UbD Lesson Plan Template

VITAL INFORMATION
Author *Subject(s) Topic or Unit of Study *Grade/Level

Curtis Gay Honors Physics Light Waves Group Project 11th

STANDARDS
Georgia Performance Standards SP4-Students will analyze the properties and applications of waves. a. Explain the processes that result in the production and energy transfer of electromagnetic waves. b. Experimentally determine the behavior of waves in various media in terms of reflection, refraction, and diffraction of waves. c. Explain the relationship between the phenomena of interference and the principle of superposition. d. Demonstrate the transfer of energy through different mediums by mechanical waves. e. Determine the location and nature of images formed by the reflection or refraction of light. AASL 2. Draw conclusions, make informed decisions, apply knowledge to new situation, and create knowledge. 2.1.1 Continue an inquiry-based research by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. 2.1.4 Determine how to act on information (accept, reject, modify). Big 6 4. Use of information 4.1 Engage (e.g. read, hear, view, touch) the information in a source. 4.2 Extract relevant information from a source. National Educational Technology Standards 4c. Collect and analyze data to identify solutions and/or make informed decisions. 5a. Advocate and practice safe, legal, and responsible use of information and technology.

STAGE 1 DESIRED RESULTS

Established Goals

Essential Questions

Understandings Overarching Understanding

Identify the components of the electromagnetic spectrum and relate each to frequency and wavelength. Describe how the brightness of a light source is affected by distance. Distinguish between specular and diffuse reflection of light. Apply the law of reflection to flat mirrors. Distinguish between the types of flat mirrors and describe the nature of images formed by each. Relate light to the color of light and how pigments affect the color of reflected light. Describe how polarized light is formed and detected. Describe refraction and recognize situations where refraction will occur. Identify which direction light will bend when it passes from one medium to another. Compare types of lenses and describe the nature of images formed by each. Describe the result of light wave interference. Describe the diffraction of light. Describe the properties and uses of lasers. Explain the phenomena of optical illusions. Students will understand the basic properties and behaviors of light as a wave. Students will be able to communicate their knowledge to other students through a well-designed lesson. Students will be able to communicate their knowledge of a specific lightrelated topic in a research paper based on information obtained from valid online sources. Discuss the difference between the transfer of energy by sound waves and light waves. Distinguish between the following behaviors of light: reflection, refraction, and diffraction. Distinguish between images formed by flat, convex, and concave mirrors. Explain how a change in medium alters the direction of light. Distinguish between images formed by converging and diverging lenses. Explain the possible outcomes of light wave interference.

STAGE 2: Assessment Evidence

Performance Task Description:

Each group will be given one light-related topic.

Goal #1- (GROUP) Design a teachable lesson over this topic. Your lesson must include the following Explanation of concept with classroom presentation. Demonstration of concept with presentation. Evaluation questions. (5-10 questions to evaluate student knowledge of your topic.) All notes must be copied for the students in your class period. I will assist with making copies but I need the original at least one full day in advance. Goal #2- (INDIVIDUAL) Each student must write a research paper (500 words minimum) over the assigned topic. More than the textbook information is required. Any internet material must be cited appropriately. Evaluation: Each group will be graded based on their presentation of the material. Peer evaluations will also be used to determine a portion of your overall project grade. Each individual will take a cumulative assessment based on the evaluation questions from each group. Each student will be assessed on their individual research paper over the topic. See attached rubrics for grading.

STAGE 3: Learning Plan What learning experiences and instruction will enable students to achieve the desired results? How will the design:
Day 1 The LMS will begin by having all students login on their laptops. We will visit http://scc.losrios.edu/~library/tutorials/c/pretest.html to complete a pretest on knowledge of websites. After discussing and sharing the results of the pretest, the students will be directed to visit http://www.lancerlibrary.org/website-evaluation.html and read silently for the next 10 minutes. The LMS will then discuss the CARP Method for evaluating a websites potential for being used as a resource. The LMS will then provide the students with an electronic file that contains a template for evaluating websites that they can use to record their information after it has been located. The content teacher will then present the students with the project instructions for the upcoming task. The LMS will spend the remainder of the class discussing how to cite the information for the research section of the task. The students will be introduced to http://bibme.com . The LMS will conduct a Google Search on light waves and have the class help him evaluate one or two websites, then practice citing the web pages. Day 2 The LMS will discuss various presentation tools that can be used for the presentation section of the task. The LMS will first show a PPT on what makes an effective presentation. The students will complete a summarizing activity by listing two important keys about effective presentations. The remainder of the class will be spent showing the students Google Presentations under their Google accounts. Day 3 The LMS will have all students create a Scribd account and demonstrate how to upload a Word file to the class webpage. They will do the same with Slideshare. The LMS and the content teacher will spend the remainder of the period circling the room and assisting students as they begin the research process. Days 4-8 The students will continue to research their assigned topics and work within their groups to create their presentations under the guidance of the content teacher. Days 9-10 The students will present their presentations to the class, while their classmates take notes and complete evaluation questions created by each group.

