“Tell me and I'll forget, show me and I may remember, involve me and I'll understand.”

STEM: INQUIRY BASED LEARNING

Unit of Study – Light Soniamarry Duva PS 17

Index • • • • • • • • • • •

It all started when… Teacher Preparation Resource Hunt Study Web K-W-L Chart Small Group Activities Call It A Rap Photo Opportunity/Documentation Panel Indoor/Outdoor Activities Connections Teachers Helpful Hints

Jersey City Public Schools Early Childhood Department

It all started when a child asked a question or made a statement….

In the box below, please state originating idea and the anecdote to go along with it.

During work time, R. is working near the window with an etch-a-sketch. The sunlight coming from the window reflects off the glass on the Etch-a sketch and casts a light on the ceiling. R. begins moving the etch-a-sketch faster and faster as the light moves faster and faster around the room. J. notices the light and says, “Ms. Duva look, the light is moving, but we don’t know where it is coming from! It’s getting faster and faster and faster!”

TEACHER PREPERATION Materials that are within the classroom: Table Toys Books Baskets for each child Projector or other light source Board Camera/iPad Poster Board or Documentation panel Tissue paper Flashlight Materials that need to be borrowed or bought: • • • •

Spare flashlights (inquire with the parents) Batteries Cellophane Aluminum foil

RESOURCE HUNT Books

Franklin in the Dark by Paulette Bourgeois The Magic School Bus Gets A Bright Idea: A Book About Light, by Nancy White and John Speirs Light and Shadow by Susan Ring Science Secrets Light by Jason Cooper Moonbear’s Shadow by Frank Asch

Websites

www.preschoolexpress.com/music_station07/shadow_songs_jan07.shtml

http://www.onlinemathlearning.com/light-and-dark.html http://www.brighthubeducation.com/preschool-craftsactivities/95226-learning-about-light-with-activities/ Pinterest: search for light experiments for kids

Songs

Videos

Poems

Parents

This Little Light of Mine I See Shadows by Jean Warren My Shadow Likes to Move by Jean Warren Mr. Sun Twinkle Twinkle Little Star The World is a Rainbow Sesame Street Kermit Talks About Light and Dark on www.youtube.com

My Shadow by Robert Louis Stevenson

Parents may be asked to bring in any spare flashlights if they have any, empty cardboard tubes

Study Web

This web is for the teacher to organize the study for his/her own use. In each circle, LIST the activity titles to keep an organized, simple form of the study.          Small  Group  

     Indoor/Outdoor  

Reflections Transparent,Translucent, and Opaque Light Travel

Light Hunt My Shadow Light Movement

Light

     Large  Group     This Little Light of Mine Mr. Sun The World is a Rainbow I See Shadows My Shadow Likes to Move Twinkle Twinkle

 

Message  Board  

Create a “New” symbol and state what new items we will be exploring with today such as empty paper towel rolls, cellophane paper etc.

K

W

L

What do you KNOW?

What do you WANT to know?

What did you LEARN?

J.F. states, “If you can’t see in the dark, make sure you got a flashlight and you flash the light where you have to go!”

H.J. states, “Other lights! Like the sun the sun is a biiiiigggg light!”

. J.W.-states, “Reflection, when light bounces off a thing and makes a shiny on the wall.”

P.R. states, “When the electricity is broken, you need a little toy that light when you hold it and you get the light.”

J.W. states, “There’s a shadow behind me but how did it get there?”

I.D. states, “Night time when it’s dark you can use your phone.”

M.A. states, “Does the light move?”

M.A. states, “If you don’t have a flashlight, you can use a candle.”

J.F. states, “Does light go through paper?”

E.T. states, “If you afraid of the dark, you turn on the light!”

P.R. states, “How to make the light shine to the wall? (reflections)

M.A. states, “Refraction is the light bending!”

E.T. states, “Opaque means you can’t see it!”

W.R. states, “Transparent so you can see everything!”

P.R. states, “Translucent means you can see a little bit, but not a lot not everything!”

Create one K-W-L chart for the students before the study to identify what the students already know about the topic. K-W-L is to be a work in progress throughout the entire study.

