Valley District School Board York Region District School Board The following organizations have supported the elementary curriculum unit project through team building and leadership: The Council of Ontario Directors of Education The Ontario Curriculum Centre The Ministry of Education, Curriculum and Assessment Policy Branch

An Integrated Unit for Grade 4 Written by: Duff, Atkinson, Bishop, Beckett, Desmond, Kristoff, Moore, Tonner, ...

Thames Valley District School Board

Based on a unit by: Duff, Atkinson, Bishop, Beckett, Desmond, Kristoff, Moore, Tonner, ...

Thames Valley District School Board This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province of Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercial resources, learning materials, equipment, or technology does not reflect any official endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:35 AM

Unit Overview Light and Sound To The Rescue

Page 1

Energy and Control An Integrated Unit for Grade 4

Task Context You are planning to apply for a job as a junior trainer with the coast guard. You will be responsible for training other people on how one can use sound and light for rescue purposes. As part of this preparation, you will need to explore the properties and principles of light and sound. You will also be investigating ways in which light and sound are produced, transmitted and received, as well as looking at inventions related to light and sound. In addition, you will be applying your knowledge of light and sound to the real-life situations you may encounter during your training.

Task Summary With a knowledge of light and sound energy, the students will use the design process to construct devices that will send distress signals through air and water for purposes of rescue.

Culminating Task Assessment In this summative task, students will construct devices that use light and sound to assist in nautical rescues. Students will use the knowledge gained throughout this unit to complete the assignment.

Links to Prior Knowledge Students will be familiar with: - vocabulary dealing with energy, e.g., stored and released; - objects and systems in everyday life that make use of forms of energy; - displaying, interpreting, and reporting data on graphs; - the location and size of Lake Erie.

Considerations Notes to Teacher UNIT PLANNING CONSIDERATIONS 1. Curriculum This unit has been designed to cover all expectations in the Energy and Control strand in the Ontario Curriculum, Science and Technology document. The culminating task for this unit requires the knowledge and skills from both the light and sound sections of the unit. 2. Integration Each activity is designed to build skills and concepts which will be demonstrated in the summative task. Although these lessons may be taught independently, integrated learning opportunities in other subject areas may be addressed simultaneously. Science is a form of knowledge that seeks to describe and explain the natural and physical world and its place in our universe. Technology is both a form of knowledge that uses concepts and skills from other disciplines (including science) and the application of this knowledge to meet an individual need or specific problem. Inherent in these studies is the need to both research and communicate ideas and findings, whether through specific use of scientific and technical vocabulary, or through the use of diagrams or illustrations. The study of science and technology is an opportunity for students to reinforce and extend expectations in other subject areas. When unit or term planning, teachers may wish to take advantage of opportunities to address and assess expectations from other curricula. 3. Timeframe Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:39 AM Page A-1

As science is a hands-on, resource-dependent core subject, timetabling in all grades must address the necessity of block timetabling of up to 60 minutes to thoroughly complete the lessons in this unit. Although some lessons may be covered in a shorter period of time, many of the activities and follow-ups would benefit from a longer block of time. Teachers should also be prepared to timetable at least a month to complete the unit. The Grade 4 Light and Sound Unit is closely linked to the Grade 8 Optics unit. For more specific information see the Grade 8 Optics Unit. 4. Inquiry and Design Models The performance tasks in this unit use the S.P.I.C.E. model as the method of design (see BLM 4.UW.5) and the I.N.S.I.T.E. method for scientific inquiry (see BLM 4.UW.2). Teachers should ensure that students are familiar with these models as a framework for approaching design or inquiry challenges. 5. Assessment In this unit, a variety of assessment strategies and recording devices have been included. The assessments provide the teacher with information on the development of students' skills in all areas of the achievement scale as outlined on page 13 in the Ontario Curriculum, Science and Technology document. An I.N.S.I.T.E. Checklist (BLM 4.UW.6), an I.N.S.I.T.E. rubric (BLM 4.UW.4), a design rubric (BLM 4.UW.7), a communication rubric (BLM 4.UW.8) and a science and technology journal rubric (BLM 4.UW.9) are also provided. Assessment Accommodation Strategies 1. Consult Individual Education Plan and adapt the assessment format (e.g., oral, practical demonstration, interview, construction, tape-recorded test) to suit the needs of the student. 2. Allow the student to write the main points and to expand verbally. 3. Allow additional time, when required, for completion. 4. Read or clarify questions for the student and encourage the student to rephrase questions, in his/her own words. 5. Provide highlighting of key words or instructions for emphasis. 6. Use a variety of assessment strategies. 6. Science and Technology Journals Science and Technology journals give students the opportunity to construct their own understanding; to put into their own words what they are learning. They can link the observations that they make with the knowledge that they bring with them. Verbalizing ideas, both orally and in writing, is an important step in internalizing new information. Explaining and describing experiences helps learners to make connections between concepts and ideas. It also allows the teacher to track and assess the student's understanding and it provides an opportunity to correct any misunderstandings that the student may have. Each subtask ends with a "Question of the Day" that gives students the opportunity to relate the knowledge learned in the subtask to the world outside the classroom. Journals should be addressed on a regular basis. In order to assist students to be successful communicators in science and technology, it is necessary to provide models of and lessons on journal writing. a) Explaining Criteria - The teacher explains the criteria for writing a journal entry by demonstrating each statement, using examples from class journals entries, e.g., find all the science and technology words used and circle these. Next, students can use the criteria to assess a piece of scientific writing. The teacher displays the writing on an overhead or chart paper and, as a class, the students discuss the piece of writing. The same procedure can be done in small groups where students find "3 stars" (good things) and "a Wish" (things to improve next time) in a piece of writing. b) Independent Writing - The teacher can use a rubric to assess the first entry and provide feedback to individual students in order to improve science and technology writing skills. The information from this assessment could also be used for the development of class demonstrations in a specific area. Note that a Science and Technology Journal rubric has been provided for teacher use (BLM 4.UW.9). 7. Safety Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:39 AM Page A-2

Safety is an important aspect of any science and technology program. For more information on safety considerations, please see pages 8 and 9 of the Ontario Curriculum, Science and Technology document. 8. Glossary A glossary of the terms used in this unit is provided on BLM 4.UW.1. 9. Use of Black-Line Masters Included in this unit is a large number of black-line masters. Due to the sophisticated scientific material covered in the unit, and in order to meet the needs of teachers with various backgrounds, it was decided to include a broad range of black-line masters. Instead of photocopying all black-line masters the following strategies could be used: - Have students recreate the BLM as a science journal activity or in a group assignment. - Recreate BLM on a bulletin board (e.g., vocabulary/definition and fact bulletin board). - Recreate BLM as a wallchart or on chart paper. - Copy BLM on acetate and use it on an overhead projector. 10. Classroom Accommodations All accommodations must take into account the students' Individual Education Plans. All of the tasks and activities are designed to accommodate the needs of students at different levels of abilities. Many of the activities include pictures and/or examples of a step-by-step process. These may be used at the discretion of the teacher for some or all students. As well, teachers can easily adapt the activities to allow for open-ended, student-directed tasks. Teachers are encouraged to: - involve the student in setting goals for work completion; - encourage risk taking; - provide varied opportunities for peer and/or group interactions (e.g., co-operative learning, sharing); - teach visual strategies for journal writing and/or note making (e.g., use of diagram/picture to represent content); - provide advance organizers to structure content (e.g., outlines, subtitles, paragraph frames); - encourage the use of lists, advance organizers, and personal planners for personal organization; - allow opportunities for alternatives to writing (e.g., graphic representations, drama, media presentations, timelines, collages).

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:39 AM Page A-3

List of Subtasks Light and Sound To The Rescue

Subtask List Page 1

Energy and Control An Integrated Unit for Grade 4 1

Do You See The Light? In Part A of this investigation, students will complete a pretest to determine their prior knowledge of light and its properties. In Part B, students will investigate ways in which light is used in and around their homes. In Part C, students will be asked to classify sources of natural and artificial light. They will compare the similarities and differences between these sources of light and will record their observations.

2

Always Travel Light Students will identify how light travels and the speed at which light travels. They will also study and test certain materials to determine how these materials control the transmission of light.

3

Bounce, Bend, Absorb Students will complete experiments, view a video, and make models that demonstrate that light can be reflected off an object, absorbed by an object, or refracted as it travels through one medium into another. They will study good and poor reflecting surfaces and the differences between convex and concave lenses.

4

Devices that Use Light Students will identify devices that reflect or refract light. Working in groups they will construct a device that reflects light; demonstrate how the device works, and explain how the device affects light to produce the desired outcome.

5

Seeing Red Students will discover how colours are seen and how a prism shows colour in a spectrum. They will also explore how rainbows are formed in nature and how they can be recreated in the class.

6

Let's Talk Shadows Students will participate in experiments that demonstrate how shadows are formed and will explore factors that affect the size and clarity of shadow images. They will also perform an experiment to demonstrate how the position of a light source, in relation to the object casting the shadow, changes the shape of the shadow. They will build a device that shows one way that people can use their knowledge of shadows.

7

If You Can't Stand The Heat . . . Students will participate in an experiment that demonstrates that most objects give off both light and heat. They will identify objects that give off light, but produce little or no heat (e.g. light sticks, fireflies).

8

Hear Ye, Hear Ye Students will investigate what causes sound, will explore the many ways sounds are produced, and will create their own sound producers. They will also have an opportunity to research jobs which are related to sound.

9

Properties of Sound Students will discover that sound travels as vibrations through gas, solids, and liquids, and will recognize that sound is a system. Students will also discuss and explore echoes to enhance their understanding of how echoes occur.

10 Do You Hear What I Hear? In this investigation the students will discover how the human ear is designed to detect sound. Human hearing will be compared to the hearing of other animals and birds. 11 Let There Be Sound Students will identify sounds used in and around their homes, school, and communities. Information will be classified on a chart and shared with the class. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:50 AM Page B-1

List of Subtasks Light and Sound To The Rescue

Subtask List Page 2

Energy and Control An Integrated Unit for Grade 4 12 Devices To Detect Sound Students will discover through a simple experiment how to improve their ability to hear. An information chart will be filled out on devices that amplify or dampen sounds. 13 Musically Speaking Students will view a video to review the idea that sound is caused by vibrations and that sounds vary in loudness and pitch. They will use task cards to construct a variety of instruments. Through experimentation, they will develop a list of ways to increase the pitch and volume of the sound produced by various instruments. 14 Adrift On Lake Erie In this summative task, students will construct devices that use light and sound to assist in nautical rescues. Students will use the knowledge gained throughout this unit to complete the assignment.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:15:50 AM Page B-2

Do You See The Light? Subtask 1

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

100 mins

Description In Part A of this investigation, students will complete a pretest to determine their prior knowledge of light and its properties. In Part B, students will investigate ways in which light is used in and around their homes. In Part C, students will be asked to classify sources of natural and artificial light. They will compare the similarities and differences between these sources of light and will record their observations.

Expectations 4s48 4s50

4s60

4s62

4s63

4s73

– identify a variety of natural and artificial light sources (e.g., the sun, a candle, a light bulb); – distinguish between objects that produce their own light and those that reflect light from another source (e.g., candles and the sun emit their own light; the moon reflects light from the sun); – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore possible answers and solutions (e.g., identify different sounds and their sources in their environment); – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., create a “sound diary” to record the sounds encountered over a period of time); – identify different uses of light at home, at school, or in the community, and explain how their brightness and colour are related to their purpose (e.g., vivid neon lights are used for advertising; blue lights are used to identify snow-removal vehicles; dim lighting is used to create a soothing atmosphere in restaurants);

Groupings Students Working As A Whole Class Students Working Individually Students Working In Small Groups

Teaching / Learning Strategies Brainstorming Discussion Classifying Response Journal

Assessment Teachers may wish to evaluate student participation in the class discussions. The chart on sorting the sources of light and the rationale for the sorting may be evaluated for completeness and logical thinking. What I Know About Light - BLM 4.1.1 may be used as a diagnostic tool and should not be used for assessment at this time.

Assessment Strategies Exhibition/demonstration Observation Quizzes, Tests, Examinations Response Journal

Assessment Recording Devices Anecdotal Record

Teaching / Learning Part A (30 mins) Discovering What We Already Know About Light 1. Have students complete a pretest to determine their prior knowledge of light. Use What I Know About Light - BLM 4.1.1. Have the students answer the questions in their science and technology journals. Answers have been provided for your use on What I Know About Light - Teacher's Copy - BLM 4.1.4. This pretest should be used as a measurement of growth over time. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-1

Do You See The Light? Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 1

100 mins

Part B (30 mins) How is Light Used in Our World? 1. Brainstorm ways in which light is used around the home or school to make life more comfortable, safe, and secure. Work as a class to complete column one of Use of Light - BLM 4.1.5 to help students look for ways that light is used around their own residences or school. Following this step, students will work individually to complete the remainder of the chart. Answers have been provided for your use on Use of Light - Teacher's Copy - 4.1.6. 2. The class will then share its ideas so students can revise and add ideas to their charts. Part C (40 mins) What is light? 1. Students brainstorm to develop a definition of light. Record all suggestions on the chalkboard. After discussion, record the preferred definition on chart paper. Light is a form of energy. Energy is the ability to do work. This can be demonstrated to the students using a solar-powered calculator or by discussing the role of the sun in the growth of green plants. 2. Gather various objects that produce or depict light energy, e.g., light bulb, candle, flashlight, picture of the sun, picture of the moon, firefly, lantern, etc. Divide the class into small groups depending on the number of objects available. As an alternative, list the objects on the board and have each group classify all objects. 3. Using Sorting Sources of Light - BLM 4.1.2 have each group investigate the objects, and discuss ways in which the objects could be sorted and by what criteria. Students may use any criteria, but some suggestions should be given for the groups who need more direction. Some suggested criteria are: - Temperature (i.e., heat producing vs. non-heat producing). - Source (i.e., mechanical vs. natural). - Brightness (i.e., dull vs. bright). - Colour (i.e., white vs. coloured). 4. In a large group discussion, have the students share the criteria they used to sort and classify the objects. Have each group record their work on chart paper. The class may wish to compare the methods that they used to organize the information (e.g., the students could sort by using a Venn diagram, t-chart.). 5. From the previous discussion, lead the class to observe that two categories could be natural light and artificial light. As a class, develop a definition for these terms. Write these definitions on chart paper for use throughout the unit. Have the students classify the objects from step 2 as artificial or natural light on Natural and Artificial Light - BLM 4.1.3. Depending upon the needs of the class, examples may be written or drawn. 6. Have students record all the definitions in their science and technology journals. 7. Introduce the culminating task. Science and Technology Journal 'Glow-in-the-dark' materials are used in many places. Are they natural or artificial lights? How could you use these types of materials and where? Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-2

Do You See The Light? Subtask 1

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

100 mins

Adaptations

Resources BLM 4.1.1

BLM 4.1.1.cwk

BLM 4.1.2

BLM 4.1.2.cwk

BLM 4.1.3

BLM 4.1.3.cwk

BLM 4.1.4

BLM 4.1.4.cwk

BLM 4.1.5

BLM 4.1.5.cwk

BLM 4.1.6

BLM 4.1.6.cwk

light bulb candle flashlight picture of the sun picture of the moon lantern picture of a firefly

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-3

Do You See The Light? Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 1

100 mins

Notes to Teacher You may wish to have students keep their results of BLM 4.1.1 to compare their knowledge at the end of the unit with their knowledge at the beginning. For part B, you may have to review classify and categorize with the class. The moon does not generate its own light. This can be illustrated to the students by discussing the phases of the moon and why the moon can be seen on certain days. Definitions Natural light comes from natural sources such as the sun, fireflies, stars, and fire. Artificial light comes from sources that people have made such as light bulbs, flashlights, and lanterns. NOTE: Definitions are provided for your information. These concepts are taught throughout the unit.

Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-4

Always Travel Light Subtask 2

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

120 mins

Description Students will identify how light travels and the speed at which light travels. They will also study and test certain materials to determine how these materials control the transmission of light.

Expectations 4s49

4s60

4s61

4s62

4s64

– describe the behaviour of light, using their observations, and identify some of its basic characteristics (e.g., that it travels in a straight path, bends as it passes from one medium to another, and is reflected off shiny surfaces); – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore possible answers and solutions (e.g., identify different sounds and their sources in their environment); – plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position of the light source and location of the shadow; create a chart showing how devices that rely on or provide light and sound contribute to the user’s convenience and comfort);

Groupings Students Working As A Whole Class Students Working Individually Students Working In Small Groups

Teaching / Learning Strategies Brainstorming Demonstration Discussion Inquiry Learning Log/ Journal Direct Teaching

Assessment The students will be assessed on their ability to test certain materials to determine how each controls the amount of light that passes through. Teachers will evaluate how students follow steps, keep accurate records of observations, and form clearly stated conclusions supported by references to diagrams. The communication rubric (BLM 4.uw.10) may be used to assess the students' journal entries.

Assessment Strategies Observation Questions And Answers (oral) Response Journal

Assessment Recording Devices Anecdotal Record Rubric

Teaching / Learning Part A (40 mins) Light Travels in Straight Lines 1. Guiding question: "Does light travel in a straight line?" Discuss the guiding question with the students, and record the key ideas on chart paper for future reference. 2. Review the I.N.S.I.T.E. method with students. Refer to I.N.S.I.T.E. Method - BLM 4.UW.2. Tell the students they will be using this method of inquiry to investigate the guiding question.

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Always Travel Light Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 2

120 mins

3. Divide the class into groups with three or four students per group. Distribute Does Light Travel In A Straight Line? - BLM 4.2.4 to each student. 4. Review the Identify the Problem and Narrow the Problem sections of BLM 4.2.4 with the students. Discuss the State the Hypothesis section of BLM 4.2.4. Tell the students that a hypothesis is an educated guess related to a problem or investigation. Ask each student to develop a hypothesis individually, and record it on his/her copy of BLM 4.2.4. 5. Instruct the students to read the Investigate and Gather Information section of BLM 4.2.4. This is an opportunity for the students to engage in technical reading. Clarify any questions or concerns to ensure students understand the procedures. Distribute the required materials to each group. Allow each group time to set up the experiment. When the groups are ready, turn off the lights so the students can conduct the investigation. This should take about five minutes. 6. Have the groups complete the Test the Hypothesis and Record Observations and the Examine the Results and Write Conclusions sections of Does Light Travel In A Straight Line? - BLM 4.2.4. 7. Collect Does Light Travel In A Straight Line? - BLM 4.2.4 for evaluation. Have students share their conclusions about this investigation to ensure that they all arrive at the correct conclusion (light travels in straight lines). Science and Technology Journal Why do you need to be careful when turning a corner in the dark when using car headlights or when using a flashlight to guide you in the dark? Part B (40 mins) Reversal of Images 1. Students will work in pairs or small groups to make a pinhole camera to confirm that light travels in straight lines. Distribute A Pinhole Camera Showing Light Travelling in Straight Lines- BLM 4.2.1 and Making A Pinhole Camera - 4.2.2. Explain to students that they will follow the directions on BLM 4.2.2 to construct and test the function of a pinhole camera. Tell students that they are doing this to show what happens when light enters a camera. 2. NOTE: The light rays will enter the pinhole in straight lines and hit the acetate creating an upside down image because the top and bottom light rays cross over as they enter the pinhole (see diagram - BLM 4.2.1). Science and Technology Journal Your eye is very much like a camera. Why is your view of the world not upside down? (Use this journal reflection to initiate discussion about images). Part C (40 mins) Materials that Control Amounts of Light 1. Divide the students into groups of three or four, and distribute a copy of Materials That Control Amounts Of Light - BLM 4.2.3 to each group. Explain to the groups that they are to investigate how certain materials affect or control the passage of light. Have a variety of materials available for the groups to investigate: white paper, acetate (clear and coloured), foil, construction paper, expanded polystyrene, plastic bottles (clear and coloured), tissue paper, a window, a piece of wood, and fabric (different types and thicknesses). Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-6

Always Travel Light Subtask 2

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

120 mins

2. Explain to the groups that they are to complete the investigation by using a flashlight and the above mentioned materials to determine which block light, which let some light through, and which are transparent and let all light through. Tell the students that they are to use Materials That Control Amounts Of Light BLM 4.2.3 to record their observations. 3. Discuss the results with the students, and develop a definition for transparent, translucent and opaque. Include two examples with each definition. An opaque object does not let light through. For example, foil and expanded polystyrene. A transparent object lets light through. For example, clear bottles and a window. A translucent object lets some light through. For example, tissue paper and a cotton t-shirt. NOTE: Under certain circumstances, some materials may be included in more than one category. For example, a piece of paper on a desk will appear opaque but is in fact translucent depending on the intensity of light and the density of the matter. 4. Have students record the definitions for opaque, translucent and transparent objects in their science and technology journals. Science and Technology Journal Name one transparent, one translucent, and one opaque material used in your house. Why are these materials used in each of these locations?

Adaptations

Resources BLM 4.2.1

BLM 4.2.1.cwk

BLM 4.2.2

BLM 4.2.2.cwk

BLM 4.2.3

BLM 4.2.3.cwk

BLM 4.2.4

BLM 4.2.4.cwk

Light and Sound Science for Fun Experiments

Gary Gibson

modelling clay white paper acetate (clear and coloured) foil construction paper

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-7

Always Travel Light Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 2

120 mins

expanded polystyrene a window plastic bottles (clear and coloured) fabric (different types and thicknesses) tissue paper bristol board small weights wood pieces flashlights pencils or straws hole punch

Notes to Teacher ASSESSMENT TOOL: Inquiry/I.N.S.I.T.E. rubric could be used to evaluate students' learning.

Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-8

Bounce, Bend, Absorb Subtask 3

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

175 mins

Description Students will complete experiments, view a video, and make models that demonstrate that light can be reflected off an object, absorbed by an object, or refracted as it travels through one medium into another. They will study good and poor reflecting surfaces and the differences between convex and concave lenses.

Expectations 4s49

4s53 4s60

4s62

4s63

4s64

– describe the behaviour of light, using their observations, and identify some of its basic characteristics (e.g., that it travels in a straight path, bends as it passes from one medium to another, and is reflected off shiny surfaces); – investigate and compare how light interacts with a variety of optical devices (e.g., kaleidoscopes, periscopes, telescopes, magnifying glasses); – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore possible answers and solutions (e.g., identify different sounds and their sources in their environment); – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., create a “sound diary” to record the sounds encountered over a period of time); – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position of the light source and location of the shadow; create a chart showing how devices that rely on or provide light and sound contribute to the user’s convenience and comfort);

Groupings Students Working In Small Groups Students Working Individually Students Working As A Whole Class

Teaching / Learning Strategies Demonstration Inquiry Experimenting Learning Log/ Journal

Assessment The teacher may wish to use the I.N.S.I.T.E. rubric and/or checklist to evaluate the student worksheets. Features to be evaluated may include completeness, the ability to state a hypothesis, accuracy in experimenting, and the ability to arrive at logical conclusions. The teacher may also wish to use a checklist to monitor the students as they work. This checklist may include items such as co-operation, ability to stay on task, willingness to try more than one solution, etc.

Assessment Strategies Exhibition/demonstration Learning Log Questions And Answers (oral)

Assessment Recording Devices Checklist Rubric

Teaching / Learning Part A (60 mins) Does the Reflecting Surface Affect the Quality of a Reflection? 1. Write the letters of the alphabet on the blackboard. Give one student a flashlight and have him/her stand at the front of the class with his/her back to the alphabet. Give a mirror to another student. Darken the room. Have the student use the mirror to send a short message to the rest of the class by reflecting the light from the flashlight onto the letters of the alphabet. Safety Note: Have the student take care not to reflect the light into the eyes of the other students. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-9

Bounce, Bend, Absorb Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 3

175 mins

Review the following with the students; opaque objects can reflect light, while translucent and transparent objects let light pass through. 2. Ask students, "Is the mirror translucent, transparent or opaque?" Answer: Opaque. "What is happening to the light?" Answer: It is reflected. "Why do you think the mirror is able to reflect the light?" Answer: The surface of the mirror is opaque, shiny, silvered glass. "Would other surfaces reflect light as well as the mirror does?" "How could we find out?" 3. Explain to the students that are going to conduct an investigation to determine how the surface of an opaque material affects the quality of a reflection (i.e., how well it reflects light). 4. Distribute Reflecting Surfaces - BLM 4.3.1 to the students and have them brainstorm a list of opaque materials that they could test. Record the list on the chalkboard. 5. Review the I.N.S.I.T.E. method with the class. Have the students read the Identify the Problem and Narrow the Problem sections of BLM 4.3.1. Have students work in pairs to consider the questions posed in the Narrow the Problem section. Ask them to suggest ways they could carry out a fair test. Have students share their ideas. Discuss which ideas are most feasible. 6. Have the students complete the State the Hypothesis section of BLM 4.3.1, and read the Investigate and Gather Information section. This is an opportunity for the students to engage in technical reading. Clarify any questions or concerns to ensure students understand the procedure. 7. Have students complete the investigation and record their observations and conclusions on BLM 4.3.1. 8. Have the students submit BLM 4.3.1 for evaluation, and discuss the results of the investigation with the students. Lead them to conclude that, with respect to opaque objects, smooth, shiny surfaces reflect images better than rough, irregular surfaces. Explain to the students that darker, rougher, more irregular opaque objects do not reflect as much light. Science and Technology Journal Think of the times you have been sunburned. Where were you when you experienced the most intense sunburn? Explain what caused this. Part B (60 mins) How Can Light be Bent (Refracted)? 1. Review the following with the students; opaque objects can reflect light, while translucent and transparent objects let light pass through. 2. Distribute Can Light Be Bent? - BLM 4.3.2. Tell students they will use the I.N.S.I.T.E. method to conduct an investigation to determine what happens to light as it passes from one material into another. 3. You may wish to have students work in pairs or small groups to complete the investigation. While it is not the preferred manner, the investigation may also be teacher directed, with students making observations and recording the results on their sheets as you conduct the test. 4. Ensure that all the materials are available in advance. Review the investigation on Can Light Be Bent? BLM 4.3.2 with the students to ensure they understand what is required. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-10

Bounce, Bend, Absorb Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 3

175 mins

5. Have the students conduct the investigation, and then have them submit Can Light Be Bent? - BLM 4.3.2 for evaluation. 6. Discuss the results of the investigation with the students. Lead them to conclude that light is bent, or in science terms, refracted, when it moves from one substance, such as air, to a more dense or thick substance, such as water. This makes the pencil appear bent. 7. Distribute Refracted Light - BLM 4.3.3 to the students, and have them work in pairs to complete the investigation. 8. Discuss the results and have students share their conclusions. Allow students time to revise their responses. Part C (40 mins) What Are Lenses and How Do They Work? 1. Investigate different objects with a magnifying glass at varying distances. Draw and label how the objects looked with and without the magnifying glass. Record the definition of a lens on the chalkboard. A lens is a piece of glass or other such material that is curved to bend light. 2. Explain to the students that there are two kinds of lenses: concave and convex. If the sides of a lens are curved in, it is a concave lens. If the sides of a lens are curved out, it is a convex lens. Tell the students that they will be working with both concave and convex lenses to discover how lenses bend light. 3. Divide the students into pairs. Provide each pair with a flashlight, a microscope slide, a convex lens, a concave lens, and a piece of black construction paper. Darken the room and have the students work with the materials in the following ways: a) Have one partner shine a flashlight beam through a microscope slide onto the construction paper held up, like a screen, by the other partner. Both partners should observe and record how the light beam is affected. Have students vary the distance of the light and microscope slide from the construction paper. b) Have one partner shine a flashlight beam through a convex lens onto the construction paper held up, like a screen, by the other partner. Both partners should observe and record how the light beam is affected. Have students vary the distance of the light and convex lens from the construction paper. c) Have one partner shine a flashlight beam through a concave lens onto the construction paper held up, like a screen, by the other partner. Both partners should observe and record how the light beam is affected. Have students vary the distance of the light and concave lens from the construction paper. 4. Turn on the classroom lights and have the students return the flashlights. Instruct the students to use a variety of concave and convex lenses as eyepieces. Eyepieces are to be used one at a time and must be held securely. Students are to use each eyepiece to focus on an object and observe how the lens affects their perception of the object (do not have students focus on light sources). 5. In their science and technology journal, have students reflect upon what they have learned about lenses. Instruct the students to do the following: - Sketch and label a concave and a convex lens. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-11

Bounce, Bend, Absorb Subtask 3

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

175 mins

- Select an object they viewed and draw a picture of how that object appeared when viewed through concave and convex lenses. - Provide a brief, written description to explain how concave and convex lenses affect our perception of an object. - Provide a brief, written description to explain how a beam of light is affected by concave and convex lenses. Part D (15 mins) Science and Technology Journal Why should you never leave a magnifying glass or eyeglasses on the deck in the sun? (The glass may focus the sun's rays and start a fire.) Why do you think lenses change the way we see images?

Adaptations

Resources BLM 4.3.1

BLM 4.3.1.cwk

BLM 4.3.2

BLM 4.3.2.cwk

BLM 4.3.3

BLM 4.3.3.cwk

foil cardboard mirror sandpaper glass beakers coloured construction paper pencils pennies concave lenses convex lenses flashlights microscope slides

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-12

Bounce, Bend, Absorb Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 3

175 mins

Notes to Teacher A visual and explanation about how light refracts can be found in the Grade 8 Optics unit (BLM 8.6.5).

Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-13

Devices that Use Light Subtask 4

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

80 mins

Description Students will identify devices that reflect or refract light. Working in groups they will construct a device that reflects light; demonstrate how the device works, and explain how the device affects light to produce the desired outcome.

Expectations 4s49

4s53 4s62

4s64

4s65 4s67

– describe the behaviour of light, using their observations, and identify some of its basic characteristics (e.g., that it travels in a straight path, bends as it passes from one medium to another, and is reflected off shiny surfaces); – investigate and compare how light interacts with a variety of optical devices (e.g., kaleidoscopes, periscopes, telescopes, magnifying glasses); – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position of the light source and location of the shadow; create a chart showing how devices that rely on or provide light and sound contribute to the user’s convenience and comfort); – design, make, and test an optical device (e.g., a periscope, a kaleidoscope); – follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not reflected into their eyes or the eyes of others; avoid producing excessively loud sounds).

