Classroom Implementation

Light/Optics Unit

The aim of this unit of study is to incorporate the nature of science into lesson planning
and teaching. The focus for this unit will be incorporating the topic of light/optics and the nature
of science into a fourth grade class. This unit of study is offered in our Newfoundland Labrador
schools.
Introduction

Students become familiar with the properties of light by using an inquiry based

learning approach. Students will observe and investigate how light interacts with various objects
in the environment. From the investigations, students will gain a better understanding of how
light has had an impact on the past and our future.
Focus and Context The main focus in this unit in on inquiry, with an emphasis on observing,
questioning, predicting, and making inferences. Students become actively involved in the
scientific process by using creativity, technology and being introduced to the history of the study
of light.
Curriculum Outcomes The curriculum is divided into three strands: STSE which deals with
the Nature of Science and Technology, SKILLS which is the planning stage and KNOWLEDGE
which is what students should know at the end of the unit.
Keeping in mind, McComas Tenets of the Nature of Science students would be given
opportunities to demonstrate through active engagement of experiments, describe and discuss
how scientific discoveries have led to new inventions, provide examples of how scientific tools
can be found in the home and school (Social and Environmental Contexts), identify the role of

scientists, use specific terminology such as data, conclusion, procedure, etc., and make
inferences based on data collected.
Implementation There are numerous activities that would assist with the implementation of a
unit on the study of light/optics. Following is a list of ideas based on incorporating the nature of
science into the classroom during the study of light.
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Introduce the unit by showing two pictures. Each showing a variety of things but each
showing a source of light. After observing the pictures and recording the data from the
pictures, discuss with a partner what their observations were.

Images of scientists (Art Class) Have students imagine what a scientist looks like, what
they may have looked like in the past and what they look like in todays society. Draw a
scientist!

Research (Language Arts) a scientist or theory related to the study of light. Use your
textbook, library, or technology to find information on your topic.

Introduce the properties of light. Define light in terms of language appropriate for the
grade level.

Experiment with light and how it works. Experiment by having students with the
necessary tools to investigate how light works. For example, each student would have a
light source, paper, and scissors to cut holes in the paper. After some time, allow the
students to share their findings with the class. From the findings, discuss as a class how
they got to the various findings. If needed, have the teacher conduct the experiment
afterwards to elaborate.

Experiments with various properties of light can be supplemented with video clips. For
example, how light travels, reflection, refraction, exploring optical devices such as
microscopes, binoculars or reading glasses.

Plan and write a procedure to test their shadow predictions. Test their plan and record
findings in a table.

Use questioning such as, How could you show that ordinary light is made up of different
colors? Where have you seen it happening outside? How is a rainbow formed? Why do
we see the colors of the rainbow? Experiment with the use of prisms!

Assessment Self-assessment is a powerful tool, even at this grade level. Ongoing class
observations and anecdotal notes are valuable tools as well. Students would keep a portfolio of
their scientific findings and a discussion of their work is an assessment of knowledge. Of course,
there is the paper test!