Light

NGSS Crosscutting Concept Emphasized in this Unit: Cause and Effect

Standards Addressed: Next Generation Science Standards

1-PS4-2 Make observations to construct an evidence-based account that objects in

darkness can be seen only when illuminated.

1-PS4-3 Plan and conduct investigations to determine the effect of placing objects made
with different materials in the path of a beam of light.

1-PS4-4 Use tools and materials to design and build a device that uses light or sound to
solve the problem of communicating over a distance.

Janet Bergman
Fairbanks North Star Borough School District
University Park Elementary
1st Grade

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 Unit Overview
Monday 2/27 Tuesday Wednesda Thurs. Monday,
2/28 y 3/1 3/3 Tuesday 3/6-
3/7
Learning Students will Students Students Students Students will
understand will identify explore how will understand white
Goal/Objectiv guidelines for different light behaves understand light is made up
e science safety. light with that a of many different
sources. different shadow is colors/wavelengt
types of made when hs of light. They
materials. an object will understand a
They will be blocks prism splits white
able to the path of light when it
determine if a beam of passes through.
a material is light, and spectrum)
transparent, creates a
translucent, dark shape
or opaque. on a
They record surface on
their the other
observations side
in their of the
interactive object,
science away from
notebooks. the light
They will source
also graph (where the
their results. light cant
reach).
Relevant Alaska Standards: 1-PS4-3 Plan 1-PS4-3. 1-PS4-3.
Skills for a 1-PS4-2. and conduct Determine Determine the
Standard(s) Healthy Life: D.2 Make investigations the effect effect of placing
A Student should observations to determine of placing materials that
be able to to construct the effect of materials allow light to
contribute to the an evidence- placing that allow pass through
well-being of based objects made light to them, allow only
families and account that with pass some light
communities. take objects can different through through them,
responsible be seen only materials in them, allow block
actions to create when the path of only some all the light, or
safe and healthy illuminated. a beam of light redirect light
environments. light. through when put in the
them, block path of a beam of
Writing all the light.
Common Core light, or
Standards: redirect
1st grade light when
W.1.8. With put in the
or gather path of a
guidance and beam of
support from light.
adults, [Clarificatio
recall n Statement:
information Effects can
from include
experiences some
information or all
from light
provided passing
sources to through,

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 answer a creation of
question a
shadow, or
redirecting
light.]
Assessments Science Safety interactive Exit Slip: Mid Unit Informal
Unit Packet scientific Materials Assessment: Assessment:
journal: and Light Interactive Teacher
what makes science observation
things notebook:
illuminate. What have Completed color
you wheel
learned:
New KWL
Chart
Activities Science Safety Light Conduct Shadow Issac Newton
Unit sources investigation puppets and Prism Experiment
Packet/Whiteboar Investigation to determine puppet show
d chart s the effect of Issac Newton
placing Computer Information Page
Light different Lab:
Sources objects in BrainPop: Color Wheel
Concentratio beam of Light and
n game light. Shadows
unit.
ELA: Scientist
Writing
prompt:
Experiment:
Lights and
Objects
Interdisciplinar N/A N/A Math Drama Art Connection:
Connection: Connection: Color Wheel
y Connections Graphing and Shadow
counting of Puppet Social Studies
results Show Connection: Who
was Isaac Newton
Writing
Community & N/A Read Aloud: N/A N/A N/A
Raven: A
Cultural Trickster
Connections Tale from
the Pacific
Northwest:
Raven, the
trickster,
wants to
give people
the gift of
light.
Technology N/A Apple Ipad: Computer N/A
Photo Lab:
Integration slideshow BrainPop:
Light and
Shadows
unit.
Narrative: The unit will continue with the concepts of refraction, reflection, light absorption. The Post Test will be the
first page in their science interactive notebook. (KWL Chart: They will cut out the KWL page on the solid lines to create
three separate flaps. They will apply glue to the back of the Topic section to attach the chart to a notebook page. They will
then write their reponses under each tab. (What I Know, What I Wonder, What I Learned)

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Janet Bergman,
Monday 2/27/2017
1st Grade
Science
Science Safety

Learning Goals and objectives: Students will understand guidelines for science safety.
Essential Question: How can we stay safe during science lessons?

Relevant Standards:
Alaska Standards: Skills for a Healthy Life: D.2 A Student should be able to contribute to the
well-being of families and communities. take responsible actions to create safe and healthy
environments.

