Let's Explore Light Sources
Lesson 4 of 9
Objective: SWBAT identify which light sources are natural or man-made.
Next Generation Science Standards Connection:
In this lesson students will explore whether a sources of light is natural or man-made. In 1-PS4-2 students are asked to explore light sources. This lesson goes deeper with the understanding of light sources and that some are natural and others are man-made. The investigation will allow my students to gather more evidence on different light sources in their environment. Students will learn that natural light sources are animals, the sun and the northern lights while man made light sources are things like flashlights, light bulbs and electronic screens. Students will record their observations and evidence in their scientific journals.
In order to support a high level of student discourse within my science lessons I have assigned two different student partnerships. Turn and Talk Partners are discourse partners that work together to share the deep thinking that happens throughout the day. Workshop Partners are partners who are matched together for the purpose of working during our independent times. In this lesson students will be engaged in both partnerships.
I LOVE involving parents in the learning in my classroom. This parent letter is both an introduction to our next two units as well as a request for supplies. Many of the items used to teach this unit are recyclable items so I ask for help from parents and colleagues.
Natural or Man Made Anchor Chart
Science Journals - I use blank paper in my journals so my students have more space and freedom to experiment with graphic organizers, illustrations, etc.
Are light sources natural or man made? (Avery labels 8160)
I have all my students gathered in our meeting area on the rug. I want to activate student prior knowledge by reminding the students what they learned in our previous lesson about light, "Light it up!" We review the words illuminate, light wave, light source, and light energy.
Boys and girls we have learned all about light sources. We know that a light source is a fancy word for where the light is coming from. Can any one share some light sources that you know about? I have my students share light sources light flash light, light bulb, the moon, stars, the sun, etc.
I show my students the vocabulary words natural and man made. I tell the children that we will be learning more about light sources but we will have to first learn theses new words.
Natural is the word for something that is from nature and man made is something that is made by people. I hold up a photograph of a flower from a garden and a photograph of a drawing of flower. Boys and girls I want to you to observe these two photographs like a scientist would. Look very closely and study the two pictures. Please point to the picture that is natural. I check to see if the children are pointing to the photo with the flower from the garden. Now I want you to point to the photo that is man-made.
The purpose of this exploration is to provide students time to think about whether a light source is natural and man made. This will activate prior knowledge and prepare them for the thinking and wondering that will happen throughout the lesson. While they are exploring I will walk around and confer with my young students. I will be recording my observations on my clipboard.
Boys and girls, today we are going to answer a question just like scientists. The question we are going to explore is "Are light sources man-made or natural?" Today you will watch a slide show and do some smart thinking. You will be observing different light sources. You will have to decide if you think this light source is natural or man made. You will have to use your schema, that is what you already know about things that are man made and things that are natural. You will have to use that information to help you decide if the light source is man made or natural. Then you will record your thinking on this recording sheet. Are you ready to answer our question today? "Are light sources man-made or natural?"
As my students work I walk around and confer with each group naming and noticing the smart thinking happening. Conferring is the process of listening and recording the work the student or students are doing and then compliment the work. As I listen, I research a teaching point and then work to provide clarification through questioning, modeling and re-teaching. The students respond with, "I think the sun is natural because it is a part of nature so I will put an X here." or "I notice that the lamp is man made. As I hear these comments I may say, "Great! What does a lamp need for it to produce light?" or "What do things that are man made need to produce light?" I move onto the next student to allow him time to ponder this question. Conferring is a great formative assessment tool will help guide the learning in my classroom. During the conferring I will continue to use the vocabulary: light source, natural, man made, electricity.
In this section I want my students to construct explanations and builds on their new learning. I have the children meet me back in our meeting area for a discussion. I have a blank copy of our Natural or Man made worksheet on the Interactive Whiteboard. I ask the children to help me fill in my copy of the same chart so we can have a discussion about each source of light. After each section is filled in I ask the children, "How do you know?" My students will turn and talk and try to think about why it is considered man-made or natural. I want to guide my students to figure out that if it is man-made it may have a cord or batteries and natural light sources don't need batteries or a cord. As my students share their thinking with each other I will be listening for answers like, "Man-made lights need electricity." or "This lamp has an electrical cord." or "The flashlight needs a battery to work." or "The sun just shines by itself."
Extra Fun Fact: Boys and girls, you are right the sun shine by itself. It is actually caused by a nuclear reaction called fusion. This produces a lot of heat and light which makes the sun.
An interactive read aloud is a great tool for elaborating on student learning. As I read the book the children will be introduced to new vocabulary. I will write each new word on a card and add that vocabulary to science bulletin board. At this point I only want to introduce the word to build prior knowledge. As we continue through the unit we will build upon this learning.
Why Interactive Read Aloud?
Quality read-alouds are ones that allow children to be actively involved in asking and answering questions as well as making predictions. There is a lot of research that states interactive read-alouds help students make gains in vocabulary development and comprehension. In these interactive read-alouds my students do more than just talk. They are asked to analyze information, make predictions, share their inferences, as well as share their thinking and pose thought provoking questions.
I build upon their knowledge of light sources by reading the book Light: Shadows, Mirrors, and Rainbows by Natalie M. Rosinsky. I ask the students to share times when they have seen a beam of light or a rainbow. I will ask my students to share one interesting fact from the read aloud with their turn and talk partners. together we add our new science vocabulary to our science board: beam of light, ray of light, natural, man made shadow and reflection.
Interactive Read Aloud Video
During the evaluation my students assess their own knowledge, skills, and abilities. Synthesizing information is the ability to form new ideas and at the first grade level the ability to change your thinking. I ask my students to go back to the "Natural or Man Made?" worksheet and look at their answers but this time with all the new information they just learned. They have a few minutes to change their thinking and fix their answers.
The Science and Engineering Practice 4 asks students to analyze data. At the K-2 level this involves students collecting, recording, and sharing observations. In this lesson the students are recording information, thoughts and ideas in their science journals. I send my students back to their science journals and ask them to write the answer to our big question: "Are light sources natural or man made?" I am looking for answers like, "Light waves can be both. If it is electric it is man made." or "I learned that light sources can be both. If it has batteries it is man made." This formative assessment gives me insight on the learning that is taking place.