NGSS Performance Expectation Assignment Table- Spring 2020 Due: May 15, 2020

Name of Unit: Your names:

Shedding Light on Rachel Rhoades & Abbie Meyer

Reflection!
Performance Expectation: Develop a model to describe that light reflecting from objects and
4-PS4-2 entering the eye allows objects to be seen.

Prior Student Knowledge:
What do you expect students to already know
before starting this Unit?
Students will understand they can see objects only when light is available to
illuminate them. They also know that some materials let all of the light
through them, some objects only allow some light to pass through them, and
other objects block all of the light leaving a shadow behind them. Spheres
and prisms can be used to redirect a light beam.

Science & Engineering Practice(s): Disciplinary Core Idea(s): Crosscutting Concept(s):

Developing and Using Models: PS4.B: Cause and Effect:

Modeling in 3-5 builds on K-12
experiences and progresses to building
and revising simple models and using
models to represent events and design
solutions
How/where did you address this/these
practices in Unit?
Students address the practice of
developing and using models
throughout the lesson. After exploring
a bit how light works with hands-on
experiences and explorations,
students watch a video which shows
them a model of how the light is
actually reflecting off of different
objects. This video gives students a
mental model​ of how it works and
then they go right into ​developing
their own models. ​ They use drawing
to explain the reflection of light from
objects. They will then apply their
model and what they learned when
they refer back to the initial ideas
question. The ​use their model​ of how
light reflects to then reevaluate their
original opinion.
An object can be seen when light
reflected from its surface enters the eye
allowing the object to be seen.
How/where did you address this/these
Disciplinary Core Ideas in Unit?
S​tudents see how an object is seen
when the light reflects off of the
surface of the object through the mirror
demonstration where the light from the
flashlight is redirected in a different
direction depending on the way that
the mirror is angled. The students also
explore the different ways that light
interacts with the objects during the
scavenger hunt where they look for
various objects about the classroom,
the give off light, where light travels
through them, that reflects some light,
or reflects almost all of the light. The
videos also solidify the direction of the
light as it is traveling from the light
source to different objects.
Cause and effect relationships are
routinely identified
How/where did you address this/these
Cross Cutting Concepts in Unit?
Students explored cause and effect
when identifying why light is
necessary to see objects. They also
see how light reflection from the light
source to the object and then into the
eye allows objects to be seen. The
video about the eye also goes deeper
into the cause and effect relationship
between light and its interactions with
the eye.
 Unit Development- ​For each section include lesson/activity titles, description of each activity to include details on what students will be doing.
Include reference link. If it is your own idea, then indicate​. There may be more than one activity/lesson per E section!

ENGAGE: DAY #1
What activity or activities will access
prior knowledge, stimulate interest, The unit will start with an initial ideas question,​ ​which evaluates what students
and generate questions? How will you already know about light reflection​. The question will be displayed in a way that
hook them? students choose which opinion they agree with rather than coming up with their
own statement, which will come later in the lesson. The question is as follows:
1-Initial Question: Beginning the lesson
with this initial idea question, gets students
to start thinking about their prior
experiences from previous grades.This
question will also stimulate interest by
giving students a brief introduction to the
topic, hopefully fueling interest in learning
more about it. It will probably also lead to
questions and inquiry from students as they
ponder who they agree with and why.

1-Light Hunt: This activity will engage

students in exploring more about light and
reflection. They will rely on their prior
knowledge about light in order to Students will take time to think to themselves and then write down who they
investigate and place objects in the various agree with and why in their notebooks.​ Students will then share their thoughts
categories. This activity will also stimulate
interest as students will be curious as to with a partner and then another set of partners in order to hear multiple
how the activity will be used to learn more students’ ideas.
about light. Hopefully, students will have
fun with this scavenger hunt and hook their Students will then move into an exploration in order to discover more about how
interest in learning more about how light light works. Students will go on a “Light Hunt” to explore the different ways in
works in regards to each of the objects. which light reflects off objects.​ Students will work in pairs to fill out their chart
with 4 different categories of objects, like the worksheet shown below.
EXPLORE​:
What activity or activities will allow
them to use science and engineering
practices to explore and allow them to
begin to deepen their understanding of
core ideas that support the
Performance Expectation?

