Properties of Light

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Properties of Light

• Laura Curran
• Linking the Brain, Mind, Teaching, and Learning
• Spring 2004

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Target Audience

• Fourth Grade
• Class

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Objectives and Outcomes

• Students will
• learn how light travels through different
  objects
• understand the differences between transparent,
  translucent, and opaque materials
• be able to identify various objects by their
  characteristics

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What has been covered so far

• Class discussions about the properties of light
• Reading from the textboth silently and orally
• Completion of activities
• Refraction of light Bending Spoon
• Reflection of light Mirror activity
• Lab sheets
• Journal responses to activities

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Classroom Environment

• Temperature-comfortable and conducive to learning
• Visual
• during Prime Time the lights will be on and the
  shades up, desks will be arranged in paired rows
• during Down Time room darkened, shades down and
  lights off, desks moved to form work stations
• Auditory quiet voices during group work

Learning occurs more easily in an environment
free from threat and intimidation Sousa, 2001
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Prime Time 1
20 minutes

• Introduction of new information
• Read from text to support new ideas
• Demonstration with transparent, translucent and
  opaque objects
• Explanation of activity directions
• Move desks to prepare room (work stations)

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Down Time

• Students will proceed to various work stations to
  complete the activity by testing each object
• Before testing, students will predict the
  materials classification
• Discussion and completion of lab sheets

Rehearsal Time
15 minutes
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Prime Time 2

• Students will complete their lab sheet with their
  partners
• Pairs of students will be combined to share and
  discuss their findings
• Class Discussion

10 minutes
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Evaluation Assessment

• Lab sheets
• Student responses
• Journal entries
• Teacher observation
• Inspiration project

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Multiple Intelligences

• Bodily/Kinesthetic-
• moving around the room, using flashlights and
  mirrors, manipulatives
• Musical/Rhythmical-
• Tape recording
• Intrapersonal-
• Journal entries
• Interpersonal
• Class discussions, group work

• Verbal/ Linguistic -
• Textbook, lab sheets,
• Word processing
• Mathematical/Logical -
• Mirror activity, problem solving, teacher lecture
• Visual/Spatial-
• Video, overhead, text

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Learning Styles

• Concrete Sequential- detailed directions, hands
  on activities, demonstrations, lab sheets
• Concrete Random- trial and error (mirror
  activity), open ended activities, not a lot of
  teacher intervention
• Abstract Sequential- teacher lecture, text work,
  summarizing
• Abstract Random- group work, journals,
  Inspiration projects

Learning is the result of a very personal and
individualize act of thought and feeling.
(silver, Strong, and Perini)
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The Information Processing Model

• Sensory Register acts as a filter for sensory
  data
• Immediate memory the clipboard holds data
  temporarily, for about 30 sec.
• Working Memory the work table where we can
  focus on work with the data
• Long-Term Storage the filing cabinets where
  data is held so it can be recalled

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Brainy Bits...lobes
Temporal lobe Processes information
from hearing, smell, and some visual
Occipital lobe Controls raw visual input
Frontal Prefrontal lobe - Regulates voluntary
movement speech and working memory
Parietal Lobe Helps with body position Gives
sensory info from extremities
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Another Look at the Brain

• The Neuron
• Cell body
• Axon
• Dendrite

• The Brain Interior
• The brain stem
• The cerebrum
• The limbic system
• Thalamus
• Hippocampus
• Amygdala

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Technology
Inspiration software www.brainpop.com www.opticsfo
rkids.com www.yahooligans.com
VIDEOS- 3-2-1 Contact Light and Color Facts of
Light Bill Nye, The Science Guy
Overhead Projector
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References

• Gardner, Howard. Instructional Design and
  Multiple Intelligences, International Society for
  Technology in Education, 2002
• Gregorc Model handouts
• Silver, Harvey Strong, Richard, and Perini,
  Matthew. Integrating Learning Styles and Multiple
  Intelligences,
• Sousa, David A. (2001). How the Brain Learns,
  Corwin Press, Inc., Thousand Oaks, CA.
• www.clipart.com
• www.school.discovery.com
• www.imisoft.com
• http//www-biology.ucsd.edu/news/article_112901.ht
  ml