CONCEPT: Heat and light come from various sources.
CONTENT OBJECTIVE: 1C3.00 To understand one of the important sources of heat and light
INSTRUCTIONAL OBJECTIVES: The learner will:
3.01 list sources of heat
3.02 list sources of light.
3.03 identify energy sources as heat, light, or both heat and light.
OUTLINE OF CONTENT:
I. Sources of heat
II. Sources of light
III. Heat and light are given off as energy is consumed
TN COMPONENT OF SCIENCE: Unifying Concepts of Science
To enable students to acquire scientific knowledge by applying concepts, theories, principles and laws from life/environmental, physical, and earth/space science.
2.1 SCALE AND MODEL - The development of models provides a conceptual bridge between the concrete and the abstract, while the use of scales allows for a comparison of differences in magnitude between the model and the desired form.
TN STANDARD(S): The learner will understand that:
2.1e Different properties are not affected to the same degree by changes in scale; large changes in scale typically change the way things work.
BENCHMARK Some properties remain constant even when other features are changed.
One instructional period
Objects or pictures of objects that produce light, old magazines, poster board, glue, lamp with 40 watt bulb
I want you to take your right hand and place it over your eyes. Show me thumbs up if your eyes are covered and you can't see. (response) Without moving your hand, look at your neighbor and tell me the color of his/her eyes. Oh, you can't see them? (pause) Why? (response) What must we have in order to do this? (response) Today we are going to learn about light.
I want you to look at some things (Or pictures of things) that produce light. (Show pictures and allow discussion. Look at this lamp. When it is plugged in the bulb lights up. If I call your name, come up and put your hand close to the bulb. Don't touch, but put your hand close it. What did you feel from the bulb? (Heat)
Arrange students in groups of 4 to think about and discuss other sources which produce either light, heat or both. Groups will share with the whole class.
Students will cut pictures from magazines showing sources of light, heat or both. Pictures can be glued to poster board under correct headings (Light, heat, both).
Think about the sources of heat and light we talked about today. I'll name a source and you show me thumbs up if it gives off heat or thumbs down if it gives off light. Show me two thumbs up if the source gives off both. (Name the sources and watch for class response.)
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