Light Project Topics and Objectives {Each Group Will Receive a Different Topic}
Characteristics of Light (13.1) Objectives: Identify the components of the electromagnetic spectrum. Calculate the frequency or wavelength of electromagnetic radiation. (review) Recognize that light has a finite speed. Describe how the brightness of a light source is affected by distance. Reflection of Light: (13.2) Objectives: Distinguish between specular and diffuse reflection of light. Apply the law of reflection for flat mirrors. Describe the nature of images formed by flat mirrors. Mirrors: (13.3) can be split into two groups (concave/ convex) Objectives: Distinguish between the different types of mirrors. Describe a simple ray diagram. Distinguish between real and virtual images. Color: (13.4) Objectives: Recognize how additive colors affect the color of light. Recognize how pigments affect the color of reflected light. Explain how polarized light is formed and detected. Refraction of Light (14.1) Objectives: Recognize situations where refraction will occur. Identify which direction light will bend when it passes from one medium to another. Thin Lenses (14.2) Objectives: Compare diverging and converging lenses. Relate concepts to eyeglasses and contact lenses. Describe the positioning of lenses in compound microscopes and telescopes. Optical Phenomena (14.3) Objectives: Recognize atmospheric conditions that cause refraction. Explain dispersion and phenomena such as rainbows in terms of the relationship between the index of refraction and the wavelength. Demonstrate internal reflection with fiber optics. ( I have a sample) Interference of Light (15.1) Objectives: Describe how light waves interfere with each other to produce bright and dark fringes. Identify the conditions required for interference to occur.

Diffraction of Light (15.2) Objectives: Describe how light waves bend around obstacles and produce bright and dark fringes. Describe how diffraction determines an optical instruments ability to resolve images. Lasers (15.3) Objectives: Describe the properties of laser light. Explain how laser light has particular advantages in certain application.

Optical Illusions (other) Objective: Explain the idea of optical illusions and their cause. Show examples.

Light Project
SELF-EVALUATION
Poor Involvement
Not involved in the work. Did not attempt to read the instructions or offer any suggestions. Somewhat involved in the work. Read some of the instructions and gave limited suggestions.

Group Evaluation Rubric

Your Name ________________________________ Good Excellent

Somewhat involved in the work. Read all of the instructions and made most of the suggestions on how to complete the project. Always respected others in the group. Listened to others and respected their ideas. Compromised and cooperated. Always stayed on task. Used all available time to work on the project. Had a positive attitude about the assignment. Involved in at least 90% of the work.

Respect

Did not respect other members of the group.

Somewhat respected other members of the group.

Staying on Task Attitude Sharing the Workload

Never stayed on task. Decided other things were more important than the project and did those instead. Negative attitude about the assignment. Involved in less than 50% of the work.

Somewhat stayed on task. Lost focus on the project at times. Was somewhat positive about the assignment. Involved in at least 50% of the work.

Overall Grade that you would give yourself

(1-10): _____________________________

PEER-EVALUATION
Poor Involvement
Not involved in the work. Did not attempt to read the instructions or offer any suggestions.

Partners Name ________________________________ Good Excellent

Somewhat involved in the work. Read some of the instructions and gave limited suggestions. Somewhat involved in the work. Read all of the instructions and made most of the suggestions on how to complete the project. Always respected others in the group. Listened to others and respected their ideas. Compromised and cooperated. Always stayed on task. Used all available time to work on the project. Had a positive attitude about the assignment. Involved in at least 90% of the work.

Respect

Did not respect other members of the group.

Somewhat respected other members of the group.

Staying on Task Attitude Sharing the Workload

Never stayed on task. Decided other things were more important than the project and did those instead. Negative attitude about the assignment. Involved in less than 50% of the work.

Somewhat stayed on task. Lost focus on the project at times. Was somewhat positive about the assignment. Involved in at least 50% of the work.

