Chiyoko Kensley 1
Science 8 Unit C: :Light and Optics
Table of Contents
Unit Summary______________________________________________________________2
Focusing Questions__________________________________________________________2
Rationale__________________________________________________________________2
Graphic Organizer__________________________________________________________3
Learning Outcomes_________________________________________________________4
Assessment Plan____________________________________________________________7
Calendar__________________________________________________________________9
Daily Schedule_____________________________________________________________12
Materials and Equipment____________________________________________________15
Learning Resources_________________________________________________________18
Chiyoko Kensley 2
Science 8 Unit C: :Light and Optics
Unit Summary
We use light and optical systems in our everyday lives because our understandings about the world
around us are mainly derived from what we can see. Technology has provided us with numerous devices to
extend our vision capabilities and knowledge about the world around us. Students will interact with a variety of
materials to interpret the behaviour and principles of light. Students can use their understanding about light to
interpret light-based technologies and envision new models of technologies for the future.
Focusing Questions



What are the properties of light?
How do the technologies we develop show us the principals of light?
How does light interact with our world and what are the scientific properties of these interactions?
Rationale
When designing this unit, I wanted to ensure I met all learning outcomes so I divided the unit into topics
based on the order in Science Focus 8. I proceeded to organize the unit by methods of assessment which
include: assignments (weekly questions, worksheets), labs, projects, quizzes and final exam.
I chose to implement a variety of assessment and learning strategies as I am unsure of my students
learning and interest profiles. I will continually be assessing my students to differentiate instruction in content,
product, and process depending on my student’s strengths and weaknesses. When we read from the textbook we
will do so as a class or I will ask for student volunteers. I cannot assume that all my students are grade level
readers. It is important I learn about student interests and learning styles so I can incorporate learning activities
that support them. I will be very flexible in changing my schedule but still ensure all learning outcomes are met.
My goal is to conduct all assessments during class as I am unsure about homework routines and external social
factors. I have planned to assign some homework as it is a requirement in for PSII student teachers.
I have integrated FNMI culture into my lessons by using: talking circles, bringing in natural resources
found in the environment, discussion relating to ancestral notions about the topic (perspectives about the sun),
and incorporating historical understanding and importance of light and optic systems in the daily lives of First
Nations people. Aboriginal groups are known to be an oral community where stories and knowledge are passed
down through generations by elders and valued members of the tribe. I would like to have both class
discussions and student presentations to hear my student’s perspectives and get a sense of their level of
understanding about a topic. I have planned a lot of hands on learning activities to ensure students are engaged
in the material and have an understanding of how the material relates to their everyday lives. I would like my
students to work collaboratively to maximize their sense of understanding about light and optic systems.
Chiyoko Kensley 3
Science 8 Unit C: :Light and Optics
GRAPHIC ORGANIZER
Science 8 Unit C: Light and Optical Systems (Nature of Science Emphasis)
1. INVENTIONS AND INVESTIGATIONS OF LIGHT
K1. Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry in
developing our current knowledge





View of light in the past. (1-1)
Development of optical technology. (1-2, 2-4)
Optical technologies role in society. (1-2, 2-4)
Light as a beam. (1-3)
Nature of light. (1-3)
2. BEHAVIOROF LIGHT

Reflection of light. (2-1)
o Angles of reflection on a: (2-2)
 Smooth surface.
 Rough surface.
 Transmission and absorption of light. (2-1)
 Refraction of light. (2-3)
 Light’s role in optical technologies. (2-4)
3. BIOLOGICAL AND TECHNOLOGICAL APPLICATIONS OF LIGHT







Double convex lenses. (3-1)
o Changes in lens positions effect on image formation.