Groupings Students Working In Small Groups Students Working Individually Students Working As A Whole Class

Teaching / Learning Strategies Brainstorming Model Making

Assessment As the students work on their devices, the teacher may keep anecdotal records of the student work including such items as co-operative/collaborative work, approach to the problem, ability to think divergently, and other areas identified to the class. A rating scale may be developed to assess the completed devices in areas such as design, problem-solving, ability to accomplish the desired task, and explanation. The answers to the questions on the worksheets may also be evaluated. The communication rubric (BLM 4.uw.10) may be used to assess the students' journal entries.

Assessment Strategies Exhibition/demonstration Learning Log

Assessment Recording Devices Rating Scale Anecdotal Record

Teaching / Learning 1. As a class, brainstorm to develop a list of devices that reflect or refract light. For example, eyeglasses refraction, telescopes - refraction and reflection, microscopes - refraction, periscope - reflection, camera refraction and reflection, magnifying glass - refraction, etc. 2. Tell students they will be working in groups to construct one of the following devices: a periscope or a kaleidoscope. They will be expected to identify the device as reflecting or refracting, and explain how the device affects light to produce the desired outcome. Safety Note: Students must be reminded to be careful when handling the mirrors, which can break easily, Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-14

Devices that Use Light Subtask 4

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

80 mins

and students should not shine or reflect light into someone's eyes. 3. Give each group a copy of either Card 1 - The Periscope - BLM 4.4.1 or Card 2 - The Kaleidoscope BLM 4.4.1 and the corresponding diagrams for each model found on The Kaleidoscope Construction BLM 4.4.1b or The Periscope Construction - BLM 4.4.1c. 4. When the groups have finished constructing their device, distribute the appropriate page of BLM 4.4.2 to each member of the group and have them work independently to answer the questions. 5. Have students share their results and give them the opportunity to revise their responses.

Adaptations

Resources BLM 4.4.1

BLM 4.4.1.cwk

BLM 4.4.1b

BLM 4.4.1b.cwk

BLM 4.4.1c

BLM 4.4.1c.cwk

BLM 4.4.2

BLM 4.4.2.cwk

tape white paper coloured paper acetate sheets 1 litre milk cartons mirrors scissors

Notes to Teacher Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-15

Seeing Red Subtask 5

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

60 mins

Description Students will discover how colours are seen and how a prism shows colour in a spectrum. They will also explore how rainbows are formed in nature and how they can be recreated in the class.

Expectations 4s49

4s51 4s53 4s60

4s62

4s67

4s75

– describe the behaviour of light, using their observations, and identify some of its basic characteristics (e.g., that it travels in a straight path, bends as it passes from one medium to another, and is reflected off shiny surfaces); – identify, through observation, colour as a property of light (e.g., use prisms to show that white light can be separated into colours); – investigate and compare how light interacts with a variety of optical devices (e.g., kaleidoscopes, periscopes, telescopes, magnifying glasses); – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore possible answers and solutions (e.g., identify different sounds and their sources in their environment); – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not reflected into their eyes or the eyes of others; avoid producing excessively loud sounds). – identify common phenomena related to light and sound (e.g., rainbows, shadows, echoes) and describe the conditions that create them;

Groupings Students Working As A Whole Class Students Working Individually Students Working In Small Groups

Teaching / Learning Strategies Experimenting Learning Log/ Journal

Assessment The teacher may evaluate the student responses in their science and technology journals. In addition, anecdotal records may be kept as the teacher observes the students working with the prisms. The communication rubric (BLM 4.uw.10) may be used to assess the students' journal entries.

Assessment Strategies Response Journal Exhibition/demonstration

Assessment Recording Devices Anecdotal Record Rubric

Teaching / Learning Part A (20 mins) Why is the Sea Blue? 1. Ask the class, "How do we see colour?" Hold up an apple and ask, "Why is it red?" Explain that the red apple absorbs all the colours of light except red, which bounces, or reflects, off the apple and into your eye allowing you to see the red colour of the apple. Black surfaces appear black because all the colours of light are absorbed and white surfaces reflect all colours of light. 2. Challenge the class to explain one of the following: Why is the sky blue or sometimes red at sunset? Why is snow white? Why is grass green? Part B (40 mins) Spectrum of Colours Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-16

Seeing Red Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 5

60 mins

1. Using the materials listed below, demonstrate how white light can be broken into the colours of the spectrum. a) Hang a prism from a string on a wire. Hold a piece of white paper behind the prism. Rotate the prism. Darken the room. Shine a beam of light from a flashlight at the prism. b) Demonstrate the same thing by shining a flashlight at an angle onto a compact disc. c) Alternatively, place a large glass jar, 3/4 full of water, on an overhead projector which is turned on. This causes the colours to split apart to form a spectrum of colours. Students should note that the sequence of colours never changes (red, orange, yellow, green, blue, violet). Note: There are many scientists that include indigo as part of the spectrum. Indigo is a colour between blue and violet. 2. Allow groups to experiment with a prism, white paper, and a source of light to create a colour spectrum. Have each student reflect on what he/she has learned about colour, and record the spectrum in his/her science and technology journal using coloured pencils, illustrating the colours in the correct order. Note: A discussion about wavelength is not really appropriate for this age group. It is discussed as part of the grade 8 optics unit, but if students must know why the colours of the spectrum are always arranged R, O, Y, G, B, I, V it is because they each have a different wavelength. Red has the longest wavelength, and violet has the shortest wavelength. Because each colour has a different wavelength it is refracted at a different rate, and it is this which allows us to see each of the colours that make up white light separately. 3. Ask, "How is a rainbow formed?" Discuss possible answers and the correct explanation with the students. It is possible to demonstrate the creation of a rainbow by spraying water from a hose into the air on a sunny day. Rainbows: Raindrops act like tiny prisms. The sun's light hits the water droplets, bends as it enters, and bends again as it is refracted back out of the droplet. So, just like a prism, each raindrop separates white light into the colours of the spectrum. The rainbow arches because the sun and the raindrops are curved. Science and Technology Journal Why do you think the sky is red at sunrise?

Adaptations

Resources prisms compact discs flashlights glass jar

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-17

Seeing Red Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 5

60 mins

Notes to Teacher Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-18

Let's Talk Shadows Subtask 6

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

120 mins

Description Students will participate in experiments that demonstrate how shadows are formed and will explore factors that affect the size and clarity of shadow images. They will also perform an experiment to demonstrate how the position of a light source, in relation to the object casting the shadow, changes the shape of the shadow. They will build a device that shows one way that people can use their knowledge of shadows.

Expectations 4s49

4s52 4s60

4s61

4s62

4s63

4s64

4s75

– describe the behaviour of light, using their observations, and identify some of its basic characteristics (e.g., that it travels in a straight path, bends as it passes from one medium to another, and is reflected off shiny surfaces); – predict the location, shape, and size of a shadow when a light source is placed in a given location relative to an object; – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore possible answers and solutions (e.g., identify different sounds and their sources in their environment); – plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., create a “sound diary” to record the sounds encountered over a period of time); – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position of the light source and location of the shadow; create a chart showing how devices that rely on or provide light and sound contribute to the user’s convenience and comfort); – identify common phenomena related to light and sound (e.g., rainbows, shadows, echoes) and describe the conditions that create them;

Groupings Students Working As A Whole Class Students Working In Small Groups Students Working Individually

Teaching / Learning Strategies Model Making Problem-solving Strategies Response Journal

Assessment The teacher may wish to keep anecdotal records of the students as they work, noting such things as commitment to the task at hand, co-operation with other group members, and logical thinking in completing the assignments. The teacher may wish to develop a rating scale to assess the worksheets as the students complete them. Quality of answers, clarity of thought and completeness of ideas may be ways in which the teacher chooses to assess each student's work. The communication rubric (BLM 4.uw.10) may be used to assess the students journal entry.

Assessment Strategies Exhibition/demonstration Learning Log Questions And Answers (oral)

Assessment Recording Devices Anecdotal Record Rating Scale Rubric

Teaching / Learning Part A (40 mins)

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-19

Let's Talk Shadows Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 6

120 mins

How Is A Shadow Created? 1. Using the overhead projector, challenge the students to produce a shadow image of an animal or some other thing on the screen. 2. Gather a number of opaque and translucent objects. Demonstrate the following experiment in a darkened room. Shine a flashlight at an opaque object and then at a translucent object. Ask the students to observe the shadows. Repeat using different opaque and translucent objects. 3. Ask students to describe the difference between shadows created by opaque objects and shadows created by translucent objects. Challenge the students to explain how shadows are created. 4. Have the students record these explanations in their science and technology journals. Part B (40 mins) Properties of Shadows 1. Divide the class into groups of about three or four. 2. Distribute a flashlight, a wooden block, and Properties of Shadows - BLM 4.6.1 to each group. 3. Have the students experiment with light and shadows by having them hold the light at the various distances and angles outlined on the sheet to determine the way in which this affects the shape, location, and size of the shadow. Discuss the meaning of the terms shape, location, and size to ensure that students understand the task. Students should complete each section by making a prediction before taking an actual measurement. 4. Have students reflect upon what they have learned about shadows in their science and technology journals. Part C (40 mins) How Can People Use Shadows? Sundial Activity 1. As a class, brainstorm a list of ways in which people can or have used shadows, e.g., to generate shade, to tell time (sundial), and to hide. 2. Explain to the class that they are going to investigate how shadows can be used to tell time. Using Make A Sundial - BLM 4.6.2, have students work in small groups to make a sundial. The students will need to be taught how to use a protractor before beginning this activity. Alternatively, you or one of the students could bring in a sundial. 3. Give students the opportunity to use a sundial to tell time at different times of the day for a number of days. Allow students to make adjustments, where possible, to the sundial to make it more accurate. Students should draw conclusions about the effectiveness of using shadows to tell time and the accuracy of the sundial. Science and Technology Journal Design and explain another kind of sundial you could use.

Adaptations Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-20

Let's Talk Shadows Subtask 6

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

120 mins

Resources BLM 4.6.1

BLM 4.6.1.cwk

BLM 4.6.2

BLM 4.6.2.cwk

bristol board tape protractor rulers scissors overhead projector flashlights opaque objects translucent objects compass (mathematical)

Notes to Teacher Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-21

If You Can't Stand The Heat . . . Subtask 7

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

40 mins

Description Students will participate in an experiment that demonstrates that most objects give off both light and heat. They will identify objects that give off light, but produce little or no heat (e.g. light sticks, fireflies).

Expectations 4s54

4s60

4s62

4s63

4s67

4s73

– recognize, using their observations, that most objects give off both light and heat (e.g., the sun, a candle, a light bulb), and identify some objects that give off light but produce little or no heat (e.g., light sticks, fireflies); – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore possible answers and solutions (e.g., identify different sounds and their sources in their environment); – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., create a “sound diary” to record the sounds encountered over a period of time); – follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not reflected into their eyes or the eyes of others; avoid producing excessively loud sounds). – identify different uses of light at home, at school, or in the community, and explain how their brightness and colour are related to their purpose (e.g., vivid neon lights are used for advertising; blue lights are used to identify snow-removal vehicles; dim lighting is used to create a soothing atmosphere in restaurants);

Groupings Students Working In Small Groups Students Working As A Whole Class

Teaching / Learning Strategies Experimenting

Assessment The teacher may wish to keep an anecdotal record of student participation during the experiment. The communication rubric (BLM 4.uw.10) may be used to assess the students' journal entries.

Assessment Strategies Exhibition/demonstration Learning Log

Assessment Recording Devices Anecdotal Record Rubric

Teaching / Learning The Relationship Between Light and Heat 1. Before the lesson begins lay a piece of metal on the window sill or some other sunny place. Allow the sunlight to heat the metal. Alternatively, you could use a lamp to heat the metal. Safety Note: Do not have the students handle objects that are hot enough to burn them. Remind the students not to look directly at any light source. 2. Pose the following question to the students: Is there a relationship between light and heat? Allow students to discuss whether or not they think there is a relationship. 3. Turn on an overhead projector and leave it on for about five minutes. Keep it on until you have completed Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-22

If You Can't Stand The Heat . . . Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 7

40 mins

step 8 below. 4. Turn on a light with a fluorescent bulb and leave it on for about five minutes. Keep it on until you have completed step 10 below. 5. Select two students to go to the place where you set the piece of metal in step 1. Ask them to touch it and to describe how it feels. 6. Ask the class what made the metal hot (the sun). Explain that the light energy from the sun was absorbed and converted to heat energy. 7. Select two students to go to the overhead projector and to place their hands on the glass surface. Ask them to describe how the glass feels. 8. Ask the class what made the glass hot (the light). Explain that the light given off by the incandescent light bulb inside the overhead projector is created by heating a thin piece of wire inside the light bulb until it glows. In fact, an incandescent light bulb gives off more heat energy than light energy. The glass was hot because it absorbed heat from the light bulb. NOTE: For background information see the Grade 8 Optics unit. 9. Select two students to touch the fluorescent light bulb turned on in step 4, and to describe how it feels. 10. Ask the class how many of them thought it would feel hot. Explain that fluorescent light is known as a cool source of light because it does not give off heat energy when it gives off light energy. If the class is interested you may wish to explain to them that there are other cool sources of light such as those used in glow sticks, in glow-in-the-dark materials, and the light created by animals such as fireflies and many species of deep sea fish. 11. Ask the class to describe other places or situations where they have noticed a connection between light and heat. If they need help prompt them to think about things that give off both light and heat such as fire, or to think about the things that get hot in the summer and why they get hot. 12. Reminding students that light is a form of energy, ask them if they think that light sources which give off less heat require less energy. (They do.)

Adaptations

Resources incandescent light bulb fluorescent light bulb lamp piece of metal sunlight Light and Sound CD Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-23

If You Can't Stand The Heat . . . Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 7

40 mins

glow-in-the-dark materials a book about fish glow stick picture of a firefly

Notes to Teacher This activity works best if a lamp fitted with a florescent light bulb can be brought to class (such bulbs are widely available). For more information on hot and cool sources of light refer to the OESS Light and Sound CD.

Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-24

Hear Ye, Hear Ye Subtask 8

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

220 mins

Description Students will investigate what causes sound, will explore the many ways sounds are produced, and will create their own sound producers. They will also have an opportunity to research jobs which are related to sound.

Expectations 4s58 4s62

– recognize that sounds are caused by vibrations; – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds);

Groupings Students Working As A Whole Class Students Working In Small Groups Students Working Individually

Teaching / Learning Strategies Direct Teaching Model Making

Assessment Teachers may assess the quality and accuracy of responses on the students' design challenge sheets.