Overall Grade that you would give them (1-10): _____________________________

Grading Rubric Name _____________________________________Period______ Light Project Presentation Group Member(s): _____________________________________
Average Score Received from Group Self-Peer Evaluation Basic Requirements Category All Materials Turned in on time and Presented on correct date (______)
(Copy of Presentation, Evaluation Questions with Answers, etc)

Points Earned (10 pts)

Points Possible 10

Points Earned (30 pts)

Student was present during preparations and present for presentation

(-1 for each day missed or tardy)

10

Materials turned in on time for printing

(On time=1 day in advance)

10

Presentation of Material Category/ Excellent Requirements (10 - 8) Eye Contact/ Poise Speaker made eye contact with the audience and spoke with confidence. Easy to hear. Practice is evident. Presentation/ Group members knowledge of seemed at ease with material the material thus showing knowledge of the content. Content Correct topic is used. Topic is explained using all necessary detail and all information is correct. Demonstration effectively illustrated the concepts.

Average (7 - 4) Speaker read directly off of note cards or paper and made little eye contact. Needed to speak up. Limited practice evident. Group members seemed relatively comfortable with the material. May have appeared unsure of content on occasion. Correct topic is used. Topic is explained with limited information. Information is correct. Demonstration was basic and may have been hard to connect with the concept. Group occupied between 8 and 10 minutes for entire presentation. Presentation is somewhat adequately designed/ formatted. Some backgrounds, colors, animations and/or graphics may not be appropriate.

Needs Improvement (3 - 0) Student made almost no eye contact and could barely be heard. Showed little confidence in their work. Indicates little to no practice. Group members did not show knowledge of the content. Seemed confused could not explain it properly. Topic is explained with little information and/or some information is questionable. Demonstration was insufficient in explaining the concept. Connection was almost impossible to make to concept. Group occupied less than 8 minutes for entire presentation.

Points Earned (60 pts)

Demonstration

Time

Group occupied between 10 and 12 minutes for entire presentation. Presentation is adequately designed/ formatted with appropriate amount of content on each slide. Backgrounds, colors, animations, and graphics are appropriate.

Presentation Design

Presentation is poorly designed/ formatted. Too much information may be on each slide. Most backgrounds, colors, animations and/or graphics are inappropriate.

See reverse side for specific commentary/ feedback.

Websites used during lesson

Pretest http://scc.losrios.edu/~library/tutorials/c/pretest.html Evaluation Website http://www.lancerlibrary.org/website-evaluation.html

Website Examples Used for Citing http://www.howstuffworks.com/light.htm http://missionscience.nasa.gov/ems/09_visiblelight.html http://micro.magnet.fsu.edu/primer/lightandcolor/particleorwave.html Slideshare PPT for Google http://www.slideshare.net/christinaschmidt04/google-presentation-2657941

Name:

Assigned Topic:

Website Evaluation Templates

Directions- Feel free to use the search engine with which you feel most comfortable (bing.com, google.com, etc.). When you find a site with useful facts for your project, use the templates below to evaluate it. You must have a total of ten facts between the three sites. You may include any number of facts from each site (better to have too many than too few).To include more than five facts for one site just press tab while your cursor is in the bottom right-most cell.

Website #1
Title of website: Date website was last updated: Creator/sponsor of site (if available): URL (web address): What does the URL tell you? Date website was created (if available):

Explain why this site is a good one to use (focus on the sites CARP):

Use the information at www.lancerlibrary.weebly.com/website-evaluation.html

Substance Facts
Fact #1 Fact #2

Fact #3 Fact #4 Fact #5

Website #2
Title of website: Date website was last updated: Creator/sponsor of site (if available): URL (web address): What does the URL tell you? Date website was created (if available):

Explain why this site is a good one to use (focus on the sites CARP):

Use the information at www.lancerlibrary.weebly.com/website-evaluation.html

Substance Facts
Fact #1 Fact #2 Fact #3 Fact #4

Fact #5

Website #3
Title of website: Date website was last updated: Creator/sponsor of site (if available): URL (web address): What does the URL tell you? Date website was created (if available):

Explain why this site is a good one to use (focus on the sites CARP):

Use the information at www.lancerlibrary.weebly.com/website-evaluation.html

Substance Facts
Fact #1 Fact #2 Fact #3 Fact #4 Fact #5

Key Out the Door

Key Out the Door