1-Light Hunt: The “Light Hunt” activity will

allow students to explore with light and get
first-hand experience with reflection, thus
allowing them to deepen their
understanding of the core idea, leading to
the development of the performance
expectation. The core idea is centered
around how we see different objects based
on the way light interacts with them, which
is exactly what students are exploring in
this activity.
2-Mirror Mirror: This demonstration gives
students the opportunity to explore the
light’s line of reflection by observing the
light from the flashlight bounce or reflect off
However their categories will be objects that emit light, objects that let light pass
through, objects that reflect some light, and objects that reflect all light in order
to better suit the performance expectation. In addition to common objects
already in the room, there will also be hidden additional objects such as a
handheld mirror, different prisms, glass objects, tinfoil, etc. that will provide
students with more opportunities to observe the following categories. They will
be hidden around the room so that students have to find each and put them in
the correct category. ​Each pair of students will have a flashlight in order to
explore how the light behaves with each object and place them in the
appropriate categories.
of the mirror and head in the direction that
is of the same angle as the mirror. For We will then move into a class discussion of their findings, putting all the
example, when the mirror is angled group’s observations into one large poster in the front of the classroom. Using
towards the right (which is facing the
the same 4 categories, each pair will come up and write 1 object on the chart
students). Then when the student with the
flashlight turns on the flashlight and points from each category. We will then go into a discussion in which students can
it directly at the right-angled mirror, the light express if there is an object that they think is placed in the wrong category and
will hit the mirror and bounce off it at the why.
same angle as the mirror, which means
that it will head towards the right and shine DAY #2
on the students.
We will then go into a class demo where students will get further experience
with the reflection of light from a shiny surface.​ The teacher will call up two
EXPLAIN:
students to help with the demo. One will hold a mirror and one will hold the
How will you provide experiences to
allow students to explain and clarify flashlight. The lights will be turned off and then the flashlight student will shine
their thinking. What might you do to the light directly at the mirror. This will show how the light bounces straight off
help them further understand core the mirror, shining directly back at the student holding the flashlight. ​The
ideas and cross cutting concepts? teacher will then ask “What direction would the light beam shine if the mirror
was angled slightly to the right?” Students would share with a partner and then
1-Initial Question: This initial idea question will share their answers with the class.​ The students will then demonstrate
gives students the opportunity to explain
angling the mirror to right, showing that the light beam changes direction and
their thinking of light reflection thus far.
They will also engage in discussion with shines at the students even though the flashlight is not facing them. The teacher
their peers, which will allow them to will then ask students to discuss what they think will happen when the mirror is
verbally explain their ideas and hear about angled the other way. Will the beam of light hit them once again? After sharing
others’ ideas as well, allowing them to in partners, the teacher will ask for volunteers to share their reasoning with the
refine their own thoughts/explanation. class. The students will again demonstrate this by angling the mirror to the left,
showing that the light beam gets redirected, this time away from the students.
2-Mirror Mirror: This demonstration proves
(see diagram below for visual of the activity)
that light from the light source first bounces
off an object at the same angle that it hits
the flat object. The light that bounces off (or
reflected off) of the object and into your eye
allows you to the object. This
demonstration will help students explain
how light bounces off of objects and
enables them to see the object. In other
words the students will learn about
reflection and be able to explain how the
light will hit the mirror and reflect off of it in
the same direction that the mirror is angled.

2-Properties of Light: Students learn about

the properties of light and how it reflects off
of different objects such as a sweatshirt
and a mirror and how it goes through clear
objects such as a window. With this
information, students will be able to explain
how reflection works on various objects
and how, because of the reflection, they
are able to see the objects that are around
them.

