1. How Does Science Work? Exploring Light by Carol Ballard Cyberlesson by Lisa LoPresti

2. Copy of the Book Computer with Internet Connection Science Journal Graphic Organizers Pencil and Clipboard Resources and Materials

3. Introduction Have you ever thought about what the world would be like without light? If there were no light we wouldn’t be able to see. There would be no color. Most of all, there would be no plants, animals, or humans. The world would have no life. Therefore, light is very important and it is important for us to understand it. As you read the expository text, How Does Science Work? Exploring Light, you will learn: Where light comes from How our eyes use light to let us see How light works

4. Before Reading Complete the following anticipation guide to see what you already know about light. After reading the list of statements, mark each one with a T if you think it is true and an F if you think it is false. After completing the cyberlesson, you will revisit your answers to see if your understanding has changed.anticipation guide ___ Our most important light source _____ The color white is all of the colors is the sun. of the rainbow put together. ____ The moon is a light source. _____ Refraction is when there is a portion of light. ____ Light travels in irregular lines. _____ Shadows result from objects blocking the light. ____ Opaque materials are see-through _____ The computer is transparent. objects. ____ A reflection is a picture of an object _____ The part of the eye that controls on another surface. how much light enters it is called the cornea.

5. Before Reading Continued To build background knowledge before reading, you will watch a video on the topic of light featuring Bill Nye the Science Guy. Click on the hyperlink below. Scroll down through the video choices until you see the Bill Nye video on Light Optics. The video is divided into three parts. Click on Part 1. When Part 1 is finished, record any information you found interesting, or think is important, in your science journal. Follow the same instructions for Part 2 and Part 3. Turn and talk about your findings with your partner. Bill Nye: Light Optics

6. While reading the text, you will notice many bold-face words. The bold-face words are new vocabulary that you will want to learn. Set up a piece of lined paper in your science journal for vocabulary. Every time you encounter a bold-face word, write it down and include its definition. The text will explain what each word means by stating the meaning directly or including context clues and pictures to help you infer the meaning. Before Reading Continued

7. During Reading After reading pages 4-7 in the text, you have learned there are two kinds of sources for light. One is natural and the other is man- made. Another term for man-made is artificial. In your science journal, create a two column chart like the one shown below and make a list of as many natural and artificial sources of light as you can think of. Look around the room, in books, and on the Internet for ideas. Natural LightArtificial Light

8. Continue reading and stop after the section entitled, How Do We See? on page 11. The eye has many different parts that work together to give us vision. Try this out! Turn to your partner and look into his/her eyes. The black solid circle in the middle is called the pupil. It allows light to enter the eye. Notice the size of the pupil. It should be fairly small with the lights on. When everyone in the class is ready, we will turn the lights off. Watch closely to view what happens to your partner’s pupil. Discuss what happened to the pupil with your partner. Why did the pupil change? During Reading Continued

9. Once you have discussed what happened with your partner, you will independently write about what happened in a paragraph. Since you will be describing the events in order, you will need to use sequence words. Click on the Brain pop tutorial to review what sequence words areBrain pop and how to use them. Click on the sheet and start typing your response right after thesheet directions. To make your paragraph interesting, include why the pupil changed as it did. Print your finished copy and give it to your teacher. During Reading Continued

10. Now that you know how the pupil works, let’s look at the rest of the eye. Click on the Eye Site to find out more information about the partsEye Site of the eye and what they do. When you arrive on the site, choose the “anatomy” tab on the left. It will lead you to a step by step diagram of the eye and provide information about each part. When you have completed learning about the parts of the eye, complete your own diagram. Then finish reading the text.diagram During Reading Continued

11. After you have finished reading the text, you will see first hand how light works. The class will be divided into five groups. We will rotate through 5 light experiment stations in order to better understand the following concepts that were discussed in the reading: Properties of opaque, translucent, and transparent materials Reflection and refraction How light travels Bending light Shadows All materials and recording sheets will be provided at each station. After Reading

12. Reflect back on all of the information you learned through the text, the video, the reading on the Internet, and the hands-on experiments. As you think about the information, what would be the most interesting or important new ideas that you learned? Complete the two following activities independently: Pretend you are going to give a talk to the class. What two ideas would you discuss and why? Write your response in your science journal. Remember to include strong details and precise vocabulary. Go back to the anticipation guide that you filled out at the beginning of the cyberlesson. Re-evaluate your original answers and fill in the “after reading” column with changes, if necessary. Then, rewrite any false statements in order to make them true. After Reading Continued