Microscopes (3-2)
Eyeglasses, telescopes, and binoculars. (3-2)
Eyes and cameras. (3-3)
Mammalian and non-mammalian eyes. (3-4)
Technologies and human vision. (3-5)
Technologies and image storage. (3-6)
Chiyoko Kensley 4
Science 8 Unit C: :Light and Optics
Learning Outcomes
Outcomes for Science, Technology and Society (STS) and Knowledge
Students will:
K1. Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry in
developing our current knowledge
K
K
1-1: identify challenges in explaining the nature of light and vision
1-2: investigate the development of microscopes, telescopes and other optical devices; and describe
how these developments contributed to the study of light and other areas of science
 K 1-3: investigate light beams and optical devices, and identify phenomena that provide evidence of the
nature of light
K2. Investigate the transmission of light, and describe its behaviour using a geometric ray model
K
2-1 investigate how light is reflected, transmitted and absorbed by different materials; and describe
differences in the optical properties of various materials
 K 2-2: measure and predict angles of reflection
 K 2-3: investigate, measure and describe the refraction of light through different materials
 K 2-4: investigate materials used in optical technologies; and predict the effects of changes in their
design, alignment or composition.
K3. Investigate and explain the science of image formation and vision, and interpret related technologies
K
3-1: demonstrate the formation of real images, using a double convex lens, and predict the effects of
changes in the lens position on the size and location of images
 K 3-2: demonstrate and explain the use of microscopes; and describe, in general terms, the function of
eyeglasses, binoculars and telescopes
 K 3-3: explain how objects are seen by the eye, and compare eyes with cameras
 K 3-4: compare the function and design of the mammalian eye with that of other vertebrates and
invertebrates
 K 3-5: investigate and describe the development of new technologies to enhance human vision
 K 3-6: investigate and interpret emerging technologies for storing and transmitting images in digital
form
Skill Outcomes
Skill Outcomes (focus on scientific inquiry)
Initiating and Planning (IP)
Students will: Ask questions about the relationships between and among observable variables, and plan
investigations to address those questions
 IP-1:
 IP-2:
 IP-3:
identify questions to investigate (e.g., ask about the role of eyeglasses in improving vision)
define and delimit questions to facilitate investigation
design an experiment, and identify the major variables
Chiyoko Kensley 5
Science 8 Unit C: :Light and Optics
 IP-4:
state a prediction and a hypothesis based on background information or an observed pattern of
events
 IP-5: formulate operational definitions of major variables and other aspects of their investigations
Performing and Recording (PR)
Students will: Conduct investigations into the relationships between and among observations, and gather and
record qualitative and quantitative data
 PR-1:
 PR-2:
 PR-3:
 PR-4:
 PR-5:
carry out procedures, controlling the major variables
observe and record data, and prepare simple line drawings
use instruments effectively and accurately for collecting data
organize data, using a format that is appropriate to the task or experiment
use tools and apparatus safely
Analyzing and Interpreting (AI)
Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations
 AI-1:
 AI-2:
 AI-3:
predict the value of a variable by interpolating or extrapolating from graphical data
identify strengths and weaknesses of different ways of collecting and displaying data
state a conclusion, based on experimental data, and explain how evidence gathered supports or
refutes an initial idea
 AI-4: identify new questions and problems that arise from what was learned
Communication and Teamwork (CT)
Students will: Work collaboratively on problems; and use appropriate language and formats to communicate
ideas, procedures and results
 CT-1:
 CT-2:
receive, understand and act on the ideas of others
recommend an appropriate way of summarizing and interpreting their findings
Attitude Outcomes
Interest in Science
Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal
interests and career possibilities within science-related fields
Mutual Respect
Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas
involving people with different views and backgrounds
Scientific Inquiry
Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to
investigations, problems and issues
Chiyoko Kensley 6
Science 8 Unit C: :Light and Optics
Collaboration
Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and
evaluating ideas
Stewardship
Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the
needs of humans and a sustainable environment
Safety
Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities
Chiyoko Kensley 7
Science 8 Unit C: :Light and Optics
Assessment Plan
Assessment Method
Assignments
Topic #1
What is Light?