Materials:
Science Safety Unit Pack (See attachment)
Pencils
Crayons
Whiteboard Marker

Timeframe: 30 minutes

Procedures:

1. Write todays question on the board. (How can we stay safe during science lessons?
2. Ask the students to take about 30 seconds to think about how they can stay safe during
science.
3. Ask the students to raise their hands and give an answer to the question.
4. Write their answers on the whiteboard. (Keep these up during the lesson.)
5. Pass out the unit packets
6. Have the students put their names on their packet.
7. Complete the packet together as the class in this order (Science Safety, Safety
Equipment, Flashlight Safety, Science Safety Rules & Contract)
8. When you get to the Flashlight safety worksheet, ask the students why you shouldnt
point a flashlight at someones eyes.
9. Ask the students again, how they can stay safe during science lessons? Write their
answers on the board.
10. Read the science contract together as a class and then have the students sign the
contract.

Assessment: Teacher will use the safety science packet to check for students understanding.

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Modification, Accommodation, Differentiation, & Relevancy

Students will complete the packet with the teacher.

Below level students will get to work within a small group to help complete their packet.

Self-Reflection: Reflection will be provided after the lesson has been taught.

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Janet Bergman
Tuesday 2/28/2017
1st Grade
Science
Light Sources: Cause and Effect

Learning Goal(s) and/or Objectives: Students will identify different light sources. Students will
be able to understand that shining light on an object (cause) will illuminate the object (effect).

Students will investigation different light sources by playing a concentration game. The
investigation will allow my students to gather evidence on a variety of light sources in their
environment. Students will record their observations and evidence in their interactive science
journal.

Relevant Standards

Next Generation Science Standards

1-PS4-2. Make observations to construct an evidence-based account that objects can be seen
only when illuminated.

Materials
science vocabulary
Slinky
Light Sources Recording Sheet
Concentration: Light Sources
Interactive Science Journal - (Avery Labels 5163)
What makes things illuminate? (Avery Labels 8160)

Timeframe: 45 minutes

Procedures: (BetterLesson.com, 2017)

1. Have students gathered in our meeting area on the rug.

2. Read Raven a Trickster story. Then talk about the sources of light we find in Alaska,
Fairbanks, etc.
3. We will then review the words dark, light, flashlight, night light and lamp. Use the iPad
to show examples of the following vocabulary words.
-dark: with little or no light
-light: the natural agent that stimulates sight and make things visible
-flashlight: a battery-operated portable light
-nightlight: a small lamp, typically attached directly to an electric outlet, providing a dim light
during the night
-lamp: a device for giving light, either one consisting of an electric bulb together with its holder
and shade or cover, or one burning gas, or a liquid fuel and consisting of a wick or mantle and a
glass shade.

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0
1. Write cause and effect on t-chart on the board. Have students make this same t-chart
in their interactive notebook. Write the sun shines on the trees, the flashlight shines
in a dark bedroom, someone turns on a lamp in a dark classroom ask the students
what will happen once the sun shines on trees, and the flashlight and lamp are turn on
in the dark rooms. (Answer: the object is illuminated)

2. Discuss with students that without light we wouldn't be able to see things.

3. Tell the students we are going on a bear hunt and it going to be dark. Ask them what
sorts of things should we pack? (ex. flashlights, binoculars, etc). We play the song
The Cool Bear Hunt by Dr. Jean. Ask, what did you use when you got to the cave?
(ex. Flashlight, torch)

4. Listen to students responses.

5. Tell the students they are going to learn about light. Did you know that light is also
formed by waves? This is how light waves work. Model this concept with the slinky
(moving it back and forth.)

6. As the light waves move about it allows things to illuminate. Can you all say
illuminate? Illuminate is a fancy word for "light up." When the flashlight is turned
on in a cave, the cave lights up. When I open the blinds the sun shines into our
classroom and our room illuminates. When I turn on the light in our classroom our
room illuminates. Can you share an example with your tablemate? As they I write
down their responses.

7. I take those written responses and we discuss them as a class. I explain that light is all
around us and we could not live without it. It keeps us warm and lets us see the world.

8. Ask the class What make things illuminate?

9. Give each child a clipboard and recording sheet and ask them to research by
observing different light sources. Ask students to record their findings on their
recording sheet.

10. Explain to students that scientists always ask questions and then they investigate
those questions. You will investigate this question: What makes things illuminate?
You and your tablemate will discover different light sources that make things
illuminate. A light source is the place that light comes from. Write the words
illuminate and light source on the whiteboard.

11. Tell students they are about to do the work of a scientist. They will use their
interactive science journal and you will walk through the classroom and school
looking for light sources. Students should be working to answer our question, What
makes things illuminate? Tell students once they find 4-6 things we will head back to

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 the classroom to share that research. Make sure students draw detailed illustrations
using labels and captions. (Safety: Make sure to tell students never to touch light
sources, that they are only observe from a distance.)

