Science:

Goal for this lesson: SLE10: Recognize that light can be bent (refracted) and that such objects
as aquari, prisms, and lenses can be used to show that light beams can be bent.
Guiding Question: What colours make up light? Can we add those colours together or separate
them?
Introduction: Ask the students to recap what we learned last week to assess their knowledge.
Talk to the students about what light is made of and how it can be separated. Use our sky as an
example, why does it look blue? Because light is bouncing around and some colours bend in
different ways that others. Use the board to label all of the materials and steps. Prisms, white
paper, flashlight, crayons, master #17 paper or worksheet.
Activity 1: Make sure each student is in a group of 4 with their materials. Write the steps on the
board for all of the students to see. After this is done and the activity is explained we as a class
will move on. Make sure that that all of the groups have the materials.
Activity 2: Write the steps on the board so that all of the students can see it.1.) Lay the sheet of
paper on the table with the prism on one end. 2.) Shine the light at various angles until the
colours of the rainbow appear. 3.) Have the students sketch the colours that appear. Draw a line
showing white light separating into the different colours. 4.) complete the worksheet. When the
students and you have gone through the steps allow them to work through the project.
Conclusion: Pack up the materials and have the students put away their sheets. Have the
students have a discussion about what they discovered during the experiment. What did you
discover? What colours make up light? If the students finish this early than allow them to work
through their light and shadow worksheet.
Assessment: Formative Assessment will be used during this lesson. The sheets will be looked at
later to use to evaluate student learning.
Social:
Goals for this lesson: 4.1.1 value Albertas physical geography and natural environment
Guiding Question: How does geography affect our activities?
Introduction: Let the students share their Settlements with the rest of the class. Try to limit it to
1-2 minutes per person so that the students do not become restless. Split the students into 3
separate groups to share their projects. This should take at most 30 minutes of the class. In this
way the students can show off their work. When this is done take back the pictures to hold on to
until the end of the day when the students can take them home.

Activity 1: Change gears and inform the students that we are now going through the Parkland
region. Introduce the meaning of geography and tell the students that we will be focusing on
Landforms, water, climate, and vegetation. Ask the students what they think each of those words
mean and more importantly what they encompass. Compare these answers to the answers that
you will get when you ask the students after the Power Point.
Activity 2: Go through the geographical features of the Parkland. Go through the Power Point
with the students showing how geography affects activities and how we build around the
geography that we settle on. Explain that while we can modify the land to better suite our needs
it still has a major impact on our activities as a society.
Conclusion: Have a class discussion about why geography is important and how it shapes us and
our activities. Ex.) In Alberta some people go hunting and ride horses. In PEI people go fishing
and boating, why do we do different things?
Assessment: Formative assessment will be used for this lesson. Allow the students to guide the
lesson. Ask them why geography is important for a societies activities/culture. There is no
handout for this lesson to be collected.