Assessment Strategies Performance Task

Assessment Recording Devices Anecdotal Record

Teaching / Learning Part A (20 mins) Bag of Sounds 1. Assemble objects which can be used to create sound and place them in a bag. The bag could contain such objects as a piece of paper that can be crumpled, two pencils that can be struck together, an elastic band that can be strummed, masking tape that can be pulled off a roll, or a whistle. 2. Remove the objects from the bag, and use each to create a sound. Ask students what the objects have in common. 3. Once again use each object to create a sound. Have students describe how each sound is produced. Record these observations on chart paper. 4. On another piece of chart paper create a K. W. L. chart on the topic of sound (K = Things We Know; W = Things We Want to Know; L = Things We Have Learned). Complete the K and W sections of the chart as a class. Tell the students that the L section will be completed at the end of each subtask. Part B (80 mins) Squawkers & Squealers 1. Work as a class to brainstorm ways to produce sound. Record all responses on the chalkboard. Students Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-25

Hear Ye, Hear Ye Subtask 8

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

220 mins

collaborate to generate a one sentence definition for sound. Sound is a form of energy produced by the vibrations of objects. 4. Review S.P.I.C.E. Model - BLM 4.UW.5 with the students 5. Arrange the students in pairs and distribute a copy of Squawkers and Squealers - BLM 4.8.1 to each pair. Review BLM 4.8.1 with students to ensure they understand the design challenge. Remind students they will be required to test and evaluate their devices to determine how well the objects work. Written work and diagrams may be completed on separate sheets of paper or in the students' science and technology journals. 6. Students will demonstrate their devices and explain how they operate. Safety Note: Students need to be reminded to take care with loud noises.

Adaptations

Resources BLM 4.8.1

BLM 4.8.1.cwk

string paper cups paper clips tinfoil buttons tin cans shoe boxes plastic straws masking tape pieces of material elastic bands whistle

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-26

Hear Ye, Hear Ye Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 8

220 mins

Notes to Teacher Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-27

Properties of Sound Subtask 9

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

80 mins

Description Students will discover that sound travels as vibrations through gas, solids, and liquids, and will recognize that sound is a system. Students will also discuss and explore echoes to enhance their understanding of how echoes occur.

Expectations 4s55

4s58 4s62

4s64

4s75

– recognize, using their observations, that sound can travel through a substance (e.g., place a vibrating tuning fork in a shallow dish of water and describe what happens to the water; place rice on a drum-head and describe what happens to the rice when the drum is tapped); – recognize that sounds are caused by vibrations; – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position of the light source and location of the shadow; create a chart showing how devices that rely on or provide light and sound contribute to the user’s convenience and comfort); – identify common phenomena related to light and sound (e.g., rainbows, shadows, echoes) and describe the conditions that create them;

Groupings Students Working As A Whole Class Students Working In Pairs Students Working Individually

Teaching / Learning Strategies Experimenting Learning Log/ Journal Sketching To Learn

Assessment The communication rubric (BLM 4.uw.10) may be used to assess the students' journal entries.

Assessment Strategies Learning Log

Assessment Recording Devices Anecdotal Record Rubric

Teaching / Learning Part A (60 mins) How Sound Travels? 1. To introduce the concept of how sound travels, drop a stone into a bucket of water so the resulting waves travel in rings outwards in all directions. This could also be done on the overhead using a small clear container and a pebble. Ask the class to explain what they observed. Discuss the results. 2. Select several devices which produce sound (drum, guitar, alarm clock, radio, etc.). Have students close their eyes and place their hands on a sound producing object to "feel" the vibrations. Use the example of the waves created by the stone to illustrate how vibrations travel outward from the object in concentric circles. Explain to the class that this is how sound travels: as vibrations, outward, in all directions. 3. Explain to the students that sound is a system. As a system sound needs three things: a source or producer, a carrier, and a receiver. Sound needs to travel through something (some kind of matter) to get from the source to the receiver. 4. Introduce the terms solid, liquid, and gas as the three states of matter. Clap your hands. Ask the students to explain what matter the sound vibrations travelled through to get from your hands to their ears. (Air) Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-28

Properties of Sound Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 9

80 mins

5. Ask the class if sound vibrations can travel in matter other than air. Can sound travel through liquids? Can sound travel through solids? 6. Arrange the students so that they are working in pairs. Have the students conduct the following experiments: a) Have student A close his/her eyes and lean his/her ear over, but not touching, the surface of his/her desk. Ask student B to lightly tap the desk. Have the students switch roles, and then repeat. b) Have student A close his/her eyes and put his/her ear on the surface of his/her desk. Ask student B to lightly tap the desk. Have the students switch roles, and then repeat. 7. Discuss the results with the students. Ask them to explain which type of matter carried the sound vibrations for the first tap they heard (step 6 a). (A gas - air.) Ask them to explain which type of matter carried the sound vibrations for the second tap they heard (step 6 b). (A solid - the desk.) Ask them to explain what they have discovered about how sound travels through a gas versus how it travels through a solid. (Sound travels more clearly in solids.) 8. Arrange the students so that they are working in pairs. Distribute a shallow tub/basin partly filled with water to each pair. Remind the students not to splash each other with the water. Have the students conduct the following experiments: a) Have student A close his/her eyes and lean his/her ear over, but not touching, the surface of the water. Ask student B to flick the water away from his/her partner. Have the students switch roles, and then repeat. b) Have student A close his/her eyes and put his/her ear in the water. Ask student B to flick the water. Have the students change the water, thoroughly soaping, rinsing, and drying the bowl. Have the students switch roles, and then repeat. Notes: a. There may be students who should not be putting their ear in water. These students could possibly be provided with a stethoscope so that they may hear underwater without getting water in their ear. b. Should you wish, this may be done with two student volunteers with two basins as a class demonstration. 9. Discuss the results with the students. Ask them to explain which type of matter carried the sound vibrations for the first water flick they heard (step 8 a). (A gas - air.) Ask them to explain which type of matter carried the sound vibrations for the second water flick they heard (step 8 b). (A liquid - water.) Ask them to explain what they have discovered about how sound travels through a gas versus how it travels through a liquid. (Sound travels more clearly in liquids.) 10. Have the students cite examples of where they have experienced sound travelling through solids and liquids. (Example: swimming pool, listening at a door) 11. Review the idea that all three components - producing, carrying, and receiving sound - work together as parts of a sound system. Each step is necessary for sound to exist. Have the students draw and label one sound system in their science and technology journals. Part B (20 mins) Understanding Echoes 1. Ask the students to share their personal experiences with echoes (in large empty rooms, hiking in the hills, on a lake at camp, etc.). 2. Ask the students the following questions. Can echoes occur inside? (Yes) Can echoes occur outside? Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-29

Properties of Sound Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 9

80 mins

(Yes) What needs to happen to make an echo? (The sound has to bounce off a hard surface and return to your ears.) 3. Explain to the students that when they hear an echo their ears actually hear two sounds which are a fraction of a second apart. The brain thinks it is hearing two sounds. 4. Have the students suggest ways to create echoes. Give the students an opportunity to demonstrate these ideas to see if they work. They may need opportunities to go to the gym or they may need materials such as cups to do their demonstrations. 5. In their science and technology journals, have students reflect upon what they have learned about echoes. Science and Technology Journal A motorboat exploded on a lake. The captain jumped into the lake just before the explosion. He later testified that he had distinctly heard two explosions, one under water and one as he emerged above the water's surface. Could he have really heard two explosions even though there was only one? Explain, using your knowledge of how sound travels.

Adaptations

Resources bucket or pail small clear container stones and / or pebbles drum guitar alarm clock radio shallow tubs / basins

Notes to Teacher Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-30

Do You Hear What I Hear? Light and Sound To The Rescue

Subtask 10

Energy and Control An Integrated Unit for Grade 4

40 mins

Description In this investigation the students will discover how the human ear is designed to detect sound. Human hearing will be compared to the hearing of other animals and birds.

Expectations 4s55

4s57

4s58 4s59 4s62

– recognize, using their observations, that sound can travel through a substance (e.g., place a vibrating tuning fork in a shallow dish of water and describe what happens to the water; place rice on a drum-head and describe what happens to the rice when the drum is tapped); – compare the range of sounds that humans can hear with the range of sounds that other animals can hear (e.g., dogs and cats can hear higher frequencies than humans); – recognize that sounds are caused by vibrations; – describe how the human ear is designed to detect vibrations. – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds);

Groupings Students Working As A Whole Class Students Working Individually

Teaching / Learning Strategies Response Journal Direct Teaching

Assessment Assessment Strategies Assessment Recording Devices Anecdotal Record

Teaching / Learning How the Ear Works 1. Students will view a video about sound that provides a summary of sound and its properties. It should also demonstrate the difference in hearing abilities between animals and humans. 2. Use Hearing Limits of Animals - BLM 4.10.1 to illustrate the hearing limits of animals. Tell students to consider the shape of the ear. What animals have ears that are very large in proportion to their bodies? (rabbit, mouse, dog) How are animals' ears adapted to improve their hearing? (shape, size, position) What do people do when they are straining to hear a sound? (cup their hand around their ear) How would this help? 3. Using a copy of The Human Ear - BLM 4.10.2 as an overhead transparency, trace the path of sound waves as they travel into the human ear. 4. Distribute the chart Parts of the Ear - BLM 4.10.3 to the students. Using the overhead copy of BLM 4.10.2, identify the parts of the ear, and discuss the function of each part. Students should record this information on their copies of Parts of the Ear - BLM 4.10.3. Answers have been provided for your use on Parts of the Ear - Teacher's Copy - BLM 4.10.4. NOTE: The purpose of this activity is to understand how the human ear detects sound and not to memorize the parts of the ear. 5. Have students reflect upon what they have learned about ears in their science and technology journals.

Adaptations

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-31

Do You Hear What I Hear? Light and Sound To The Rescue

Subtask 10

Energy and Control An Integrated Unit for Grade 4

40 mins

Resources BLM 4.10.1

BLM 4.10.1.cwk

BLM 4.10.2

BLM 4.10.2.cwk

BLM 4.10.3

BLM 4.10.3.cwk

BLM 4.10.4

BLM 4.10.4.cwk

video about sound

Notes to Teacher Hertz is the number of oscillations per second. BLM 4.10.1 could be used as a bulletin board display. Students are not expected to memorize this information.

Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-32

Let There Be Sound Light and Sound To The Rescue

Subtask 11

Energy and Control An Integrated Unit for Grade 4

40 mins

Description Students will identify sounds used in and around their homes, school, and communities. Information will be classified on a chart and shared with the class.

Expectations 4s68 4s69 4s71

4s76

– identify various uses of sounds encountered daily (e.g., warning sounds such as security alarms, fire sirens, smoke detector alarms); – describe the harmful effects of high noise levels and identify potential noise hazards at home or in the community (e.g., some leaf-blowing machines); – identify sound-related jobs (e.g., tuning pianos) and the role of sound in different jobs (e.g., the beep that warns us a van is backing up; the noise of jackhammers as an occupational hazard); – identify systems that use light or sound sensors to detect movement (e.g., motion detectors, check-out scanners, the eye, the ear).

Groupings Students Working In Small Groups

Teaching / Learning Strategies Classifying Discussion Response Journal

Assessment The students will be assessed on their ability to classify sounds found in their homes or communities. They will be asked to summarize results under categories and present them to the class. The science and technology journal rubric (BLM 4.uw.9) may be used to assess the students' journal entries.

Assessment Strategies Classroom Presentation Response Journal

Assessment Recording Devices Anecdotal Record

Teaching / Learning Part A The Use of Sound 1. Have the students work in groups of three or four. Play a sound-effect tape that has been obtained or created and have the students identify as many sounds as possible in their science journals. (There should be about 25 sounds on the tape.) 2. Have groups use the graphic organizer of their choice (Venn diagram, tree diagram, webs, T-charts, etc.) to classify the sounds (i.e., natural, mechanical, home, loud, soft, school, artificial, warning) on chart paper. 3. Discuss the characteristics of each group of sounds and have students identify how these sounds are alike. Ask the students how some sounds are adapted to their purpose (e.g., warning sounds are loud to attract attention). Science and Technology Journal How is sound used to ensure personal or property safety? Part B Sounds That Surround You Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-33

Let There Be Sound Light and Sound To The Rescue

Subtask 11

Energy and Control An Integrated Unit for Grade 4

40 mins

Have students listen to different sounds at different times in different places and record the information in their science and technology journals.

Adaptations

Resources tape of sound effects

Notes to Teacher Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-34

Devices To Detect Sound Light and Sound To The Rescue

Subtask 12

Energy and Control An Integrated Unit for Grade 4

80 mins

Description Students will discover through a simple experiment how to improve their ability to hear. An information chart will be filled out on devices that amplify or dampen sounds.

Expectations 4s68 4s69 4s72

– identify various uses of sounds encountered daily (e.g., warning sounds such as security alarms, fire sirens, smoke detector alarms); – describe the harmful effects of high noise levels and identify potential noise hazards at home or in the community (e.g., some leaf-blowing machines); – describe devices that extend our ability to see and hear (e.g., a telescope, a magnifying glass, an optical microscope, a hearing aid, a microphone or megaphone);

Groupings Students Working In Pairs Students Working Individually

Teaching / Learning Strategies Brainstorming Classifying Experimenting

Assessment Teachers may wish to collect BLM 4.12.2 to determine student understanding of sound amplification. The communication rubric (BLM 4.uw.10) may be used to assess the students' journal entries.

Assessment Strategies Exhibition/demonstration

Assessment Recording Devices Anecdotal Record Rubric

Teaching / Learning Hearing Devices 1. Present a number of pictures (e.g., band shell, ear horn, megaphone, amphitheatre) and ask students why these structures and devices are shaped in this way. 2. Students will work in pairs to construct four tubes. Two tubes will be cylindrical tubes of two different lengths (wrapping paper or paper-towel tubes would work well for this purpose). The other two tubes will be funnel shaped (conical) tubes of two different lengths. 3. Students will use the tubes to conduct the tests outlined below. For tests 1- 4, student A will whisper a short, one sentence message to student B, who will be standing at a distance of three metres. Student B will listen without the tube to the ear and then will listen to the message with the tube next to his/her ear, and will observe how the sound is changed from part a to part b of each test. Students should also observe how the length of the tube and the shape of the tube affect their ability to hear. Safety Note: Remind the students not to yell in someone's ear. Test 1 a) Listen to the message without using the tube. b) Put the shortest cylindrical tube with the smallest end close to the ear to assist with hearing.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-35

Devices To Detect Sound Light and Sound To The Rescue

Subtask 12

Energy and Control An Integrated Unit for Grade 4

80 mins

Test 2 a) Listen to the message without using the tube. b) Put the longest cylindrical tube with the smallest end close to the ear to assist with hearing. Test 3 a) Listen to the message without using the tube. b) Put the shortest conical tube with the smallest end close to the ear to assist with hearing. Test 4 a) Listen to the message without using the tube. b) Put the longest conical tube with the smallest end close to the ear to assist with hearing. 4. For tests 5 - 8 Students will conduct the tests outlined above but this time student B will whisper a message without using a tube and then will whisper a message into the tube. Student A will listen to observe how the sound is changed from part a to part b of each test. Students should also note how the length of the tube and the shape of the tube affect their ability to hear. Test 5 a) Student B will whisper the message. b) Student B will whisper the message into the shortest cylindrical tube. Test 6 a) Student B will whisper the message. b) Student B will whisper the message into the longer cylindrical tube. Test 7 a) Student B will whisper the message. b) Student B will whisper the message into the shorter conical tube. Test 8 a) Student B will whisper the message. b) Student B will whisper the message into the longer conical tube. NOTE: The student who is whispering the message should try to ensure the sound in part a is delivered at the same volume as the sound in part b, or use a pre-recorded sound. 5. Students record their observations and conclusions on Hearing Tubes Observations - BLM 4.12.1. 6. As a class, discuss the question, "What other devices or materials are used to make sounds louder and what devices are used to make sounds softer?" Introduce the term amplification. Have the students brainstorm a list of their ideas. Record their ideas on an overhead copy of the chart Hearing Devices - BLM 4.12.2. 7. In their science and technology journals, have students reflect upon what they have learned about sound amplification. Science and Technology Journal Where have you seen sound amplification in use? Draw a scene that illustrates a variety of sound amplifications in your science and technology journal.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-36

Devices To Detect Sound Light and Sound To The Rescue

Subtask 12

Energy and Control An Integrated Unit for Grade 4

80 mins

Adaptations

Resources BLM 4.12.1

BLM 4.12.1.cwk

BLM 4.12.2

BLM 4.12.2.cwk

Notes to Teacher Groups will have to be spaced out to ensure the reliability of the test. This may necessitate the use of the hall or other available space.

Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-37

Musically Speaking Subtask 13

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

160 mins

Description Students will view a video to review the idea that sound is caused by vibrations and that sounds vary in loudness and pitch. They will use task cards to construct a variety of instruments. Through experimentation, they will develop a list of ways to increase the pitch and volume of the sound produced by various instruments.

Expectations 4s56 4s58 4s60

4s62

4s64

4s70

– group a variety of sounds according to pitch and loudness and demonstrate how the sounds can be modified; – recognize that sounds are caused by vibrations; – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore possible answers and solutions (e.g., identify different sounds and their sources in their environment); – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position of the light source and location of the shadow; create a chart showing how devices that rely on or provide light and sound contribute to the user’s convenience and comfort); – describe, using their observations, how sounds are produced in a variety of musical instruments (e.g., wind instruments) and identify those they like listening to best;

Groupings Students Working Individually Students Working In Small Groups Students Working As A Whole Class

Teaching / Learning Strategies Guided Writing Model Making Demonstration Classifying

Assessment In part A of this subtask, the teacher may collect the student responses to the video worksheet for evaluation. In part B, the teacher may keep an anecdotal record as he/she evaluates students' understanding of concepts and how they relate to the world outside the class.

Assessment Strategies Classroom Presentation Exhibition/demonstration

Assessment Recording Devices Anecdotal Record

Teaching / Learning Part A (40 mins) Loudness and Pitch 1. Review the concept that sound travels in waves. Explain that high sounds vibrate more quickly while low sounds vibrate more slowly. 2. Gather devices that make loud, soft (volume), high and low (pitch) sounds (e.g., a drum, pencils that can tap against each other, a whistle, a kazoo, sandpaper that can rub against wood). A kazoo can be easily constructed using paper and a comb. 3. Demonstrate, or have students demonstrate, each sound-making device. 4. Working as a whole class classify each sound as loud, soft, high, or low and record this information in chart form. See Sample Chart - BLM 4.13.1.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-38

Musically Speaking Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 13

160 mins

5. Classify other sounds, and add these to the chart. 6. In their science and technology journals, have students reflect upon what they have learned about loudness and pitch. Part B (80 mins) Making Instruments 1. Each student will construct a musical instrument capable of modifying (changing) the loudness and/or pitch of the sound it produces. 2. Divide the class into three groups: A, B, and C. Assign each group a musical instrument, and the appropriate instruction cards from BLM 4.13.2. Each student will make an instrument. Provide each group with the materials they require. 3. When the students have finished their instruments, they should work with their group to find ways to change the pitch and/or loudness of the sound produced. This will enable each person to change the same variable to compare the way pitch or loudness is altered (e.g., for the guitar, each student uses a slightly different length of elastic; for the water bottle, each student will fill the bottle to a different level; for the tubs, students will fill the tub with different materials or different amounts of materials). 4. Students should record their observations and conclusions about the pitch and loudness of the instruments on BLM 4.13.2. 5. Students will likely share the following observations: Guitar Gizmos It made my instrument sound... a) louder

-cutting a hole in box to create an echo

b) softer

-filling the box with material to muffle sound

c) higher

- moving pencils together - using thinner elastics - pulling elastics tighter

d) lower

- moving pencils farther apart - using thicker elastics - loosening the

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-39

Musically Speaking Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 13

160 mins

elastics Water Bottle Melodies It made my instrument sound... a) louder

- tapping the glass harder

b) softer

- tapping the glass gently

c) higher

- putting more water in the glass

d) lower

- putting less water in the glass

Tub Tunes It made my instrument sound... a) louder

- using larger materials in the container

b) softer

- using smaller materials in the container

c) higher

- varying the amount of material in the container

d) lower

- varying the amount of material in the container

6. Each group will play their instruments, and will share what they learned in their investigation. 7. You may wish to have students bring musical instruments from home to demonstrate how pitch and loudness can be changed. Science and Technology Journal Why do foghorns use a low pitch rather than a high pitch? (A low pitch travels farther.) Where would you use high pitch sounds? Where would you use low pitch sounds? Part C (40 mins) What I Have Learned About Sound 1. As a class, discuss what the students have learned about sound. Record student responses on the K.W.L. chart you started in Subtask 8. This is an excellent opportunity for review before the summative task. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-40

Musically Speaking Subtask 13

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

160 mins

Adaptations

Resources BLM 4.13.1

BLM 4.13.1.cwk

BLM 4.13.2

BLM 4.13.2.cwk

chart paper markers rubber bands of different widths pencils 1-litre milk carton string of various thickness paper clips stiff box with no opening beads, sand, and/or rice piece of garden hose large funnel scissors metal utensil (such as a fork) glasses nails tubs of different sizes cans of different sizes drum whistle sand paper

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-41

Musically Speaking Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Subtask 13

160 mins

Notes to Teacher This subtask may also be used to meet some of the expectations in the Grade 4 Music curriculum.

Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-42

Adrift On Lake Erie Subtask 14

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

360 mins

Description In this summative task, students will construct devices that use light and sound to assist in nautical rescues. Students will use the knowledge gained throughout this unit to complete the assignment.

Expectations 4s45 4s46 4s47

• demonstrate an understanding of the characteristics and properties of light and sound; • investigate different ways in which light and sound are produced and transmitted, and design and make devices that use these forms of energy; • identify technological innovations related to light and sound energy and how they are used and controlled at home and in the community, and determine how the quality of life has been affected by these innovations.

Groupings Students Working Individually Students Working In Small Groups

Teaching / Learning Strategies Model Making Problem-solving Strategies

Assessment The teacher may wish to use the Design Rubric - BLM 4.UW.7 for daily, as well as summative evaluation.

Assessment Strategies Performance Task

Assessment Recording Devices Rubric Anecdotal Record

Teaching / Learning Culminating Task In order to produce the student work booklet for this task, pages one to four of Adrift On Lake Erie- BLM 4.14.1 should be photocopied back to back. 1. Distribute the Captain's Log to the students. Review the Captain's Log with the students to ensure that they understand what is expected. Create a class vocabulary/definition chart for words that are unclear and/or unfamiliar to most of the class. Write a student definition of each of these terms on chart paper and post these papers in the room. Clarify any questions the students have about the assignment. 2. Review the criteria for the final assessment. See Design Rubric - BLM 4.UW.7. 3. Allow the students the necessary time to complete the assignment. 4. Reconvene the class as a whole to allow the students to present and explain their devices.

Adaptations

Resources Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-43

Adrift On Lake Erie Subtask 14

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4 BLM 4.14.1

360 mins BLM 4.14.1.cwk

paper towel sunscreen duct tape craft sticks wood cardboard tinfoil plastic containers chart paper and markers fishing equipment (rod, hooks, lure, line) metal spoons, knives, forks rope oars aluminum plates metal pots mirrors flashlights funnels

Notes to Teacher An underwater sound simulation centre must be created in order to test the sound transmitted underwater. The centre and method used in subtask 9 may be used to test the students' devices.

Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:03 AM Page C-44

Appendices Light and Sound To The Rescue Energy and Control

Resource List: Black Line Masters: Rubrics: Unit Expectation List and Expectation Summary:

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:27 AM

Resource List Page 1

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Blackline Master / File

BLM 4.2.1 BLM 4.2.1.cwk

ST 2

BLM 4.2.2 BLM 4.2.2.cwk

ST 2

BLM 4.UW.1 BLM 4.UW.1.cwk

Unit

BLM 4.2.3 BLM 4.2.3.cwk

ST 2

BLM 4.UW.2 BLM 4.UW.2.cwk

Unit

BLM 4.2.4 BLM 4.2.4.cwk

ST 2

BLM 4.UW.3 BLM 4.UW.3.cwk

Unit

BLM 4.3.1 BLM 4.3.1.cwk

ST 3

BLM 4.UW.4 BLM 4.UW.4.cwk

Unit

BLM 4.3.2 BLM 4.3.2.cwk

ST 3

BLM 4.UW.5 BLM 4.UW.5.cwk

Unit

BLM 4.3.3 BLM 4.3.3.cwk

ST 3

BLM 4.UW.6 BLM 4.UW.6.cwk

Unit

BLM 4.4.1 BLM 4.4.1.cwk

ST 4

BLM 4.UW.7 BLM 4.UW.7.cwk

Unit

BLM 4.4.1b BLM 4.4.1b.cwk

ST 4

BLM 4.UW.8 BLM 4.UW.8.cwk

Unit

BLM 4.4.1c BLM 4.4.1c.cwk

ST 4

BLM 4.UW.9 BLM 4.UW.9.cwk

Unit

BLM 4.4.2 BLM 4.4.2.cwk

ST 4

BLM 4.1.1 BLM 4.1.1.cwk

ST 1

BLM 4.6.1 BLM 4.6.1.cwk

ST 6

BLM 4.1.2 BLM 4.1.2.cwk

ST 1

BLM 4.6.2 BLM 4.6.2.cwk

ST 6

BLM 4.1.3 BLM 4.1.3.cwk

ST 1

BLM 4.8.1 BLM 4.8.1.cwk

ST 8

BLM 4.1.4 BLM 4.1.4.cwk

ST 1

BLM 4.1.5 BLM 4.1.5.cwk

ST 1

BLM 4.1.6 BLM 4.1.6.cwk

ST 1

BLM 4.10.1 BLM 4.10.1.cwk

ST 10

BLM 4.10.2 BLM 4.10.2.cwk

ST 10

BLM 4.10.3 BLM 4.10.3.cwk

ST 10

BLM 4.10.4 BLM 4.10.4.cwk

ST 10

BLM 4.12.1 BLM 4.12.1.cwk

ST 12

BLM 4.12.2 BLM 4.12.2.cwk

ST 12

BLM 4.13.1 BLM 4.13.1.cwk

ST 13

BLM 4.13.2 BLM 4.13.2.cwk

ST 13

BLM 4.14.1 BLM 4.14.1.cwk

ST 14

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:33 AM Page D-1

Resource List Page 2

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4 markers

Licensed Software Light and Sound

ST 2

Print Science for Fun Experiments Gary Gibson 0-7613-0517-3 Copper Beech Books

ST 2

masking tape

ST 8

mirror

ST 3

modelling clay

ST 2

paper clips

ST 8

paper clips

ST 13

paper cups

ST 8

paper towel

ST 14

pencils

ST 13

pieces of material

ST 8

plastic bottles (clear and coloured)

ST 2

plastic containers plastic straws

Media

rubber bands of different widths

tape of sound effects

ST 11

video about sound

ST 10

ST 14 ST 8 ST 13

sandpaper

ST 3

shoe boxes

ST 8

small weights

ST 2

stiff box with no opening string

Material

ST 13

ST 13 ST 8

string of various thickness

ST 13

sunscreen

ST 14

1 litre milk cartons

ST 4

1-litre milk carton

ST 13

tape

ST 4

a window

ST 2

tape

ST 6

acetate (clear and coloured)

ST 2

tin cans

ST 8

ST 4

tinfoil

ST 8

ST 13

tinfoil

ST 14

acetate sheets beads, sand, and/or rice bristol board

ST 2

tissue paper

bristol board

ST 6

white paper

ST 2

buttons

ST 8

white paper

ST 4

cardboard

ST 3

wood

cardboard

ST 14

chart paper

ST 13

chart paper and markers

ST 14

coloured construction paper

ST 3

coloured paper

ST 4

construction paper

ST 2

craft sticks

ST 14

duct tape

ST 14

elastic bands

ST 8

expanded polystyrene

ST 2

fabric (different types and thicknesses)

ST 2

foil

ST 2

foil

ST 3

glass beakers

ST 3

wood pieces

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:33 AM Page D-2

ST 2

ST 14 ST 2

Resource List Page 3

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4

Equipment / Manipulative a book about fish

ST 7

alarm clock

ST 9

aluminum plates

ST 14

mirrors

ST 4

mirrors

ST 14

nails

ST 13

oars

ST 14

opaque objects

ST 6

overhead projector as many as possible

ST 6

bucket or pail

ST 9

pencils

ST 3

candle per group

ST 1

pencils or straws

ST 2

pennies

ST 3 ST 1

cans of different sizes

ST 13

compact discs

ST 5

picture of a firefly per group

compass (mathematical)

ST 6

picture of a firefly

ST 7

concave lenses

ST 3 ST 3

picture of the moon per group

ST 1

convex lenses

picture of the sun per group

ST 1

drum

ST 9

drum

ST 13

fishing equipment (rod, hooks, lure, line)

ST 14

piece of garden hose

ST 13

piece of metal

ST 7

flashlight per group

ST 1

prisms

ST 5

flashlights

ST 2

protractor

ST 6

flashlights

ST 3

radio

ST 9

flashlights

ST 5

rope

ST 14

flashlights

ST 6

rulers

flashlights

ST 14

sand paper

ST 6 ST 13

ST 7

scissors

ST 4

ST 14

scissors

ST 6

glass jar

ST 5

scissors

ST 13

glasses

ST 13

shallow tubs / basins

ST 9

glow stick

ST 7

small clear container

ST 9

glow-in-the-dark materials

ST 7

stones and / or pebbles

ST 9

guitar

ST 9

sunlight

ST 7

hole punch

ST 2

translucent objects

ST 6

incandescent light bulb

ST 7

tubs of different sizes

lamp

ST 7

whistle

ST 8

lantern per group

ST 1

whistle

ST 13

fluorescent light bulb funnels

large funnel

ST 13

Light and Sound CD

ST 7

light bulb

ST 1

per group metal pots

ST 14

metal spoons, knives, forks

ST 14

metal utensil (such as a fork)

ST 13

microscope slides

ST 3

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:33 AM Page D-3

ST 13

What I Know About Light In your science and technology journal, answer the following:

1.

What is light?

2.

Give an example of natural light and of artificial light.

3.

What are the properties of light? How does light behave?

4.

What is a shadow?

5.

How is a rainbow made?

6.

How is light used in our homes and communities?

List some optical devices (objects that help us see or change the way we see) that we use in our world. Explain how they help us. Example: telescope - allows us to see far away 7.

8.

Things I want to learn about light:

BLM 4.1.1

Sorting Sources of Light Sort the displayed objects. Discuss with your group which categories you would use to sort these objects. Divide your page accordingly. Explain how you sorted the objects.

Objects

Category (Criteria)

______________________________________________ Explanation: ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ BLM 4.1.2

Natural and Artificial Light

Natural light is

Artificial light is

_______________________________________ _______________________________________ _______________________________________ ______________________________________ Examples:

Examples:

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

BLM 4.1.3

What I Know About Light

Teacher's Copy

1. What is light?

Light is a form of energy. It radiates from a light source. 2. Give an example of natural light and artificial light.