Small Group Activity One

Investigate Materials

                                   

Objective: Students will explore reflection by holding an item up to the light to see if light is reflected off the item to an area of the room.

Materials Supplied One item from around the room, chair, sunlight, camera for pictures

Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were investigating materials to plan next lesson. 1. M. holds up the plastic cover to one of the plastic bins. He states, “Mines is gonna reflect the light, because I can see through it (as he   holds it up to his face) I can see J., H., Ms. Duva!”   everybody,       2. P states, “E. has a baby, but I don’t think the baby is gonna block the light. 2. Steps to take: The lights will be turned off. Each student will take a turn coming up and showing their item. The students will guess if it will or will not reflect the light. The student will then experiment by standing on the chair (with adult supervision) and holding the item up to the light. The students will make observations about whether or not they see a reflection and pictures will be taken of the students holding their items to the light and of the reflection. reflreflectionthere is one. Higher Order Questions to Ask: I wonder why certain items such as the plastic lid reflected the light, but the baby doll didn’t? Will the book reflect if we change how we are holding it? When holding the book on it’sside it did not reflect the light, is there any way

                                               

Outcome of lesson: Students concluded, based on their experiments that some items are better   at reflecting the light than others. Students also deduced that reflection was based on the material that it was made of and the position of the item. They make predictions based on their experimental findings. Students learned that some items blocked the light because they absorbed the light rather than reflecting it. Students also learned that sometimes, when making a hypothesis it is not always correct and we must go back and modify it.

TIPS: New vocabulary to introduce

Pick an area of the room where you get the maximum amount of sunlight. Make the room as dark as you can make it in order to clearly see any reflections.

Reflection Absorption Blocking Hypothesis Experiment Prediction

                             

 

Note: The studies do not require a certain amount of activities. The study goes on for as long as the students’ interest remains active. When planning activities, make sure to include all parts of active learning.

 

Small Group Activity Two Materials Used: Baskets for each child, paper of varying types including wax, cellophane, construction, white paper, tissue paper, and aluminum foil, light source i.e., projector, documentation panel or 1 poster board with separate columns entitled transparent, translucent and opaque, board to shine the light on, a marker, glue stick, and tape

Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. 1. H. holds up the aluminum foil and says, “This is shiny, but it has no holes for the light!” 2. J. holds up the tissue paper and says, “I see like little tiny dots!” Objective: Students will explore the properties of paper using the terminology transparent, translucent, and opaque.

Steps to take: The light will be cast onto the board. A dot will be drawn on the board. Students will take turns placing one piece of paper over the dot. From this experiment they will deduce if the paper is transparent, translucent or opaque. Higher Order Questions to ask: I wonder why the construction paper blocked the dot and was therefore opaque, but the cellophane showed the dot clearly and was therefore transparent? I wonder if the color of the tissue paper affects how we view the dot and how can we make it so that it becomes opaque?

Outcome of lesson: Students were able to make their observations and glue or tape their pieces of paper in the appropriate column, e.g. transparent, translucent, and opaque. They were able to compare those that were opaque and those that were transparent and concluded that it was based on the material that they were made from. The aluminum foil absorbed the light and thus blocked the dot, while the cellophane paper reflected the light and allowed for the dot to be seen. Students may also count how many pieces of paper are found in each column and which has more, less or the same.

TIPS: Make sure to have the same kinds of paper available to all the students     in their discovery baskets.

   

New vocabulary to introduce

Aluminum foil Cellophane paper Tissue paper Projector Transparent Translucent Opaque More/Less/Same

Note: The studies do not require a certain amount of activities. The study goes on for as long as the students’ interest remains active. When planning activities, make sure to include all parts of active learning.

 Call  It  A  Rap!   (At the end of each activity, gather all the students to “call it a rap”! During this part of the study, you will need to ask the children to describe the activity in their own words. You can then create a chart of all the responses throughout the study. (Great opportunity for COR anecdotes.) This can be during message board, large group or a small group. Students First Name 1.Jermaine 2. Jaylin 3.Paulina 4.Wilmer

Students Response (Reflections) “First we had to go around the room and find something to put in the window.” “Then we put it in the sun so the light shines on it and makes a reflection.” “Some didn’t want to reflect like E’s baby doll.”