12. Have students meet at the carpet to share their findings.

13. Have students sit in chair labeled scientist. Have each student sit in this chair and
share their findings. Than have students answer the question how does light affect the
ability to see objects?

14. Students should play the concentration game. Teacher will observe students as they
are playing and record this on their observation form. (This game is played just like
the original memory game, but they are matching light sources, see attachment)

Assessment: Teacher will check for understanding by having students write in their interactive
scientific journal about what makes things illuminate.

Modification, Accommodation, Differentiation, & Relevancy

Students will work in small groups. Below writing students will be able to draw their results
instead of writing them.

Above grade level students will be asked to write and give more elaborate illustrations and
labels.

Self-Reflection: Reflection will be provided after the lessons been taught.

Student Activity Sheets: (please see attached)

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Janet Bergman,
Wednesday 3/01/2017
1st Grade
Science
Light and Properties of Matter (Transparent, Translucent, Opaque)

Learning Goal(s) and/or Objectives: Students explore how light behaves with different types of
materials. They will be able to determine if a material is transparent, translucent, or opaque.
They record their observations in their interactive science notebooks. They will also graph their
results.

Relevant Standards:

Next Generation Science Standards

1-PS4-3. Determine the effect of placing materials that allow light to pass through them, allow
only some light through them, block all the light, or redirect light when put in the path of a
beam of light. [Clarification Statement: Effects can include some or all light passing through,
creation of a shadow, or redirecting light.]

Writing Common Core Standards: 1st grade

W.1.8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question

Materials:
Science interactive notebook
Flashlights (one for every two students)
foil, construction paper, cardboard, wax paper, light
colored tissue paper, plastic wrap, plastic transparency sheets, plastic mirrors, CDs,
reflective tape, wooden block
pencils
Graphing worksheet
Crayons
Wrapped up worksheet: Materials and Light
Transparent and Opaque (My World Of Science)

Timeframe: 45 minutes

Procedures:
1. Question: What materials are transparent, translucent, and opaque? Write this on the
board to open the lesson.

2. Show the students the different types of materials they will be using during the
discovery section of this lesson.
3. Split students up into small groups of 2-3 students

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 4. Safety reminders: Make sure students know not to touch materials till instructed. They
are not to flash lights in students eyes. They are not to misuse the science materials. If
materials are used improperly, their materials will be removed.
5. Provide each group of students with one or two flashlights. Give the groups of students
a variety of materials to explore with using flashlights (foil, construction paper,
cardboard, wax paper, light-colored tissue paper, plastic wrap, plastic transparency
sheets, plastic mirrors, CDs, reflective tape, wooden blocks).
6. Encourage students to take turns using the flashlights. Have students sort the materials
into three groups: 1) transparent, 2) transparency, 3) opaque
materials that reflect and redirect the light. Have students record their observations in
their interactive Science notebooks and on their graphing worksheet
7. Ask students to sit in their scientific chair and report their findings. (Teacher should
record this information on chart paper.)
8. Ask them how does light behave? How does light act with different objects?
9. Go over the following concepts. Transparent: allowing light to pass through so that
objects behind can be distinctly seen. Translucent: allowing light, but not detailed
images, to pass through.
10. Teacher should define the words and then ask the students to clarify the information
back to the teacher.
11. Read Transparent and Opaque (My World Of Science) book
12. Closing: Have students answer the big question, what materials are transparent,
translucent, and opaque, and what are their characteristics.
13. ****Note: Students will visit the computer lab on this day and will be doing the
program Brainpop Jr: Light

Assessment: Materials and Light exit slip will be used to evaluate the students understanding
of the objective.

Modification, Accommodation, Differentiation, & Relevancy

Differentiation/Modification: Tiered exit slips (Low, average, high): Average sample has been
provided

Self-Reflection: Reflection will be provided after the lesson been taught.

Student Activity Sheets (please see attachment)

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Janet Bergman
Thursday, 3/2/2017
1st Grade
Science
Shadows

Learning Goal(s) and/or Objectives: Students will understand that a shadow is made when an
object blocks the path of a beam of light, and creates a dark shape on a surface on the other
side of the object, away from the light source (where the light cant reach).

Relevant Standards:

Next Generation Science Standards

1-PS4-3. Determine the effect of placing materials that allow light to pass through them, allow
only some light through them, block all the light, or redirect light when put in the path of a
beam of light. [Clarification Statement: Effects can include some or all light passing through,
creation of a shadow, or redirecting light.]