13. Beyond Reading The text briefly discussed the relationship between light and color. To learn more about this relationship, you will watch a video featuring Bill Nye the Science Guy. Click on the hyperlink below. Scroll down through the video choices until you see the Bill Nye video on Light and Color. The video is divided into three parts. Click on Part 1. When Part 1 is finished, record any information you found interesting, or think is important, in your science journal. Follow the same instructions for Part 2 and Part 3. Turn and talk about your findings with your partner. Bill Nye – Color and Light

14. Beyond Reading Continued To extend your learning, you can play Alien Attack. Through this interactive computer game, you will learn even more about light while using your critical thinking skills to figure out who has threatened the Earth with a laser.Alien Attack Project Advancements in technology have made uses of light so much more than just illumination. You will do research to find one way that light or lasers are used today in an interesting or surprising way. Similar to a current event presentation, you will take notes on the topic and present a clear summary on your findings. You will give an oral presentation in front of the class to teach us what you have learned. Pictures and props are highly encouraged. You will be graded using the presentation rubric.

15. Activity 3 2 1 0 Anticipation Guide All 10 pieces of information are correct after reading 8-9 pieces of information are correct after reading 5-7 pieces of information are correct after reading Less than 5 pieces of information are correct after reading Vocabulary 20-21 vocabulary words are defined correctly 16-19 vocabulary words are defined correctly 10-15 vocabulary words are defined correctly Less than 10 vocabulary words are defined correctly Two-column Chart for Light Sources 5 or more natural and artificial examples 4 natural and artificial examples 3 natural and artificial examples Less than 3 natural and artificial examples Eye Diagram All 7 labels are correct 6 labels are correct5 labels are correctLess than 5 labels are correct Assessment Rubric for Activities

16. Sequence Paragraph 3 2 1 0 Structure and details Response has a main idea sentence. Five specific details from the activity with sequence words for each, written in the correct order. Includes a concluding sentence. Response has a main idea sentence. Four specific details from the activity with sequence words for each, written in the correct order. Includes a concluding sentence. Response has a main idea sentence. Three specific details from the activity with sequence words for each, written in the correct order. Includes a concluding sentence. Response has less than three specific details or is not completed. Assessment Rubric for Sequence Paragraph

17. Assessment Rubric for Reader Response Reader Response 3 2 1 0 Structure and details Response has a main idea sentence that answers the question. Two to three specific details from the text prove the opinion. Includes a concluding sentence. Response has a main idea sentence that answers the question. One specific detail from the text proves the opinion. May or may not have concluding sentence. Response answers the question with or without a main idea sentence. One vague detail from the text gives evidence to the opinion. May or may not have a concluding sentence. Response does not answer the question or is not completed.

18. Assessment Rubric for Presentation Presentations 3 2 1 0 Voice Projection and Clarity Student uses a clear voice and correct, precise pronunciation of terms. Strong projection. Student’s voice is clear. Student pronounces most words correctly. Moderate projection. Student’s voice is low. Student incorrectly pronounces terms. Minimal projection. Student mumbles, incorrectly pronounces terms. Student cannot be heard. Eye contact Holds attention of Audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye contact with audience, while reading mostly from the notes. No eye contact audience, as entire report is read from notes. Body Language Appears confident and uses gestures Appears confident, but uses no gestures. Displays tension and may or may not attempt gestures. Nervousness distracts from presentation. Use of Engaging Materials Student incorporates appropriate pictures, diagrams, or props and uses them effectively. Student incorporates appropriate pictures, diagrams, or props, but only refers to them quickly. Student displays materials but never refers to them. Student does not incorporate engaging materials. Focus Student presents information in logical, interesting sequence which audience can follow. Student presents information in logical sequence which audience can follow. Audience has difficulty following presentation because student jumps around. Audience cannot understand presentation no sequence of information.

19. Credits Ballard, C., How Does Science Work: Exploring Light, The Rosen Publishing Group: New York, 2008. Alien Attack http://www.engineeringinteract.org/resources/alienattack.htm Animated Gifs http://gifsnow.com Brainpop http://www.brainpop.com/english/writing/writinginsequence/preview.weml Eye Site http://library.thinkquest.org/J002330/ Neo K12 http://www.neok12.com/Light-Optics.htm

20. Teacher Page Most of this cyberlesson can be done independently if there are multiple copies of the text. If multiple copies are not available, the lessons can be easily completed after the teacher reads the scheduled sections aloud. The text readability is quite easy for fifth grade. The information is clear and succinct and is presented with many helpful non-fiction text features. Students will need to use the computers frequently; therefore, laptops are recommended over the computer lab. Videos can be viewed independently or as a class. All papers are linked to the cyberlesson and can be printed out. The students will need the teacher to guide the activity on pupil viewing. The teacher will need to control the lights. The science experiments in the after reading activities will be set up for the entire fifth grade to use during a one week period. All materials will be prepared prior to the lab.