3-Eye Video: This eye video will provide an

explanation of how the eye is actually
working and how it takes in light. This will
allow students to gain a better
understanding of the anatomy of our eyes,
thus clarifying their understanding of what
they think might be happening inside the
eye. This video explanation will give the
students more information, allowing them
to gain a greater understanding of the core
idea and the cross-cutting concept of cause
and effect.
ELABORATE:
What else might students do to further
develop their final ability to be
successful with their performance
expectation?
Students will then watch the following Youtube video
(​https://www.youtube.com/watch?v=RawIoWcxoN8​, stop at 3:00) which
explains how light is reflected from different objects​. Presenting this information
in a visual way will allow students to better grasp the concepts as opposed to
reading it in a textbook. It will also reference the demo that students just
previewed in class and goes deeper into how light reflects off a mirror. ​The
video provides visuals for how the light is traveling and reflecting from certain
objects, building on students’ model of how light reflects off objects, allowing
them to be seen​.

2-Properties of Light: Through visual DAY #3

representation, students are able to go
further into depth about reflection and the
In order to demonstrate the performance expectation, students will draw their
certain terms such as source and the
speed of light that will help them better own model of how light reflects from objects in a comic strip form.​ Similar to the
understand how light works. After watching two pictures below, students will choose a light source, an object, and then the
this video, students will be able to eye to draw a diagram of how light is reflected, but in a creative comic strip way.
elaborate more on the different Students will fold their paper into 3’s and do one comic for each of the following:
components such as the source and the a model of reflection for an object that reflects all light (what do you see in the
speed of light that can be applied to their mirror?), a model for something that lets light through (ex: window) and a model
knowledge about light and how it enables
for something that reflects some light (ex: apple), following what they learned in
them to see objects around them.
the video and explorations.
3-Eye video: This video elaborates on the
concept of light reflection as it dives deeper
into how the eye actually takes in light,
allowing us to see things. It will give them a
better idea of what happens once the light
actually hits the eye and why the eye
needs light for sight. This elaboration will
allow students to further their
understanding, thus allowing them to refine
their model of light reflection.

EVALUATE:
How will you have students show their
mastery and understanding of the
performance expectation you chose?

1- Initial Question: This initial ideas

question will act as an initial evaluation of
what students already know from their
previous experiences with light. Based on
the students' responses, the teacher would
be able to gauge where the class is at in
their knowledge of how light reflection
works and therefore adjust the lesson I​n order to broaden students’ understanding of how light enters our eye
slightly to provide more or less assistance allowing us to see objects, students will watch the following video
based on what the class already knows (​https://www.youtube.com/watch?v=axpCN6Vj9p0​, stop at 3:20).​This video
about light. Based on their answers, the goes further in depth of how light enters the eye and why this allows us to see.
teacher will get a clear idea of the mental It goes through each part of the eye and compares each to a camera, making
model each student has prior to learning a simple analogy for how each part of the eye takes in light to help you see. It
more about light reflection throughout the
unit. also goes over a simple version of how signals are transmitted to the brain
allowing you to process what you are looking at.
3-Comic Model: This activity is a direct
assessment of the students’ mastery of the
performance expectation. Students will be We will close out the unit by referring back to the initial idea question (see
drawing 3 different models of how light below) from the very beginning to see if students’ have changed their
reflects, allowing the teacher to evaluate thoughts by the end of the unit. Have the students revisit their thoughts about
their understanding of the concepts
light works and how they see the objects around them based on all the videos
presented in the unit thus far. The teacher
will be able to assess whether the students and exploration we did in class the past few days. ​Students will reflect on their
need more of an explanation with any of own initial idea and write down who they agree with now and why under their
the types of reflection and how to best initial thoughts in order to compare and see what they have learned. Students
assist them in achieving the performance will also identify which activity in class helped them get to that conclusion (ex:
expectation or move on to expanding upon Light Hunt, Eye video)​. Students can then regroup and talk about the initial
what they have learned. question. They will share with their peers if they have changed their previous
thoughts. If so, what about their thinking did they change and why? Students
3-Initial Question Reflection: By re-opening
the initial question, students will be able to will have the opportunity to share out with the class if they want to share how
reflect on their previous thoughts/ideas their ideas have changed and what they have learned.
from the beginning of the unit. This will
allow them to evaluate their thinking
process and how their knowledge of light
and reflection has evolved after watching
the videos and doing the demonstrations,
which built and strengthened their
knowledge about light.