Natural light: the sun (comes from a source not made by humans) Artificial light: lightbulb (comes from a source made by humans) 3. What are the properties of light? How does light behave?

Light travels in straight lines. It travels at a speed of 300 000 km per second. It can move through some materials such as air and can be reflected off surfaces. 4. What is a shadow?

A shadow is the dark area made when an object blocks light rays. 5. How is a rainbow made?

Rainbows are made when light travels through water droplets causing the white light to separate into the colour spectrum. The raindrops act like tiny prisms. 6. How is light used in our homes and communities?

Light is used to illuminate our homes and communities. Different colours are used to represent a variety of things. (e.g., stop lights) Light can also be used for medical purposes such as lasers and heat bulbs. 7. Name some optical devices (objects that help us to see) that we use in our world. Explain how

they work. Answers will vary. Things I want to learn about light: Answers will vary.

BLM 4.1.4

USE OF LIGHT Type of Light

Location of Light

Purpose of Light (safety, security, comfort, other)

BLM 4.1.5

Quality of Light (intensity, colour, brightness...)

Teacher’s Copy

Use of Light Type of Light

Location of Light

Purpose of Light

Quality of Light

flourescent

kitchen

safety when cooking

brightness

lightbulb - incandescent

T.V. room, bedroom

comfort when reading or when watching T.V.

intensity

indirect lighting

computer room

comfort - no glare

intensity

motion light beam

sensor light in hall, on doors

security

colour

motion sensor

garage sensor

safety, security

brightness

signal

light on stove

safety

colour

BLM 4.1.6

A Pinhole Camera Showing Light Travelling in Straight Lines

BLM 4.2.1

Making A Pinhole Camera Using a small cardboard box that doesn't let light through, cut out a rectangle approximately 6 cm by 4 cm from the end of the box. Tape a piece of dark coloured acetate (green or grey) over the cutout end, keeping it as smooth as possible. 1.

2.

Use a pen to punch a hole in the centre or the opposite end of the box.

Have the end with the hole in it facing toward a window and move toward the window until you can see an image of what is outside of the window on the acetate sheet. 3.

In your Science and Technology Journal, explain why the image is reversed in your pinhole camera. 4.

BLM 4.2.2

Materials That Control Amounts of Light Experiment with a flashlight and a variety of materials to determine which materials let no light through, let some light through and which let all light through. Complete the following chart and list.

Material

Decription of Material

Amount of Light which Passes through the Material No Light

BLM 4.2.3

Some LIght

All Light

DOES LIGHT TRAVEL IN A STRAIGHT LINE? Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that examines how light travels. I - Identify the Problem Does light travel in a straight line? N - Narrow the Problem What materials should be used? What will be used as a light source? How can you demonstrate that light travels in a straight line? S - State the Hypothesis Make a scientific guess as to how you think light travels. I hypothesize that

____________________________________________________ ____________________________________________________ ____________________________________________________ I - Investigate and Gather Information Materials: - 4 cards (10 cm x 10 cm) - a straw or round dowel (it must be small enough to fit through the holes in the cardboard) - modelling clay or small weights - a flashlight - a ruler Variables: the position of the cards Constants: light source Procedure: I. Create four evenly sized cards. II. Hold three of the cards together in a stack (be sure the corners of the cards are precisely lined up) and punch a hole through the centre of all three. III. Lay a ruler on your desk. Position the three cards with holes in them along the ruler. Place one at the 0 cm mark, one at the 10 cm mark, and one at the 20 cm mark. Each card should have its bottom edge flush against the table. Pieces of modelling clay or small weights can be used to support the cards and keep them upright. Position the fourth card (the one with no hole in it) at the 30 cm mark. This card will act as a screen so you can see if the light has passed through the holes. Once the cards have been positioned remove the ruler.

BLM 4.2.4

IV. Test that the holes in the cards are lined up by putting a straw or a round dowel through them. Gently remove the straw or dowel without moving the cards. V. When the teacher has turned the lights classroom off, turn on your flashlight and shine it towards the hole in the first card (the one at the 0 cm mark). VI. Turn off your flashlight. Record your observations by answering the “What did you see when the holes were lined up?” question below. VII. Move the second card (the one at the 10 cm mark) about 5 cm to the left or right. The three cards with holes in them should no longer be lined up. VIII. Turn on your flashlight and shine it towards the hole in the first card (the one at the 0 cm mark). IX. Turn off your flashlight. Record your observations by answering the “What did you see when the holes were not lined up?” question below. T - Test the Hypothesis and Record Observations What did you see when the holes were lined up?

____________________________________________________ ____________________________________________________ ____________________________________________________ What did you see when the holes were not lined up?

____________________________________________________ ____________________________________________________ ____________________________________________________ E - Examine the Results and Write Conclusions Describe how light travels by drawing a picture that shows the path of light when the holes in the cards were lined up and the path of light when they were not lined up. Explain what happened when the holes in the cards were lined up and when they were not lined up. R - Reflect Was your hypothesis correct? Explain your answer.

BLM 4.2.4

REFLECTING SURFACES Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that examines how the surface of an opaque material affects the quality of a reflection. I - Identify the Problem Do different surfaces affect the quality of a reflection? N - Narrow the Problem What materials will be tested? How will the test be done? How long will the materials be tested for? S - State the Hypothesis Make a scientific guess as to what you think about how the surface of a material affects the quality of a reflection. I hypothesize that:

______________________________________________ ______________________________________________ ______________________________________________ I - Investigate and Gather Information We know that light travels in straight lines and does not bend around objects in its path. When we see an object, we are actually seeing the light that bounces or is reflected off of that object. Materials: List the five materials you are using as test surfaces (e.g., foil, cardboard, a mirror, glass, sand paper).

Variables: materials Constants: distance of materials to your face Procedure: 1. Hold one of the test surfaces at arm’s length from your face. 2. Look at your reflection in the surface. 3. Based on your observations about the quality of your reflection in the test surface fill in the chart on the next page. 4. Repeat the above steps for each of the test surfaces. BLM 4.3.1

T - Test the Hypothesis and Record Observations SURFACE

DESCRIPTION OF REFLECTION

E - Examine the Results and Write a Conclusion Examine the results of your test. What kind of surfaces give the best reflections?

______________________________________________ ______________________________________________ Why do you think this happens?

______________________________________________ ______________________________________________ ______________________________________________ Write a conclusion that outlines what you have learned about how different surfaces affect the quality of a reflection.

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

BLM 4.3.1

Can Light Be Bent? Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that examines what happens to light as it passes through one material to another. I - Identify the Problem Does light bend when it passes through one material to another? N - Narrow the Problem What materials will be used? How will the test be done? How can you show that light can be refracted (bent)? What materials allow light to pass through them? S - State the Hypothesis Make a scientific guess as to what you think will be a solution to the problem above. I hypothesize that:

______________________________________________ ______________________________________________ ______________________________________________ I - Investigate and Gather Information We know that light travels in straight lines and does not bend around objects in its path. When we see light pass through one material to another we see a change in the path that light takes. Materials: a glass 3/4 filled with water, a pencil Variables: your view of the glass; angle of the pencil Constants: level of water in the glass Procedure: 1. Hold the pencil straight up in the glass and look at it from the top. In the chart on the next page, draw a picture of what you see and describe what you see. 2. Hold the pencil straight up in the glass of water look at it from the side. In the chart on the next page, draw a picture of what you see and describe what you see. 3. Let the pencil rest against the side of the glass at so that it is on an angle. Look at it from the top. In the chart on the next page, draw a picture of what you see and describe what you see. 4. Let the pencil rest against the side of the glass so that it is on an angle. Look at it from the side (with the tip at the opposite side of the glass from where you are looking). In the chart on the next page, draw a picture of what you see and describe what you see. BLM 4.3.2

T - Test the Hypothesis and Record Observations TOP VIEW

SIDE VIEW

Pencil straight up

Pencil straight up

I can see

I can see

Pencil at an angle

Pencil at an angle

I can see

I can see

BLM 4.3.2

E - Examine the Results and Write a Conclusion Examine the results of your test. As light travels from the water through the air to my eyes, it

______________________________________________ Why do you think this happens?

______________________________________________ ______________________________________________ ______________________________________________ Write a conclusion that outlines what you have learned about what happens to light as it passes through one material to another.

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

BLM 4.3.2

Refracted Light Work in pairs to complete this activity.

1. Place a penny in a shallow opaque container where it is fixed in location by stick

tack. 2. Move back until you can not see the penny. Stop as soon as you can not see the

penny. 3. Have a partner fill the container with water. 4. What happens? Explain why you think this occurs.

_____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

BLM 4.3.3

Card 1 - The Periscope Materials: 1 litre milk carton

2 mirrors

scissors

tape

Building Instructions: 1. Place modelling clay about 3 cm from the top and bottom of a ruler. 2. Fix mirrors into each piece of clay. Try to use the device to see things on top of a desk when you are lower than the desk. Adjust the angles of the mirrors until you get a clear view. 3. Hold your device against the side of a milk carton. Mark the angles for the mirrors on the side of the carton. 4. Carefully cut slots through both sides of the carton. 5. Carefully cut two rectangular holes in the milk carton; one at the top and one at the bottom of the opposite side. Do not cut these holes on the same sides as the slots. The bottom hole should allow you to look into the bottom mirror.

Card 2 - Kaleidoscope Materials: 3 rectangular mirrors

tape

scissors

bright-coloured paper

white paper

acetate sheets

Building Instructions: 1. Tape the three mirrors together in a triangular prism shape. Be sure the mirrors face inwards. 2. Trace the triangular end of the mirrors onto an acetate sheet. Draw 5-cm wide flaps on each of the three sides. Repeat to create two triangle shapes. Cut out these triangle shapes. 3. Tape one of the triangle shapes (from above) over one end of the mirrors to make an open-ended triangular box. 4. Fold up the flaps of the second triangle shape to make a small triangle shaped box. 5. Cut out small pieces of brightly coloured paper and place them inside the small triangle shaped box you just made. 6. Tape the second triangle box over the closed end of the triangular mirror box (the end where the acetate sheet is). Leave a 1-cm gap between the two acetate sheets. 7. Trace the triangular end of the mirrors onto a piece of paper. Draw 5-cm wide flaps on each of the three sides. Cut out this shape. 8. Tape the triangle shape made of paper over the open end of the triangular mirror box and use a pencil to poke a small hole in it. 9. Hold your kaleidoscope up to bright light to see the design. Shake it and look again.

BLM 4.4.1

The Kaleidoscope Construction Step 1: Tape the three mirrors together.

tape mirrors together mirrors facing in

Step 2: Create two acetate templates.

same width as mirrors

Step 3: Fold one acetate sheet to end of mirrors.

Tape the acetate to the mirrors.

tape acetate to mirrors BLM 4.4.1b

Step 4: Using the other acetate template, create and tape a triangular acetate box.

Step 5: Cut out small pieces of brightly coloured paper and put them into the triangular acetate box .

Step 6: Tape the second acetate triangle box (with coloured paper) over the first acetate box leaving a 1-cm gap.

BLM 4.4.1b

Step 7: Make a white paper template and poke a hole in the paper.

Step 8: Finally, cut out the paper template and tape it over the open end of the mirrors.

BLM 4.4.1b

The Periscope Construction Step 1: Place modelling clay at top and bottom of a ruler.

about 3 cm from top

about 3 cm from bottom

Step 2: Fix the mirrors into each piece of clay.

BLM 4.4.1c

Adjust the mirrors so that you can see things on top of the desk when you are lower than the desk.

Step 3: Hold the device against the side of the milk carton and mark the angles for the mirrors on the side of the carton. mark the angles for the slots

BLM 4.4.1c

Step 4: Cut the slots through both sides of the carton.

make sure slots are even on both sides

cut rectangle

Step 5: Cut two rectangular holes in the milk carton; one at the top and one at the bottom of the opposite side. Insert the mirrors. cut rectangle

Check your final product!

BLM 4.4.1c

The Periscope What does the periscope do?

Does the periscope use reflection or refraction?

Explain how the periscope uses the properties of light. (How is light redirected, or bent, to do what you want it to do?)

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Draw a labelled diagram that shows how the periscope works.

BLM 4.4.2

The Kaleidoscope What does the kaleidoscope do?

Does the kaleidoscope use reflection or refraction?

Explain how the kaleidoscope uses the properties of light. (How is light redirected, or bent, to do what you want it to do?)

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Draw a labelled diagram that shows how the kaleidoscope works.

BLM 4.4.2

PROPERTIES OF SHADOWS How is a shadow affected by the position of a light source? Complete the chart below by making a prediction (guess) about what or where the location, shape, and size of the shadow will be and then recording what actually happened when you used the light to create a shadow.

P = prediction

A = actual

POSITION OF LIGHT

= object (wooden block)

Prediction

Close - 5 cm Close -10 cm Far - 20 cm Far - 30 cm Directly above

Above at an angle

Below at an angle

BLM 4.6.1

Draw

= light source

Describe

MAKE A SUNDIAL Materials: bristol board

protractor

scissors

tape

compass

pencils

Building Instructions: 1. Cut a 25-cm square out of bristol board. Cut from the corners to save board. 2. Make a half circle on your square of bristol board. 3. Divide the circle into twelve 15-degree angles by using a protractor. 4. Choose the latitude closest to where you live. 5. Cut an angle (equal in degrees to your latitude) out of cardboard. 6. Fasten the angle to the centre of you sundial with tape. 7. Put your sundial in sunlight so that the triangle faces directly north. The shadow cast will indicate the approximate time. 8. Try telling the time with your sundial. 9. Make adjustments to the scale so that it is more accurate. Fill in the chart below to show your results. 10. Fasten the angle to the centre of your sundial with tape. 11. Put your sundial in sunlight so that the triangle faces directly north. The shadow cast will indicate the approximate time. 12. Try telling the time with your sundial.

N

BLM 4.6.2

SQUAWKERS & SQUEALERS Use the S.P.I.C.E. method, as laid out below, to design and construct a device that makes noise. S - Situation You and your class are on a tour at a coast guard training centre. You have fallen behind the rest of the group while looking at the cloud formations out the window. In the distance you see a dangerous storm rapidly approaching, but the rest of your class is unaware of the danger because they are working in the room next door which has no windows. P - Problem You need to design and build a device that makes noise to alert the people in the room of the rapidly approaching danger. Requirements: Your device must make enough noise to be clearly heard by someone in another room. Restrictions: Your device can only make use of the following materials: string, paper clips, tin cans, margarine containers, foil plates, straws, paper, and masking tape. I - Ideas Create a solution to the problem of alerting someone in another room of the approaching danger. Following the problem above, what can you create to reach your goal? Write down your ideas and draw a sketch of what your device will look like. Label your sketch, describing how your device works as well as the materials you used. (Label this Solution A) Create another possible solution to the problem of alerting someone in another room of the approaching danger. Following the problem above, what can you create to reach your goal? Write down your ideas and draw a sketch of what your device will look like. Label your sketch, describing how your device works as well as the materials you used. (Label this Solution B)

BLM 4.8.1

C - Choose and Construct

1. Choose the solution that you think will be most successful for creating a device that will alert the people in another room of the rapidly approaching danger. (Choose Solution A or Solution B.) 2. Explain why you think it will work better than the other solution. 3. Create a step-by-step plan for how you will construct your device. 4. Construct your device and test it. Record any revisions (changes) that you have made to your design. 5. Explain precisely how your device works. Use science terms and language in your explanation. 6. Draw an accurate and detailed picture of your final solution. Label your drawing, describing how your device works as well as the materials you used. E - Evaluate 1. Think about your device and write about the most challenging thing that you tried during its design and/or construction. 2. Examine your device and write about what did not work so well. Write about both the design and construction of the device, and explain why it did not work well. 3. Examine your device and write about what you would do differently if you were to build it again.