Materials
Shadow Puppet worksheets
Plain Paper: To make your own design for your shadow puppets
Craft wooden sticks
White Elmer Glue
Flashlights
BrainPop Video: Shadows
Book: Guess Whose Shadow? By Stephen R. Swinburne

Timeframe: 45 minutes

Procedures:

1. Question: How are shadows made? (Write this on the board): Share with students
2. Have students gather at the carpet

3. Read the first half of Guess Whose Shadow? By Stephen R. Swineburne

4. Discuss the vocabulary words shadow, shaded, below, appear, guess, and hunt

5. Ask students to show you something in the classroom that is making a shadow. Say,
Tell me about what you see. What is this shaded space around it? Where else do, you
see shadows in our classroom? Where else have, you seen shadows outside of our
classroom? Today we are going to read a book to learn about shadows. *Read Guess
Whose Shadow. Now its time to go on a shadow hunt.

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 6. Give students a post it notes and have them find one shadow in the room and place the
post-it in that area.

7. Have students return to the carpet

8. Ask students how do they think shadows are made. (Explanation: The object must be
opaque or translucent to make a shadow. A transparent object will not make any
shadow, as light will pass straight through it.)

9. Now explain to the class that you will be putting on a shadow puppet show to show the
class what they learned about shadows.

10. Group the students in the following ways: There should be a writer, recorder, narrator,
puppet handlers) (4 to 5 students)

11. Have the students plan their puppet show (Have them write their ideas on note paper).

12. Have the students cut out their shadow puppets (either the premade or the ones they
made) and glue them to craft sticks.

13. Restate that their puppet show should explain to me that they understand how shadow
are made.

14. Give each group about 2 to 4 minutes to do their skit. (Note: Make sure to tell students
they need to be good listeners and respectful to other groups who are performing.)

15. Close the lesson by asking students what they learn from the classmates puppet shows.
Have students repeat what they learned about how shadows are made.

***Note: Have students complete a new KWL chart for their interactive science notebook.
Assessment: Students will assessed their knowledge on how shadows are made through their
shadow puppet performance.

Modification, Accommodation, Differentiation, & Relevancy

Students will be assigned jobs per their abilities and talents. (puppet manipulator, lightening,
writers, puppet makers, etc.) Students will work in groups which will help those struggling
students.

Self-Reflection: Reflection will be provided after the lesson has been taught.

Student Activity Sheets (please see attached)

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1-PS4-3. Determine the effect of placing materials that allow light to pass through them, allow
only some light through them, block all the light, or redirect light when put in the path of a
beam of light.

Janet Bergman,
Monday/Tuesday 3/6/2017-3/7/2017
1st Grade
Science
Isaac Newton, Prism Experiment, Color Wheel

Learning Goal(s) and/or Objectives: Students will understand white light is made up of many
different colors/wavelengths of light. They will understand a prism splits white light when it
passes through.

Relevant Standards:

Materials:
Prisms
Flashlights
Cardstock
Scrap Paper
Cellophane (red, orange, yellow, green, blue, violet/purple, dark blue/dark purple_
Glue
Pencils
Scissors
1 circle punch
Hole punch
Paper fastener
Book: Excerpt from: Who Was Isaac Newton by Janet Pascal
White Paper

Timeframe: (2) 30 minute sessions

Procedures:

1. Question: What happens when white light passes through a prism? (Write on the board
and share with students)

2. Read the excerpt from: Who Was Isaac Newton by Janet Pascal (about prism
experiment: Only read the intro, not Newtons findings)
3. Talk about how Newton conducted his experiment. Read the following passage provided
by Molecular Expressions (see below)

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Newton information provided by Molecular Expressions
(http://micro.magnet.fsu.edu/optics/activities/teachers/prisms.html)

Historical Vignette: Isaac Newton

In 1665 Isaac Newton was a young scientist interested in learning about light and colors
studying at Cambridge University in England. One bright sunny day, Newton darkened his room
and made a hole in his window shutter, allowing a beam of sunlight to enter the room. He then
took a glass prism and placed it in the sunbeam.

4. Give the directions to the experiment that well be conducting with the prism, flashlight
and white paper. (Safety Reminder: Instruct students never to point the flashlight to
their own eyes or classmates eyes)
5. Before the experiment have students predict what will happen when white light passes
through the prism.
6. Group the students into sets of 2 to 3 students. Hand each group a flashlight, prism, and
white paper.
7. Darken the room
8. Have students flash the light through the prism.
9. Bring the students back together, ask them what happen when they shine the light
through the prism.
10. Close the experiment by asking the students what will happen when white light passes
through a prism.
What do you think Newton was thinking when he was doing this experiment?
Read to students: (Ending)
The result was a spectacular multicolored band of light that looked just like a rainbow.