Questions :
pg 186 SIA # 1, 4
pg 187 SIA # 2
In Class Questions
and Worksheets
(30%)
Weighting
4%
SLO’s Assessed
K1: 1-1, 1-2, 1-3,
K2: 2-1
Weekly in Class
Questions
Topic #2
Reflection
BLM 3-5
Question #1 (SF)
4%
Topic #3
Refraction
KWL Chart
Questions pg 201
BLM 3-1, 3-2
Topic #4
Lenses and Vision
Far Out Lenses (Learn
AB) and BLM- 3-12 and
3-16
4%
K2: 2-1, 2-3, 2-4
K3: 3-1
AI-1, 3
IP-2,5
4%
K3: 3-2, 3-3, 3-4
IP: 1, 2, 3, 4, 5
PR: 1, 2, 3, 4
AI: 1, 2, 3, 4
CT: 1, 2
3-F What an eyeful!
Topic #5
Extending Human
Vision
Questions #1-5 (SF) p.
226
Topic #6
The Source of Colours
Topic #7
The Wave Model of
Light
SPF Investigation (SF)
P. 260-61
Date
March15
K2: 2-1, 2-2, 2-3
PR-3
March 20
BLM 3-5 Work
sheet
Question #1
KWL Chart in
class
BLM: In class
assignment and
review
March 28
April 2
4%
3%
4%
K2: 2-1, 2-3, 2-4
K3: 3-1, 3-2, 3-3, 3-5,
3-6
IP: 1, 3,
PR: 2, 4
K2: 2-4
K3: 3-5, 3-6
IP: 1, 2, 3, 4
PR: 1, 2, 3, 4, 5
AI:2, 3, 4
CT: 1, 2
Interest In Science
Mutual Respect
Scientific Inquiry
Collaboration
Stewardship
Safety
Questions DUE:
April 11
April 11
Due: April 17
Chiyoko Kensley 8
Science 8 Unit C: :Light and Optics
Topic #8
Beyond Light
Infrared reflection
Question p. 250 (SF)
Labs (15%)
Project (15%)
Quiz (10%)
3%
K2: 2-1, 2-4
K3: 3-5, 3-6
Due: April 23
5%
K1: 1-1, 1-2, 1-3,
K2: 2-1
Lab report due
March 15
Light Reflection: What
material is the best
reflector of light?
5%
Water Drop Magnifier
5%
Emerging Technology
and Light Presentation
15%
K1: 1-1,1-2,1-3
K2; 2-1, 2-2, 2-3, 2-4
PR: 1,2,3,4,5
AI: 1,2,3,4
CT: 1,2
Interest in Science
Scientific Inquiry
K1: 1-1, 1-2, 1-3
K2: 2-1, 2-2
IP: 4, 5
PR: 1, 2, 3, 4, 5
AI: 3
CT: 1, 2
K3: 3-3, 3-6
IP: 1
AI: 4
CT: 2
p. 253 (SF) Extending
Night Vision
Light Up Your Life
SelfReflection/Assessment
Topic 1-3
Microscope Quiz
Topic 4-8
BLM 3-28
Unit Exam (30%)
3%
2%
5%
30%
K1: 1-1, 1-2, 1-3
K2: 2-1, 2-2, 2-3, 2-4
K3: 3-1, 3-2, 3-3
K2: 2-1, 2-3, 2-4
K3: 3-1, 3-2, 3-3, 3-5,
3-6
K1: 1-1, 1-2, 1-3
K2: 2-1, 2-2, 2-3, 2-4
K3: 3-1, 3-2, 3-3, 3-4,
3-5, 3-6
Lab report due
March 22
Lab worksheet
due March 26
April 5
March 27
March 29
April 19
April 24
Chiyoko Kensley 9
Science 8 Unit C: :Light and Optics
Friday = No Class
Monday =40 minutes
Tuesday/Thursday =45 minutes
Wednesday= 85 minutes
(SF) Science Focus 8 Textbook
(SIA) Science in Action
***March 7&8 = Building Classroom Community and Getting to Know Students
(Interest Profile, Multiple Intelligence, Lab Safety Worksheet)
Calendar
March 12- April 25, 2012
Monday
12 Intro
Light and Optics
Systems
Tuesday
13
Topic 1
What is Light?
Video: Bill Nye the
Science Guy on
Light Beams
SIA Inquiry
Activity: Light Up
Your Life pg 178
Twisted Rays pg:
175 SIA
Lab Report Due on
March 15
19
Topic 1
Pin hole camera
SIA pg 185
20
Topic 2
Reflection
Science Inquiry: Pg.