5.Marco

“It reflect from the window to the back of the class and sometimes on the ceiling.” “Sometimes it absorb the light and no reflection can make!”

Activity

Transparent, Translucent, Opaque

6.E’yana

“We take the paper from our basket.”

7. Sullymar

“We put it on the circle to cover it!”

8.Sherif

“I see everything!”

9.Isis

“Sometimes, you don’t see it.”

10.Idrissatu

“It disappear like magic!”

Activity

Light Travel

11.Jana

“You put light in there!”

12.Raheem

“Light toys.”

13.Davil

“The light don’t go in.”

14.Arthur

“Light come out!”

15. Hadja

“Some light don’t come out because something is blocking it.”

16.Marco

“Yeah it absorbs the light some of it!”

17.Jermaine

Activity

“If you want to make the light go in a book you have to do it like this (rolls the book into a tube and shows the class how light travels through it now.)” Sources of Light

Sullymar

“We went outside.”

Jaylin

“And find things that give us light.”

Marco

“Like the solar panel up there I’ll show you (Points to the picture)!”

Paulina

“And the traffic light too gave us some light!”

Activity

My Shadow

Hadja

“We trace our shadow on a favorite color.”

Wilmer

“Our friend help us.”

Sherif

“We go inside.”

Jaylin

“Some of us have big shadows some were small,”

Jermaine Activity

“Our shadow look different from all of us. They don’t have no hair, no eyes, no mouth, no glasses!” Observing the Movement of Light

Marco

“We go outside to see where the sun is.”

Sherif

“We go outside to look at the sun.”

Idrissatu

“We took alotta pictures of the sun! Like a million!”

Sullymar

“Later, later we go outside again!”

Paulina

“The sun moved. It was dark and before there was some light. That’s because the sun go down for night time and then it comes back when there is school.” “The sun was not so shiny when we go outside another time.”

Jermaine

Small Group Activity Three Materials Used:     Materials gathered from around the classroom i.e., construction paper, empty paper towel tubes, magnifying glasses, design builders, balls etc. Projector and board to shine the light onto

Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. 1. S. was holding the ball up to the light in the classroom and says, “I don’t see it! It go away!” 2. E.. holds up the empty paper towel tube and says, “I see the light, up there and my friends too!”

Objective:     Students will explore how light travels through some objects yet not through others.

STEPS TO TAKE:   Students will mull around the room and find an object to hold against the light. Once they find an object they will gather. Students will take turns holding objects up to the board to see if they absorb (block) the light or allow for light to travel freely through it. Higher Order Questions to Ask: I wonder if all things that have holes will allow for light to travel through it. What other things do we know of that have holes, but do not allow for light to pass i.e., sponge?

Outcome of lesson: Students realized that some things such as the empty paper towel roll will allow for light to travel depending on the way that it is held. The book when folded into a tube will allow for light to pass through it, yet will block or impede the light from traveling when held upright.

TIPS Allow for students to brainstorm possible ways they can allow for the light to travel if at first it blocks the light. Have the other students in the group offer helpful suggestions to get the light to travel through the object.

New vocabulary to introduce

Travel Cardboard Porous Impede

Note: The studies do not require a certain amount of activities. The study goes on for as long as the students’ interest remains active. When planning activities, make sure to include all parts of active learning

PHOTO OPP

**Because this study grew so large the documentation panel became evidence all around the room! ☺

At this part of the study, please enter pictures taken during the investigations. The pictures should be taken by the students, at their eye level, and the teacher. The pictures are to be used for your documentation panel. You may also want to use the pictures to put in a photo album for the book area.

Indoor/Outdoor Activities Activity One Light Hunt

Materials Used: Camera/Ipad

Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. 1. S. states, “I see a light right there!” (as she points to the headlight on the car) 2. P. states, “Another light up there…the traffic light!”

Objective: Students will identify sources of light i.e. the sun, traffic light, headlight, lamp posts, exit signs, fish tank light etc.

STEPS TO TAKE: Students will walk around the courtyard and identify sources of light. Pictures will be taken to document. Students will then reenter the classroom and find alternate sources of light within the classroom as well.

