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How does light and shadow impact our lives? Then, now, I wonder?…

- - - - QUESTIONS: What are sources of light? How are these lights generated? What are these lights made out of? Where do we use these lights? What does we use these sources of lights for? How are these lights important/impact our lives? What are luminescent materials? What is bio-luminescence?
        
        ACTIVITIES/ASSIGNMENTS:
        
        research on different sources of light (ex. where are they found, how are they created, is it natural or artifical?)
        
        TECH OUTCOME: Students will use technology to investigate and/or solve problems
        
        TECH OUTCOME: Students will critically assess information accessed through the use of a variety of technologies.
        
        Youtube videos
        
        Interactive games online identifying which object is luminescent and which is not.
        
        TECH OUTCOME: Students will critically assess information accessed through the use of a variety of technologies.
    - - QUESTIONS: What are objects that emit their own light?
        How objects emit their own light?
        What objects need an external source of light in order to be seen?
        How does the moon emit its own light?
        
        ACTIVITIES/ ASSIGNMENTS
        
        YouTube Videos
        
        Categorizing Luminescent versus non-Luminescent materials/objects/animals
        
        TECH OUTCOME: Students will use organizational processes and tools to manage inquiry
        
        Research materials/objects that are luminescent materials and create a googleslide/powerpoint
        
        TECH OUTCOME: Students will access, use and communicate
        information from a variety of technologies
        
        TECHOUTCOME: Students will use technology to investigate and/or solve problems
    - - QUESTIONS: Does the size of shadows change throughout the day? Why do shadows change throughout the day? How does the sun play a role in change of shadow size? Does a shadow look different early morning, midday, and late afternoon?
        
        ACTIVITIES/ASSIGNMENTS:
        
        students gather data on the placement of sun in the sky, how it relates to the time of the day, and the size of the shadow of an object in relation to the sun
        
        TECH OUTCOME: Students will use organizational processes and tools to manage inquiry
        
        TECH OUTCOME: Students will critically assess information accessed through the use of a variety of technologies.
        
        Make their own sundials
        
        Online interactive websites/games
        
        YouTube Videos
- - - - A center of materials where students determine whether or not these materials are transparent, opaque, or translucent
      - Youtube Videos on the break down of why these materials are classified under these descriptions. Ex: Why is paper a translucent material?
      - Online games to play as a class to quiz students
      - Kahoot! to assess final understanding of how students classify these materials (correctly versus incorrect)
        
        TECH OUTCOME: Students will critically assess information accessed
        through the use of a variety of technologies.
  - - - demonstrations with a light source such as a flashlight to show students how light is spread without an object blocking versus when there is an opaque object in the way. Get students to record down their findings.
        
        TECH OUTCOME: Students will use organizational processes and tools to manage inquiry
      - Youtube videos explaining this concept more
      - Interactive online games
  - - - Drawing Activity: Draw your bedroom when the sun is shining through your window. Make sure you draw all the shadows you would see. Also, be mindful of the time of day it might be.
        
        ART OUTCOMES: Component 5 ACTIONS AND VIEWPOINTS:
        
        D. Size interchange affects the apparent position of something.
        
        E. Surface reflections, shading and shadows affect the viewpoints.
      - Shadow puppets: create your own shadow puppet and create a skit about light and shadows while presenting with your shadows!
        
        ART OUTCOME: Component 10 (iii) MEDIA AND TECHNIQUES:
        F. Photography and Technographic Arts
        
        shadow puppets
  - - - Centers: demonstrations with a light source such as a flashlight to show students how light is spread without an object blocking versus when there is an opaque object in the way.
      - determine length of shadows (your own height versus the shadow)
        
        MATH OUTCOME: NUMBER
        
        Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding
        
        subtractions (limited to 3- and 4-digit numerals) by: • using personal strategies for adding and subtracting • estimating sums and differences • solving problems involving addition and subtraction. [C, CN, ME, PS, R]
        
        ART OUTCOMES:
        
        REFLECTION
        
        Component 1 ANALYSIS: Students will make distinctions within classes of natural objects or forms. B. Natural forms are related functionally to their environment E. Change in natural forms occurs over time.
        
        Component 5 ACTIONS AND VIEWPOINTS: Students will refine methods and techniques for more effortless image making E. Surface reflections, shading and shadows affect the viewpoints.
        
        Component 10 (i) PURPOSE 1: Students will record or document activities, people and discoveries. Concepts A. Everyday activities can be documented visually.
        
        Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on mixing media and perfecting techniques in drawing, painting, printmaking, sculpture, fabric arts, photography and technographic arts.
        
        Concepts A. Drawing Continue to explore ways of using drawing materials.
        
        TECHNOLOGY: General Outcome
        C4 Students will use organizational processes and tools to manage inquiry.
      - determine size of shadow, where the source of the light is, and the intensity of the light source
- - - - ACTIVITIES/ASSIGNMENTS
        
        -newtons prism experiement with light
        
        Look at the rainbow and research why it may look like that with a partner. Organize information in a chart.
        
        TECH OUTCOME: Students will use organizational processes and tools to manage inquiry
        
        TECHOUTCOME: Students will use technology to investigate and/or
        solve problems.
        
        TECH OUTCOME: Students will use electronic research techniques to
        construct personal knowledge and meaning.
        
        Experiment with paint. Look at the different colors each primary color can make.
        
        ART OUTCOME: Component 10 (iii) MEDIA AND TECHNIQUES:
        B. Painting: • Mix paints to show intensity of colour
    - - experiment with glass prism by shining light through it to see the different colors output (Newtons Prism Experiment)
      - Watch videos on light the Newton Experiment
- - - - What is the general structure of a microscope?
        What do we use microscopes?
        
        Types of Assignments: - power point presentation in groups of the parts of the microscope and what they are used for. Students will them have the technology with them an teach other how to use it.
        
        TECNOLOGY OUTCOME: C1, C2,C3,C4,C5,C6.
        
        Students will seek alternative viewpoints, using information technologies.
        
        Students will critically assess information accessed through the use of a variety of technologies.
        
        Students will use organizational processes and tools to manage inquiry
        
        Students will use technology to aid collaboration during inquiry
        
        Students will use technology to investigate and/or solve problems
        
        Students will access, use and communicate
        information from a variety of technologies