271 Make a Pinhole
Camera
Ray Model of Light
SF 184-185
BLM 3-5 Ray
Diagrams (SF)
Weekly Questions
for Assessment
Wednesday
14
Topic 1
Thursday
15
Topic 1
Challenges of Light
Early Investigators
SIA 182-184
Optical Devices
SIA 182-184
Sources of Light
SF 179-183
21
Topic 2
Friday
16
No class
Questions :
pg 186 SIA # 1, 4
pg 187 SIA # 2
22
Topic 3
Refraction
23
No Class
Angles of reflection
Light Beams
Concave and
Convex Lenses
Light Reflection
Lab: Due Thursday
March 22
Demo: Swollen
finger p 276 Science
Inquiry
Water magnifier
Lab
Pg 279: Science
Inquiry. Water drop
magnifier
(refraction) convex
lens
26
Topic 3
Water Magnifier
27
Topic 3
28
Topic 4
29
Topic 4
30
No Class
Chiyoko Kensley 10
Science 8 Unit C: :Light and Optics
worksheet
DueToday
Topic 1-3 Quiz
What is light?
Questions/ review
and vocab BLM
(SF) 3-1 combine
with 3-2
Lenses and Vision
Microscope quiz
Function of an Eye
and Camera (SF)
BLM 3-12 and 3-16
(Making Things
Bigger)
Eyeglasses
Telescopes
Binoculars
Microscopes
Lenses
Eyes and Cameras
2
Topic 4
What an Eyeful
(SF) p. 219
3
Topic 5
Extending Human
Vision
* Morning
Computer Class,
analysis and
conclusion in pm
Far out Lenses
Learn Alberta :
Simulate building a
telescope using
convex lenses to
look at the moon
4
Topic 5
Nearsighted
Farsighted
Convex & Concave
lenses
10
Topic 6
11
Topic 6
5
Topic 5
Emerging
Technology and
Light Presentation/
Poster
(differentiated
products)
12
Topic 7
The Source of
colours
Smartie Graph
Lesson (Keith
Roscoe)
The Wave Model
of Light
Class time for
project research
Introduce Project
and presentation
9
Blind Spot pg 217
(SF)
6
Good Friday
No Class
13
No Class
Easter Monday
Colour PinWheel
White Light
Pg. 346 (Science Is)
In Full Color
16
Topic 7
17
Topic 7
Finish SPF
Testing SPF Science Investigation
Focus page 260
18
Topic 8
Beyond Light
Infrared Questions
and Extending
Night Vision
19
Topic 8
Topic 4-8 Quiz
20
No Class
Chiyoko Kensley 11
Science 8 Unit C: :Light and Optics
(Design
Investigation)
23
Review for Unit
Exam
Practice/Example
Question
Review for quiz and
unit exam
24
Unit Exam
25
Science fair**
Practicum Ends
Chiyoko Kensley 12
Science 8 Unit C: :Light and Optics
Daily Schedule
Dates: March 7, 2012- April 25, 2012
Monday =40 minutes
Tuesday/Thursday =45 minutes
Wednesday= 85 minutes
Lesson Date and length
March 7-9
March 12
March 13
March 14
AM &PM
March 15
March 19
March 20
March 21
March 22
Content, Activities, Strategies,
Evaluation/Assessment
Building community activities
Names, interests, likes/dislikes, learning styles
Introduction Video: Bill Nye the Science Guy on
Light Beams
Twisted Rays
Pg 175 SIA
Black markers
Paper
Glass Beakers
Water and Jug
Student Checklist for Lab Report Assessment
SIA Inquiry Activity: Light Up Your Life pg 178
Section A, B, D, E, F
Challenges of Light
Early Investigators
SIA 177-181
Sources of Light
SF 179-183
Optical Devices
SIA 182-184
Pin hole camera
SIA pg 185
Science Inquiry: Pg. 271 Make a Pinhole
Camera
Pg. 64 Catch a Shadow-Sponge activities
Pg. 174 Shadows and Exploration- SP Activity
Ray Model of Light
SF 184-185
BLM 3-5 Ray Diagrams (SF)
Pg. 273 Funny Reflections
Light Beams
Pg. 274 How High to Place the Mirror
(Invitations to Science Inquiry)
Light Reflection Lab SIA p. 192: What material
is the best reflector of light?