Higher Order Questions to ask: I wonder what would happen if these lights did not exist?

Outcome of lesson : Students realized that there is light everywhere. They were able to identify various sources of light.

TIPS Highlight some sources of light that may not be so obvious such as the reflectors on bicycles and neon traffic signs, solar panels and bus ledgers.

New Vocabulary to introduce

Sources Traffic Light Neon Reflectors Ledgers Solar Panels

Note: The studies do not require a certain amount of activities. The study goes on for as long as the students’ interest remains active. When planning activities, make sure to include all parts of active learning.

Indoor/Outdoor Activities Activity Two My Shadow Materials Used : Various pieces of colored butcher paper the length of a person Markers A nice sunny day

Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. 1. J. states, “Mines is big!” 2. A. states, “That’s me!”

Objective: Students will note the similarities and differences between themselves and their shadows.

STEPS TO TAKE: Students will stand on colored butcher paper, of choice, until they completely see their shadow. A friend will help him/her trace his shadow onto the paper. Once everyone has had their shadow traced, the students will return back to the classroom and discuss the similarities and differences between their shadow and themselves.

Higher Order Questions to ask: I wonder why our shadow looks larger/smaller. I wonder how we could make our shadow look larger/smaller. I wonder why we don’t see some things like glasses on our shadow. Is there a way to see glasses on someone’s face? (By changing the direction that you are standing in, you can see the outline of the glasses.)

TIPS

Please pick a nice bright sunny day for this activity. Please make sure to have things to hold the ends of the paper so that the wind does not blow the paper away.

New Vocabulary to introduce

Shadow Trace Outline Larger Smaller

Note: The studies do not require a certain amount of activities. The study goes on for as long as the students’ interest remains active. When planning activities, make sure to include all parts of active learning.

Indoor/Outdoor Activities Activity Three Materials Used: Camera Ipad Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. 1. J. states, “When we move the light from the sun it moves with us everywhere we go!” 2. 2. P. states, “It’s cold over here because Mr. Sun is over there (as she points), but then it’s gonna be more cold because the sun’s gonna go away!”

Objective: Students will see how light changes position and intensity throughout the day.

STEPS TO TAKE: During outdoor time, have the students walk around the courtyard and take pictures of the position of the sun. In the afternoon, before dismissal, revisit those places to see if the light has moved or changed its intensity.

Outcome of lesson: Students realized that light does change position during the day due to the Earth’s rotation. It also changes in intensity as we move from day into night.

TIPS New Vocabulary to introduce

Please make sure to do this activity on a nice sunny day so that you can really note the differences.

Daylight Rotation Earth Position Intensity

Note: The studies do not require a certain amount of activities. The study goes on for as long as the students’ interest remains active. When planning activities, make sure to include all parts of active learning.

Teacher’s Helpful Hints Make sure to do these activities when there is plenty of sunlight so that you will have perfect picture quality and differences can be clearly noted where applicable. Children love to learn new things and are curious about the world around them so have fun with the activities and be guided by what the children say and do.  

In this section of the study, please provide helpful hints to your fellow colleagues. Let everyone know what worked, what didn’t work, what you will do differently next time, etc.    

                           

Connections

Unit Standards, COR, and KDI’s that Study apply throughout the study _____ Standards Observe, question, predict, and investigate materials,

objects, and phenomena during classroom activities indoors during any longer-term investigations in progress. (Sci5.1.2) Use language for a variety of purposes. (L.A.L.3.2.2)

COR

KDI’s

V.I.-Mathematics &Science: E.E. Identifying materials and properties. V.-Language and Literacy: R. Using vocabulary

Language, Literacy and Communication: 22 Speaking Children express themselves using language. Science and Technology: 45 Observing Children observe the materials and processes in their environment. 47 Experimenting Children experiment to test their ideas. 48 Predicting Children predict what they expect to happen. 49 Drawing conclusions Children draw conclusions based on their experiences and observations. 50 Communicating ideas Children communicate their ideas about the characteristics of things and how they work. 51 Natural and physical world Children gather knowledge about the natural and physical world.