BLM 4.8.1

Hearing Limits of Animals

Humans

20 000 Hz

Cats

25 000 Hz

Dogs

Mice

30 000 Hz

BLM 4.10.1

100 000 Hz

Bats

120 000 Hz

The Human Ear outer ear

inner ear

semi-circular canals (3)

pinna

auditory nerve

ear canal

cochlea

middle ear bones (3)

middle ear

ear drum

eustachian tube

to throat

BLM 4.10.2

Parts of the Ear Complete the following chart with your own diagram and functions.

Parts of the Ear

Function

Outer Ear Pinna:

Ear Canal:

Ear Drum:

Middle Ear Middle Ear Bones (3):

Eustachian Tube:

Inner Ear Semi-circular Canals:

Cochlea:

Auditory Nerve: BLM 4.10.3

Parts of the Ear Complete the following chart with your own diagram and functions.

Parts of the Ear Outer Ear Pinna:

Function - collects sound and directs it to the ear canal

Ear Canal:

- conducts sound to ear drum

Ear Drum:

- membrane that vibrates in response to sound and causes middle ear bones to vibrate

Middle Ear -(Hammer, Anvil and Stirrup) Middle Ear Bones (3): transfer sound energy through the middle ear to the cochlea

Eustachian Tube:

Inner Ear Semi-circular Canals: Cochlea:

Auditory Nerve:

- tube that connects middle ear space to the throat - allows fluid to drain from middle ear and allows air to enter the middle ear - sends messages to the eyes and brain about balance and head position - a snail-shaped fluid-filled bone that contains hair cells - middle ear bones move, causing waves in the fluid which bend hair cells - when the hair cells bend electrical messages are sent to the brain - carries electrical message from the cochlea to the brain when sound is heard BLM 4.10.4

HEARING TUBES OBSERVATIONS Hearing Scale: 1 Do Not Hear 2 Hear 1 or 2 Words 5 Hear All of Message

3 Hear 4 or 5 Words

TEST FOR HEARING

Part A (no tube)

1 - cylindrical (short) 2 - cylindrical (long) 3 - conical (short) 4 - conical (long) By doing tests 1 to 4, I discovered that: Using tubes

The length of the tube

The best shape to use to assist with hearing

This is the best shape because

BLM 4.12.1

4 Hear Most of Message

Part B (using tube)

HEARING TUBES OBSERVATIONS Hearing Scale: 1 Do Not Hear 2 Hear 1 or 2 Words 5 Hear All of Message

3 Hear 4 or 5 Words

TEST FOR HEARING

Part A (no tube)

1 - cylindrical (short) 2 - cylindrical (long) 3 - conical (short) 4 - conical (long) By doing tests 5 to 8, I discovered that: Using tubes

The length of the tube

The best shape to use to amplify the sound

This is the best shape because

BLM 4.12.1

4 Hear Most of Message

Part B (using tube)

HEARING DEVICES 1. MAKE SOUNDS LOUDER DEVICE/MATERIAL

REAL-LIFE USE

2. MAKE SOUNDS SOFTER DEVICE/MATERIAL

REAL-LIFE USE

BLM 4.12.2

HEARING DEVICES 1. MAKE SOUNDS LOUDER DEVICE/MATERIAL

REAL-LIFE USE

2. MAKE SOUNDS SOFTER DEVICE/MATERIAL

REAL-LIFE USE

BLM 4.12.2

Teacher’s Copy

Sample Chart

Loud Sounds

Low Pitch

Soft Sounds

High Pitch

BLM 4.13.1

GUITAR GIZMOS Group A Remember that higher pitch sounds are caused by vibrations that are fast and that lower pitch sounds are caused by vibrations that are slow. MATERIALS: - rubber bands of different widths - a 1-litre milk carton or other stiff box with no opening - 2 pencils - scissors BUILDING INSTRUCTIONS: 1. Put one rubber band around the milk carton or box the long way. 2. Fit the pencils under the rubber bands at each end of the box. 3. Pluck the rubber band. 4. Try to change your instrument so that it can play sounds that are lower, higher, louder, and softer and record your tests on the chart. SOUND TEST: I tried to make my instrument sound . . . louder by:

softer by:

higher by:

lower by:

SOUND FINDINGS: I made my instrument sound . . . louder by:

softer by:

higher by:

lower by:

CHALLENGE: Use your instrument to play as many lines of Three Blind Mice as you can.

WATER BOTTLE MELODIES BLM 4.13.2

Group B Remember that higher pitch sounds are caused by vibrations that are fast and that lower pitch sounds are caused by vibrations that are slow. MATERIALS: - several glasses - water - a metal utensil (such as a fork) BUILDING INSTRUCTIONS: 1. Fill one of the glasses half full with water. 2. Gently hit the side of the glass with the utensil. 3. Try to change your instrument so that it can play sounds that are lower, higher, louder, and softer and record your tests on the chart. SOUND TEST: I tried to make my instrument sound . . . louder by:

softer by:

higher by:

lower by:

SOUND FINDINGS: I made my instrument sound . . . louder by:

softer by:

higher by:

lower by:

CHALLENGE: Use your instrument to play as many lines of Three Blind Mice as you can.

BLM 4.13.2

TUB TUNES Group C Remember that higher pitch sounds are caused by vibrations that are fast and that lower pitch sounds are casued by vibrations that are slow. MATERIALS: - containers with lids (yogurt, margarine, sour cream, ice cream) - a variety of materials (beads, sand, rice, etc.) BUILDING INSTRUCTIONS: 1. Add one of the materials to a container. 2. Place the lid on the container and invert the container. 3. Play the container as you would play a drum. 4. Try to change the instrument so that it can play sounds that are lower, higher, louder, and softer and record your tests on the chart. SOUND TEST: I tried to make my instrument sound . . . louder by:

softer by:

higher by:

lower by:

SOUND FINDINGS: I made my instrument sound . . . louder by:

softer by:

higher by:

lower by:

CHALLENGE: Use your instrument to play as many lines of Three Blind Mice as you can.

BLM 4.13.2

Adrift on Lake Erie: Captain’s Log Ship’s Name:___________________________

Date: ___________________

THE SITUATION You have been stranded on Lake Erie in a wooden boat. On the horizon to the north you can see a small village. Some distance to the west of your stranded boat you can see a diving buoy. You cannot swim to safety because the water is too cold. The weather forecast predicts that within the next 24 hours there will be a major storm. REFERENCE MAP OF THE AREA

THE PROBLEM Using your understanding of light and sound, design and construct a device that will send a distress signal through the air to the village using light, and another device that will use sound to send a distress signal through water to the rescue divers.

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REQUIREMENTS Signals travelling through air: Your light signals must be able to reach a receiver 100 metres away. Signals travelling through water: Your sound signals must be able to reach a receiver (ear/stethoscope to ear) in an inclass underwater sound simulation centre (a basin with water and a stethoscope). RESTRICTIONS In your design you will be limited to using only the following materials from your boat: fishing equipment (rod, hooks, lure, line) life preserver disabled motor with no fuel candle and matches * paper towel metal spoons, knives, forks rope sunscreen a pair of oars sun hat multicoloured beach towel aluminum plate duct tape metal pots small mirror funnel Safety Note: for testing purposes the candle and matches will be replaced by a flashlight. Note: During construction of your sound and light devices you will have to use some materials that represent some of the above listed materials. You will not be able to use some of the real things themselves as they will be too big.

BLM 4.14.1

PART ONE: THE LIGHT SIGNAL IDEAS Create a solution to the problem of sending a light signal through the air to the village. Following the problem above, what can you create to reach your goal? Write down your ideas and draw a sketch of what your device will look like. Label your sketch, describing the source, carrier and receiver of your signal, as well as the materials you will use. (Label this Solution A.) IDEAS Create another possible solution to the problem of sending a light signal through the air to the village. Following the problem above, what else can you create to reach your goal? Write down your ideas and draw a sketch of what your device will look like. Label your sketch, describing the source, carrier and receiver of your signal, as well as the materials you will use. (Label this Solution B.) CHOOSE 1. Choose the solution that you think will be most successful for creating a device that will send a light signal through the air to the village. (Choose Solution A or Solution B.) 2. Explain why you think it will work better than the other solution. 3. Create a step-by-step plan to show/explain how you will construct your device. CONSTRUCT 1. Construct your device and test it. Record any revisions (changes) that you have made to your design. 2. Explain precisely how your device works. Use science terms and language in your explanation. 3. Draw an accurate and detailed picture of your final solution. Label your drawing, describing the source, carrier and receiver of your signal, as well as the materials you used.

BLM 4.14.1

EVALUATE 1. Examine your device and explain, in writing, what you like about it. 2. Think about your device and write about the most challenging thing that you tried during its design and/or construction. 3. Examine your device and write about what did not work so well. Write about both the design and construction of the device, and explain why it did not work well. 4. Examine your device and write about what you would do differently if you were to build it again. 5. If you could include one other item in the boat’s supplies, what would you want? Why? PRESENTATION The coast guard has asked you to demonstrate the distress signal techniques you used to aid in your rescue.

PART TWO: THE SOUND SIGNAL IDEAS Create a solution to the problem of sending a sound signal through water to the divers. Following the problem above, what can you create to reach your goal? Write down your ideas and draw a sketch of what your device will look like. Label your sketch, describing the source, carrier and receiver of your signal, as well as the materials you will use. (Label this Solution A.)

IDEAS Create another possible solution to the problem of sending a sound signal through water to the divers. Following the problem above, what else can you create to reach your goal? Write down your ideas and draw a sketch of what your device will look like. Label your sketch, describing the source, carrier and receiver of your signal as well as the materials you used. (Label this Solution B.)

BLM 4.14.1

CHOOSE 1. Choose the solution that you think will be most successful for creating a device that will send a sound signal through water to the divers. (Choose Solution A or Solution B.) 2. Explain why you think it will work better than the other solution. 3. Create a step-by-step plan for how you will construct your device. CONSTRUCT 1. Construct your device and test it. Record any revisions (changes) that you have made to your design. 2. Explain precisely how your device works. Use science terms and language in your explanation. 3. Draw an accurate and detailed picture of your final solution. Label your drawing, describing the source, carrier and receiver of your signal, as well as the materials you used. EVALUATE 1. Examine your device and explain, in writing, what you like about it. 2. Think about your device and write about the most challenging thing that you tried during its design and/or construction. 3. Examine your device and write about what did not work so well. Write about both the design and construction of the device, and explain why it did not work well. 4. Examine your device and write about what you would do differently if you were to build it again. 5. If you could include one other item in the boat’s supplies, what would you want? Why? PRESENTATION The coast guard has asked you to demonstrate the distress signal techniques you used to aid in your rescue.

BLM 4.14.1

Glossary of Terminology Artificial light comes from sources that people have made, such as light bulbs, flashlights and lanterns. Beam is a bundle of light rays. Energy is the ability to do work. Hertz is the number of oscillations per second. Lens is a piece of glass or other such material that is curved to bend light. Light is a form of energy. Natural light comes from natural sources such as the sun, fireflies, stars, and fire. Opaque objects do not allow light to pass through them. Photons are waves of tiny bundles of energy which make up light. Ray is a single stream of light made of photons. Reflection is light bouncing off a surface. Refraction is the bending of light. Sound is a form of energy produced by the vibrations of objects. Translucent objects allow some light to pass through them. Transparent objects allow light to pass through them.

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I.N.S.I.T.E. Method Throughout this unit students will be involved in inquiry-based learning and investigations. We have developed a problem-solving model to help the students work through these investigations, based on the principles of scientific inquiry, called the I.N.S.I.T.E. method. Identify the problem Narrow the problem S tate the hypothesis Investigate and gather information Test your hypothesis and record observations Examine the results and write (communicate) conclusions Identify the problem The first step is for the students to identify the problem they will investigate or need to resolve. Narrow the problem The second step is to narrow the problem. At this stage the students will state the varied questions (what, when, where, how, why, etc.) related to the problem. State the hypothesis The third step is to state the hypothesis. In this statement the students will make a scientific guess as to what they believe will be a solution or an answer to the problem. Investigate and gather information The fourth step is for the students to conduct a scientific investigation related to the hypothesis. Students will need to conduct research and gather information related to the problem and the questions they generated in the second step. Once the students have enough background they will create a plan of investigation to test their hypothesis. The students will need to consider all the possible variables and constants in order to carry out a fair test. Plans should include a list of materials they will need. Test the hypothesis and record observations The fifth step is for the students to follow their plan and carry out a fair test to confirm the validity of their hypothesis. Students will record their observations as they test their hypothesis. Students should be given opportunity to use a variety of recording devices such as charts, graphs, learning logs, or science journals. Examine the results and write (communicate) conclusions The sixth step is for the students to examine the results of their test and then write a conclusion (communicate a response) that outlines what they learned in the investigation and testing of their hypothesis. It is important that students examine their results and whether or not their hypothesis was valid before writing their conclusion. If their hypothesis was not valid the students may need to either develop a new hypothesis or create a new plan to test their hypothesis in order to gain different results. Students should examine what worked and why, what needs further research, and what needs further investigation. If their hypothesis was valid the students should state the solution to the problem in their conclusion and outline why it was a solution.

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I.N.S.I.T.E. Method I = Identify the problem

N = Narrow the problem

S = State the hypothesis

I = Investigate and gather information

T = Test the hypothesis and record observations

E = Examine the results and write (communicate) conclusions

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INQUIRY / I.N.S.I.T.E. RUBRIC CRITERIA

1

2

3

i. develops an unrelated i. develops a simple Identifying the hypothesis Problem and Stating hypothesis ii. shows limited ii. shows some the Hypothesis

Developing an Investigation

Carrying Out the Test Explaining the Results

4

i. develops an appropriate hypothesis ii. shows a general understanding of most of understanding of the understanding of the components of a fair test components of a fair test the components of a fair test

i. develops an insightful hypothesis ii. shows a thorough understanding of the components of a fair test

i. applies a few of the skills and strategies to develop a plan for the investigation

i. applies some of the skills and strategies to develop a plan for the investigation

i. applies all or almost all of the skills and strategies to develop a plan for the investigation

i. records data with limited accuracy

i. records data with some i. records data with accuracy general accuracy

i. applies most of the skills and strategies to develop a plan for the investigation

i. records data with precision and accuracy

i. gives the explanation of i. gives the explanation of i. gives the explanation of i. gives the explanation of new learning with limited new learning with some new learning accurately new learning with accuracy accuracy accuracy and detail

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S.P.I.C.E. Model S = Situation Observe the scene. Think about what has happened to create the problem.