Demo: Swollen finger p 276 Science Inquiry
Pg 200 (SF) Re-appearing coin
Relevant SLO’s
K1
Communication and
Teamwork
A1- Interest In Science
A-3 Scientific Inquiry
K1, 1-1, 1-3
K2, 2-1, 2-2, 2-3,
K3, 3-1
K1, 1-1, 1-2, 1-3
K1: 1-2, 1-3
K1: 1-3
K2: 2-1, 2-4
PR-1
K2: 2-1, 2-2, 2-3
PR-3
K1: 1-1, 1-3
K2; 2-1, 2-2, 2-3, 2-4
PR: 1,2,3,4,5
AI: 1,2,3,4
CT: 1,2
Interest in Science
Scientific Inquiry
K2: 2-1, 2-3, 2-4
K3: 3-1
Chiyoko Kensley 13
Science 8 Unit C: :Light and Optics
March 26
March 27
March 28
March 29
April 2
April 3
Pg. 201 When light refracts 3C
Pg 62 (Science is…Broken Pencil)
Pg 279; Science Inquiry- Water drop magnifier
(refraction) convex lens. Lab
Topic Quiz 1-3
Function of an Eye and Camera (SF)
BLM 3-12 (Making Things Bigger)
Microscopes
Lenses
Eyes and Cameras
* Use Morning Computer Class, analysis and
conclusion in pm
Far out Lenses Learn Alberta : Simulate
building a telescope using convex lenses to look
at the moon
Pg. 210 Career and Profile (SIA)
Microscope Quiz
Eyeglasses
Telescopes
Binoculars
Blind Spot pg 217 (SF)
Nearsighted
Farsighted
Convex & Concave lenses
3F (SF) What an eyeful!
Use Computer period in am.
Bring additional resources about different types
of eyes (ex. Books, pictures, encyclopedias,
students use internet)
Introduce Project/presentation
April 4
Class time for students to work on project.
Book computer lab
April 5
Class presentations: Emerging Technology and
Light
K1: 1-1, 1-2, 1-3
K2: 2-1, 2-2
IP: 4, 5
PR: 1, 2, 3, 4, 5
AI: 3
CT: 1, 2
K3: 3-1, 3-2, 3-3
AI: 2
CT: 1, 2
K3: 3-2, 3-3
K3: 3-2, 3-3, 3-4
IP: 1, 2, 3, 4, 5
PR: 1, 2, 3, 4
AI: 1, 2, 3, 4
CT: 1, 2
K3: 3-5
IP: 1
K3: 3-3, 3-5, 3-6
IP: 1
AI: 4
CT: 2
Attitudes: Interest In Science,
Mutual Respect, Scientific
Inquiry, Collaboration
K3: 3-3, 3-5, 3-6
IP: 1
AI: 4
CT: 2
Attitudes: Interest In Science,
Chiyoko Kensley 14
Science 8 Unit C: :Light and Optics
April 10
April 11
April 12
April 16
April 17
April 18
April 19
April 23
April 24
The Source of colours
Colour PinWheel &White Light
Pg. 346 (Science Is)
In Full Color
Smarties: Graphing Activity (Keith Rosco)
Wave Model of Light
(SIA) Diagram page 216 Electromagnetic
Spectrum
Testing SPF Science Focus page 260
(Design Investigation)
Finish SPF Investigation
Review for exam
Topic Quiz 4-8
Review for final exam
Unit Exam
Mutual Respect, Scientific
Inquiry, Collaboration
K3: 3-3, 3-5
PR:4
K2: 2-4
K3: 3-5, 3-6
K2: 2-4
K3: 3-5, 3-6
IP: 1, 2, 3, 4
PR: 1, 2, 3, 4, 5
AI:2, 3, 4
CT: 1, 2
Interest In Science
Mutual Respect
Scientific Inquiry
Collaboration
Stewardship
Safety
See SLO for April 16
Chiyoko Kensley 15
Science 8 Unit C: :Light and Optics
Materials and Equipment
Date
March 7-9
March 12
Materials Needed
Interest and Learner profile worksheets and getting to know you
games/activities
Powerpoint presentation about me.
