Lesson Plan Template ED 3501 (Version C)

Lesson Title/
Focus

Objects that emit light VS those that need a source

Date

November 18th

Subject/Grade
Level

Science Grade 4

Time
Duration

51 minutes

Unit

Light and Shadows

Teacher

Ms Cariolato

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Outcome 4-9: Identify sources of light, describe the interaction of light with different materials,
and infer the pathway of a light beam.
1. Recognize that eyes can be damaged by bright lights and that one should not look at the Suneither
directly or with binoculars or telescopes.
2. Identify a wide range of sources of light, including the Sun, various forms of electric lights, flames,
and materials that glow (luminescent materials).
3. Distinguish objects that emit their own light from those that require an external source of light in
order to be seen.

LEARNING OBJECTIVES
Students will know the difference between objects that emit their own light and objects that need a source to be
seen, through a variety of activities
ASSESSMENTS
Observations:

Students are participating in the In the Dark activity

Key Questions:

Can objects that require an external source of light be seen in the dark?

Products/Performances:

Students can differentiate between emit and reflected objected

LEARNING RESOURCES CONSULTED

Alberta Program of studies

MATERIALS AND EQUIPMENT

A dark room
A flashlight
Light and Dark worksheets
Scissors (12 preferably)
One hole puncher
Glue sticks

PROCEDURE
Prior to lesson

Make sure flashlight is working

Introduction

Time

Attention Grabber

We are going to do an activity outside of the classroom in a dark room.

Assessment of Prior
Knowledge

Continue to learn specific outcome 3, objects that emit light from other that
require a source to been seen (reflected objects).

Transition to Body

Go over Question from yesterdays worksheet!

Have all students leave all their work where they are and lineup at the door
quite to walk together to the dark room where learning activity one will take
place.

5 minutes

Body

Time

!1
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Learning Activity #1

In the Dark activity: Can all objects be seen in the dark?

1. Take students into a dark room, have them sit down and look around at the
objects in the room.
2. Turn off the lights in the room so it is completely dark.
3. Ask students if it is difficult to see the objects in the dark.
4. Tell students objects are seen when light is reflected off them. If light isnt
reflected, then the objects cant be seen.
5. Turn on the lights and ask students to observe if there are any objects that
emit their own light. (glow in the dark things) (flashlight)
6. Lights off again and turn on flashlight and ask if they can see the objects
now
7. Turn the lights on and conclude: Objects that emit their own light can be
seen in the dark.

15 minutes

Debrief: What do we know now about:

Objects that emit their own light can be seen in the dark
Objects that dont emit light: reflect light and can only be seen when light is
shining on them
Teacher Notes: Assessments/
Differentiation

Talk about the word Luminescent

- What does it mean? materials that emit their own light through a chemical
reaction
- Examples of this: a glow stick, glow in the dark paint

2 minutes

Learning Activity #2

Light and Dark worksheet to conclude what we just did

- Hand out worksheet
- Explain instructions on worksheet
- Have students work in pairs or threes (depending on the amount of scissors
they are.
- When they are done, they will put their hand up and I will check their
answers
- Then they will glue it on their papers and come to the back table to get it hold
punched.

10 minutes

Formative Assessment:
- Walk around and when students put their hands up, tell them they are either
good to glue or have to re-arrange until they get it right
Summative Assessment:
- The students will get a checkmark and a hole punch once they come back and
see me and their work is in the correct order.

Teacher Notes: Assessments/

Differentiation

Closure

Time

Consolidation of Learning: Students are participating in the work and gluing the objects on the worksheet.

Feedback From Students:

What do you know now?

Transition To Next Lesson

Explain to students the homework they have one day to collect for their
collage:
- magazines
- printed internet pictures
- newspapers
To show a wide range of sources of light.
To show emitters and reflectors of light (as many as you want but try to bring
in 2 of each)

2 Minutes

!2
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

The Sun:
- write three words on the board that think to protect your eyes (glasses, welders mask, ski
goggles, scientific goggles)
- explain how the sun wreaks your eyes:

1.
2.
Sponge Activity/Activities

3.
4.

You start to develop a sunburn on your eyeball

Of the three types of light that the sun producesvisible, infrared, and
ultravioletUV is the most damaging to structures within the eye, especially
when reflected off sand, snow or water.
You can cause damage to the retina. This collection of light-sensitive cells
located at the back of the eye transmits images to your brain.
Permanent blindness can also occur from staring at the sun over the long term.
The eye's lens can be damaged from too much UV light

Reflections from the lesson

!3
Adapted from a template created by Dr. K. Roscoe