P = Problems or Possibilities Tell what the problem is, what you are required to do, what are your restrictions, and what the possible solutions to the problem might be.

I = Investigate / Ideas Brainstorm as many solutions to the problem as possible. Think about materials, tools, people.

C = Choose / Construct Choose the best idea. Plan your design and build it. Test your design to make sure it works.

E = Evaluate Look back at the problem and think about how well you solved the problem.

* adapted from the S.P.I.C.E. model created by Geoff Day, University of Toronto, 1989

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I.N.S.I.T.E. CHECKLIST 1 2 3 4 MC

with assistance, frequently developing partially consistently, successfully outstanding, thoroughly most consistent level

STUDENT NAME

Does the student ...

1. Identify the problem? 2. Narrow the problem? 3. State the hypothesis? 4. Investigate and gather information? 5. Test the hypothesis and record observations? 6. Examine the results and write conclusions? 1

2

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3

4

5

6

MC

DESIGN RUBRIC Criteria KNOWLEDGE Understanding of Concepts Application of Concepts

Level One - demonstrates a limited understanding of the properties and characteristics of light and sound - makes limited use of light and sound knowledge to complete the design challenge

- applies a few of the skills and strategies to plan an investigation Developing a Plan - makes limited use of the Following the Design design process in Process the construction of the Construction devices - demonstrates limited ability to construct devices to meet criteria

SKILLS

COMMUNICATION Using Terminology Clarity

- makes limited use of S&T terminology and concepts to write up the plan and the report - uses limited detail in written explanations

Level Two - demonstrates some understanding of the properties of light and sound - makes some use of light and sound knowledge to complete the design challenge

Level Three

Level Four

- demonstrates general understanding of most of the properties of light and sound - uses general light and sound knowledge to complete the design challenge

- demonstrates an extensive understanding of the properties of light and sound - makes comprehensive use of light and sound knowledge to complete the design challenge

- applies some skills and strategies to plan an investigation - follows some of the steps in the design process for construction of the devices - demonstrates ability to construct devices that meet most of the stated criteria

- applies most skills and strategies to plan an investigation - follows most steps in the design process to complete the construction - demonstrates ability to construct a device which meets the stated criteria

- applies all or almost all skills and strategies to plan an investigation - follows all the steps in the design process to complete the construction - demonstrates and modifies design that meets stated criteria

- makes some use of the S&T terminology and concepts to write up the plan and the report - uses some details in written explanations

- makes considerable use of the S&T terminology and concepts to write up the plan and the report - writes clear explanations

BLM 4.UW.7

- makes extensive use of S&T terminology and concepts to write up the plan and the report - writes detailed and clear explanations

COMMUNICATION RUBRIC Criteria

Level Two

Level Three

- provides a limited analysis of the problem or challenge

- provides partially detailed analysis of the problem or challenge

- provides detailed analysis of the problem or challenge

- provides complex analysis of the problem or challenge

- shows limited understanding related to the topic

- shows some understanding related to the topic

- shows considerable understanding of the topic

- shows insightful understanding of the topic

Terminology

- makes limited use of scientific and technological terminology and symbols

- makes some use of scientific and technological terminology and symbols

- makes general use of scientific and technological terminology and symbols

- makes extended use of scientific and technological terminology and symbols

Relating to the World Outside the Classroom

- demonstrates limited ability to relate concepts to the world outside the classroom

- demonstrates some ability to relate concepts to the world outside the classroom

- demonstrates considerable ability to relate concepts to the world outside the classroom

- demonstrates ability to relate complex relationships to concepts and the world outside the classroom

Knowledge

Level One

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Level Four

SCIENCE AND TECHNOLOGY JOURNAL ASSESSMENT RUBRIC

CRITERIA

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

Knowledge

i. demonstrates limited understanding of the topic ii. draws a few conclusions about new learnings

i. demonstrates some understanding of the topic ii. draws some conclusions about new learnings

i. demonstrates a general understanding of the topic ii. generally draws relevant conclusions about new learnings

i. demonstrates a comprehensive understanding of the topic ii. draws meaningful and insightful conclusions about new learnings

Communication

i. communicates information with limited clarity and accuracy ii. makes limited use of scientific and technological terminology

i. communicates information with some clarity and accuracy ii. makes some use of scientific and technological terminology

i. generally communicates information with clarity and accuracy ii. makes general use of scientific and technological terminology

i. communicates comprehensive information with clarity and accuracy ii. makes extensive use of scientific and technological terminology

i. demonstrates some understanding of how concepts relate to the world outside the classroom

i. demonstrates general understanding of how concepts relate to the world outside the classroom

i. demonstrates understanding of how concepts relate to the world outside the classroom and the implications of this relationship

Relating to the World i. demonstrates limited Outside the Classroom understanding of how concepts relate to the world outside the classroom

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Expectation List Light and Sound To The Rescue

Page 1

Energy and Control An Integrated Unit for Grade 4 Selected

Assessed

Science and Technology---Energy and Control 4s45 4s46 4s47 4s48 4s49 4s50 4s51 4s52 4s53 4s54 4s55

4s56 4s57 4s58 4s59 4s60 4s61 4s62

4s63

4s64

4s65 4s67 4s68 4s69 4s70 4s71 4s72 4s73

4s75 4s76

• demonstrate an understanding of the characteristics and properties of light and sound; 1 • investigate different ways in which light and sound are produced and transmitted, and design and make devices that use these 1 forms of energy; • identify technological innovations related to light and sound energy and how they are used and controlled at home and in the 1 community, and determine how the quality of life has been affected by these innovations. – identify a variety of natural and artificial light sources (e.g., the sun, a candle, a light bulb); 1 – describe the behaviour of light, using their observations, and identify some of its basic characteristics (e.g., that it travels in a 5 straight path, bends as it passes from one medium to another, and is reflected off shiny surfaces); – distinguish between objects that produce their own light and those that reflect light from another source (e.g., candles and the 1 sun emit their own light; the moon reflects light from the sun); – identify, through observation, colour as a property of light (e.g., use prisms to show that white light can be separated into 1 colours); – predict the location, shape, and size of a shadow when a light source is placed in a given location relative to an object; 1 – investigate and compare how light interacts with a variety of optical devices (e.g., kaleidoscopes, periscopes, telescopes, 3 magnifying glasses); – recognize, using their observations, that most objects give off both light and heat (e.g., the sun, a candle, a light bulb), and 1 identify some objects that give off light but produce little or no heat (e.g., light sticks, fireflies); – recognize, using their observations, that sound can travel through a substance (e.g., place a vibrating tuning fork in a shallow 2 dish of water and describe what happens to the water; place rice on a drum-head and describe what happens to the rice when the drum is tapped); – group a variety of sounds according to pitch and loudness and demonstrate how the sounds can be modified; 1 – compare the range of sounds that humans can hear with the range of sounds that other animals can hear (e.g., dogs and cats 1 can hear higher frequencies than humans); – recognize that sounds are caused by vibrations; 4 – describe how the human ear is designed to detect vibrations. 1 – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore 7 possible answers and solutions (e.g., identify different sounds and their sources in their environment); – plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair 2 test and identifying criteria for assessing solutions; – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and 11 observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled 4 graphs produced by hand or with a computer (e.g., create a “sound diary” to record the sounds encountered over a period of time); – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media 6 works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position of the light source and location of the shadow; create a chart showing how devices that rely on or provide light and sound contribute to the user’s convenience and comfort); – design, make, and test an optical device (e.g., a periscope, a kaleidoscope); 1 – follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not 3 reflected into their eyes or the eyes of others; avoid producing excessively loud sounds). – identify various uses of sounds encountered daily (e.g., warning sounds such as security alarms, fire sirens, smoke detector 2 alarms); – describe the harmful effects of high noise levels and identify potential noise hazards at home or in the community (e.g., some 2 leaf-blowing machines); – describe, using their observations, how sounds are produced in a variety of musical instruments (e.g., wind instruments) and 1 identify those they like listening to best; – identify sound-related jobs (e.g., tuning pianos) and the role of sound in different jobs (e.g., the beep that warns us a van is 1 backing up; the noise of jackhammers as an occupational hazard); – describe devices that extend our ability to see and hear (e.g., a telescope, a magnifying glass, an optical microscope, a 1 hearing aid, a microphone or megaphone); – identify different uses of light at home, at school, or in the community, and explain how their brightness and colour are related 2 to their purpose (e.g., vivid neon lights are used for advertising; blue lights are used to identify snow-removal vehicles; dim lighting is used to create a soothing atmosphere in restaurants); – identify common phenomena related to light and sound (e.g., rainbows, shadows, echoes) and describe the conditions that 3 create them; – identify systems that use light or sound sensors to detect movement (e.g., motion detectors, check-out scanners, the eye, the 1 ear).

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:40 AM Page F-1

Expectation Summary Selected

Light and Sound To The Rescue

Assessed

Energy and Control An Integrated Unit for Grade 4 English Language 4e1 4e11 4e21 4e31 4e41 4e51 4e61

4e2 4e12 4e22 4e32 4e42 4e52 4e62

4e3 4e13 4e23 4e33 4e43 4e53 4e63

4e4 4e14 4e24 4e34 4e44 4e54 4e64

4e5 4e15 4e25 4e35 4e45 4e55 4e65

4e6 4e16 4e26 4e36 4e46 4e56 4e66

4e7 4e17 4e27 4e37 4e47 4e57 4e67

4e8 4e18 4e28 4e38 4e48 4e58 4e68

4e9 4e19 4e29 4e39 4e49 4e59 4e69

4e10 4e20 4e30 4e40 4e50 4e60 4e70

4f3 4f13

4f4 4f14

4f5 4f15

4f6 4f16

4f7 4f17

4f8 4f18

4f9 4f19

4f10 4f20

4m3 4m13 4m23 4m33 4m43 4m53 4m63 4m73 4m83 4m93 4m103 4m113

4m4 4m14 4m24 4m34 4m44 4m54 4m64 4m74 4m84 4m94 4m104 4m114

4m5 4m15 4m25 4m35 4m45 4m55 4m65 4m75 4m85 4m95 4m105 4m115

4m6 4m16 4m26 4m36 4m46 4m56 4m66 4m76 4m86 4m96 4m106 4m116

4m7 4m17 4m27 4m37 4m47 4m57 4m67 4m77 4m87 4m97 4m107 4m117

4m8 4m18 4m28 4m38 4m48 4m58 4m68 4m78 4m88 4m98 4m108 4m118

4m9 4m19 4m29 4m39 4m49 4m59 4m69 4m79 4m89 4m99 4m109 4m119

4m10 4m20 4m30 4m40 4m50 4m60 4m70 4m80 4m90 4m100 4m110

4s4 4s14 4s24 4s34 4s44 4s54 4s64 4s74 4s84 4s94 4s104 4s114

4s5 4s15 4s25 4s35 4s45 4s55 4s65 4s75 4s85 4s95 4s105 4s115

4s6 4s16 4s26 4s36 4s46 4s56 4s66 4s76 4s86 4s96 4s106 4s116

4s7 4s17 4s27 4s37 4s47 4s57 4s67 4s77 4s87 4s97 4s107 4s117

4s8 4s18 4s28 4s38 4s48 4s58 4s68 4s78 4s88 4s98 4s108 4s118

4s9 4s19 4s29 4s39 4s49 4s59 4s69 4s79 4s89 4s99 4s109 4s119

4s10 4s20 4s30 4s40 4s50 4s60 4s70 4s80 4s90 4s100 4s110 4s120

French as a Second Language 4f1 4f11

4f2 4f12

Mathematics 4m1 4m11 4m21 4m31 4m41 4m51 4m61 4m71 4m81 4m91 4m101 4m111

4m2 4m12 4m22 4m32 4m42 4m52 4m62 4m72 4m82 4m92 4m102 4m112

Science and Technology 4s1 4s11 4s21 4s31 4s41 4s51 4s61 4s71 4s81 4s91 4s101 4s111 4s121

4s2 4s12 4s22 4s32 4s42 4s52 4s62 4s72 4s82 4s92 4s102 4s112 4s122

1 2 1

1 11 1

4s3 4s13 4s23 4s33 4s43 4s53 4s63 4s73 4s83 4s93 4s103 4s113 4s123

3 4 2

1 6

1 2 1 3

1 1 1

1 1 3

1 4 2

5 1 2

Social Studies 4z1 4z11 4z21 4z31 4z41 4z51 4z61

4z2 4z12 4z22 4z32 4z42 4z52 4z62

4z3 4z13 4z23 4z33 4z43 4z53

4z4 4z14 4z24 4z34 4z44 4z54

4z5 4z15 4z25 4z35 4z45 4z55

4z6 4z16 4z26 4z36 4z46 4z56

4z7 4z17 4z27 4z37 4z47 4z57

4z8 4z18 4z28 4z38 4z48 4z58

4z9 4z19 4z29 4z39 4z49 4z59

4z10 4z20 4z30 4z40 4z50 4z60

Health & Physical Education 4p1 4p11 4p21 4p31

4p2 4p12 4p22 4p32

4p3 4p13 4p23 4p33

4p4 4p14 4p24 4p34

4p5 4p15 4p25 4p35

4p6 4p16 4p26 4p36

4p7 4p17 4p27

4p8 4p18 4p28

4p9 4p19 4p29

4p10 4p20 4p30

4a2 4a12 4a22 4a32 4a42 4a52 4a62

4a3 4a13 4a23 4a33 4a43 4a53 4a63

4a4 4a14 4a24 4a34 4a44 4a54 4a64

4a5 4a15 4a25 4a35 4a45 4a55 4a65

4a6 4a16 4a26 4a36 4a46 4a56 4a66

4a7 4a17 4a27 4a37 4a47 4a57 4a67

4a8 4a18 4a28 4a38 4a48 4a58 4a68

4a9 4a19 4a29 4a39 4a49 4a59 4a69

4a10 4a20 4a30 4a40 4a50 4a60 4a70

The Arts 4a1 4a11 4a21 4a31 4a41 4a51 4a61

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1 7 1

Unit Analysis Page 1

Light and Sound To The Rescue Energy and Control An Integrated Unit for Grade 4 Analysis Of Unit Components 14 72 166 128

Subtasks Expectations Resources Strategies & Groupings

-- Unique Expectations -30 Science And Tech Expectations

Resource Types 0 38 1 1 2 0 55 69 0 0 0 0

Rubrics Blackline Masters Licensed Software Print Resources Media Resources Websites Material Resources Equipment / Manipulatives Sample Graphics Other Resources Parent / Community Companion Bookmarks

Groupings

Assessment Recording Devices

11 2 11 12

13 1 2 8

Students Working As A Whole Class Students Working In Pairs Students Working In Small Groups Students Working Individually

Anecdotal Record Checklist Rating Scale Rubric

Teaching / Learning Strategies

Assessment Strategies

4 4 3 3 3 5 1 2 4 5 2 4 1

2 8 5 2 2 3 1 4

Brainstorming Classifying Demonstration Direct Teaching Discussion Experimenting Guided Writing Inquiry Learning Log/ Journal Model Making Problem-solving Strategies Response Journal Sketching To Learn

Classroom Presentation Exhibition/demonstration Learning Log Observation Performance Task Questions And Answers (oral) Quizzes, Tests, Examinations Response Journal

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:16:53 AM Page H-1