Newton believed that all the colors that appeared were in the sunlight shining into his room. If
this was true, he thought, then he should be able to combine the colors and make the light
white again. To test his idea, he placed another prism upside-down in front of the first prism.
He was right. The band of colors combined again into white sunlight.

Newton needed to prove, however, that the colors came from the sunlight and not from the
prism. To do this, he placed a card with a hole in it between two prisms, allowing only red light
from the first prism to go through the second prism. The red light going through the second
prism did not split into different colors, or turn white again; it remained red. Newton repeated
the same experiment with all of the colors and got the same result. Thus, Newton proved that
the colors came from the sunlight and were not, somehow, stored inside the prism.

Newton wrote about his discoveries in his book Opticks in 1704. His book has become one of
the most important scientific books ever written.
11. Instruct the kids they will now be making their own color wheel from the colors they
viewed in Newtons prism experiment.
12. Set out the materials at the childrens tables.

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 13. Use the directions below to help students complete their spy glass color wheel.
14. Close the lesson by asking how they can use their color wheel to help them decode
messages written in other colors. How does the color effect how we see certain
materials.

Spy Glass Color Wheel

Directions provided by Aunt Annies crafts
(http://www.auntannie.com/FridayFun/ColorWheel/)
1. Cut a 2" by 3" piece of scrap paper. Fold the paper in half lengthwise, then unfold. Use
the 1" circle punch to punch a circle in the center about " from the top. With the paper
folded, draw a larger semi-circle around the hole, then draw a handle shape at the
bottom of the circle. Cut out your pattern and unfold. For a larger circle punch, increase
the paper scrap rectangle proportionately.

2. Cut and Punch Cardstock

3. Trace around the pattern six times on cardstock. Cut out each traced pattern. Try to
trace and cut accurately.

4. Use the circle punch to punch a hole in each piece of cut cardstock. Use the paper
pattern as a guide for where to punch. It is important that the holes in all the cardstock
pieces line up!

5. Cut Cellophane, Cut out the cellophane pieces. Cut them just smaller than the outside
of your cut pieces, but larger than the punched circle.

6. Glue Sandwich a colored piece of cellophane between two pieces of cut cardstock. Glue
together to make a spy glass. Repeat until all three spy glasses are made.

7. Assemble: When the spy glass pieces are dry, punch a hole in the center of the handle
end. Be sure to punch each piece in the same place. Use the first punched spy glass
piece as a guide for the other two.

8. Stack all the spy glass pieces on top of each other, aligning the cellophane circles and
punched handles. Fasten them together with a paper fastener to make your color
wheel.

Assessment: The students will show their understanding of the objective through the
participation in the prism light experiment (recording) and the production of their color wheel.

Modification, Accommodation, Differentiation, & Relevancy:

Students will be able work in small groups for those who need additional assistance.

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Advanced learners can read more excerpts from the book Who Was Isaac Newton.

Self-Reflection: Reflection will be provided after the lesson is taught

Student Activity Sheets: (please see attached)

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Performance Assessment Rubric

Activity being assessed with this rubric: Interactive Light Science Notebook

Interactive Notebook Grading Rubric

4 _____ Table of contents is complete.

_____ All notebook pages are included
_____ All notebook pages are complete.
_____ Notebook pages are neat and organized.
_____ Information is correct.
_____ Pages show personalization, evidence of learning, and original ideas.

3 _____ Table of contents is mostly complete.

_____ One notebook page is missing.
_____ Notebook pages are mostly complete.
_____ Notebook pages are mostly net and organized.
_____ Information is mostly correct.
_____ Pages show some personalization, evidence of learning, and original ideas.

2 _____ Table of contents is missing a few entries

_____ A few notebook pages are missing
_____ A few notebook pages are incomplete
_____ Notebook pages are somewhat messy and unorganized
_____ Information has several errors.
_____ Pages show little personalization, evidence of learning, or original ideas.

1 ____ Table of contents is incomplete.

____ Many notebook pages are missing.
____ Many notebook pages are incomplete
____ Notebook pages are too messy and unorganized to use.
____ Information is incorrect.
____ Pages show no personalization, evidence of learning, or original ideas.

Learning Styles:

This unit adapts to many different learning styles. There are many opportunities in this unit to
explore science through tactile exploration. Students will also be exposed to many visual aids,
either through pictures, software programs, books, etc. Audio learners will be able to listen to
read alouds and passages.

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