Introduction video:
March 13
SIA Inquiry Activity: Light Up Your Life pg 178
Student Checklist for Lab Report Assessment
Solar Calculators
Laser beam
Flash lights
Mirrors
3 colors of tissue paper
Concave and Convex lenses
March 14
AM &PM
Challenges of Light
Early Investigators
SIA 177-181
Sources of Light
SF 179-183
March 15
Optical Devices
SIA 182-184
March 19
Pinhole Camera
Paper or Styrofoam cups
Pin
Rubber bands
Wax Paper
Light Bulb
BLM 3-5 Ray Diagrams (SF)
BLM 3-5 Key
Protractors
Full Length Mirror
Light Source
Light Meter
Ruler
Coloured construction paper
Wax Paper
Cloth
Pieces of Wood
Tin foil
Glass
Plastic
March 20
March 21
Chiyoko Kensley 16
Science 8 Unit C: :Light and Optics
March 22
March 26
March 27
March 28
March 29
April 2
April 4
April 5
April 10
April 11
April 12
April 16
Lasers
Demo: Swollen finger p 276 Science Inquiry
Glass olive jar
Water
Pg 200 SF The Re-appearing coin
Cup or bowl with opaque sides
Coins
Pg 201 (SF) when light refracts
Pencils
Clear Plastic cups
Pg 279; Science Inquiry- Water drop magnifier (refraction) convex lens. Lab
Wax paper
News print
Water and droppers
Worksheet/lab procedure
Topic 1-3 Quiz
Far out Lenses : Learn Alberta * Use am computer class
Microscope, telescope, camera, eye diagram
Microscope Quiz
Use Computer period in am.
( Books, pictures, encyclopedias, students use internet)
Use Computer period in am.
( Books, pictures, encyclopedias, students use internet)
Poster paper
Felt Markers
Art Supplies
Magazines
Scissors
Glue
Use Computer period in am.
( Books, pictures, encyclopedias, students use internet)
Poster paper
Felt Markers
Art Supplies
Magazines
Scissors
Glue
Pencil crayons
FeltMarkers
Pencils
circle template
Graphing Paper
Rulers
Smarties
Testing SPF Science Focus page 260
(Design Investigation)
Chiyoko Kensley 17
Science 8 Unit C: :Light and Optics
April 17
April 18
April 19
April 23
April 24
Petri Dishes
Scissors
Stop watch
Photosensitive paper
5 Sunscreen products
SPF Investigation Due
Review for quiz and unit exam
Topic Quiz 4-8
Exam Outline
Final Unit Exam
Chiyoko Kensley 18
Science 8 Unit C: :Light and Optics
Learning Resources
Bosak, S. V. (1991). Science is-- (2nd ed.). Richmond Hill, Ont.: Scholastic Canada.
Liem, T. L. (19871992). Invitations to science inquiry (2nd ed.). Chino Hills, Calif.: Science Inquiry Enterprises.
McGraw-Hill Ryerson. (2001). Science Focus 8: Science, Technology, Society.
Taylor, B., & Millard, P. (1990). Color and light. New York: Franklin Watts.
Ward, A., & Flax, Z. (1991). Experimenting with Science About Yourself. New York: Chelsea Juniors Division,
Chelsea House Publishers.
Wesley, A.(2001). Science in Action 8. Toronto, Canada.
http://www.opticalres.com/optics_for_kids/kidoptx_p1.html
http://www.micromagnet.fsu.edu/optics/acticities/teachers/scopes.html
http://www.edquest.ca/component/content/article/198
http://www.nasa.gov/audience/foreduls/listbytype/Simple-magnifiers.html
http://www.proteacher.org/c/657_Light_and_Sound.html
http://www.sciencekidks.com.nz/light.html
http://www.lpi.usra.edu/education/explore/our_place/activity-glance.shtml
http://www.explainthatstuff.com
http://www.billnye.com/for-kids-teachers/episode-details/