Lab | Google Slide | Materials | |
1. Measuring Shadows | Learning about shadow and Observing Change | G_slide | Shadow plates (plate, magnets), Ruler |
2. Reflection and Refraction | Comparing how light moves when it reflects and refracts. | G_slide | calcite, ulexite, quartz, and an index card with lines; . Bag with 2 mirrors, Biconvex lens |
3. Prisms and Rainbows | Comparing how light refracts through different prisms. | G_slide | flashlight, Prism, Rainbow Worksheet |
4. Light in Universe | Discovering that the Sun is a star and radiates light and the light reflects from other objects | G_slides | comet ball,. energy ball. flashlight, boxes lined with black paper, a glow stick or glow ring |
5. Exploring Night/Day and Seasons | Experimenting with rotation and revolution and seasons | G_slides | Earth/Sun Model, flashlights, world globes balls , Pairs of styrofoam balls on sticks |
6. Phases of Moon | Exploring the Earth/Moon systems creates the ultimate shadow in the sky. | G_slides | Model of Earth/ Sun/moon,
Small ball, flashlights, Earth Balls, . Moon Phases worksheet,Oreos (4 per student or pair) Plastic spoon or knife |
First Graders explore how light changes with the
seasons. They measure shadows outside at the same time of day to see
how shadow length changes with the seasons. Supporting lessons focus
on understanding properties of light and on how the earth’s relationship
to the sun causes day and night, seasons and the phases of the moon.
Students learn to take measurement data and make and read graphs. HINTS ON TEACHING FIRST GRADE 1. Introduce yourselves, usually children like
to have either “Dr, Mr, Miss, Mrs, Ms before your name If you
have a difficult last name you may want to just use your first name.
Tell them how excited you are to be with them, but state the rules, clear
and distinct.
a. Student should raise their hand to be heard. 4. Speak slow and distinct, especially if
English is not your native language. Try to be expressive with your
speech. 11. When students are working on lesson, let
them try to figure things out on their own. Try to find the source
of their problem. First give them hints if they can’t make something work.
Be sure to demonstrate what you want them to do. 12. Don't hand out things ahead of time.
wait until you have explained what to do and shown the model. Tell
them not to start until you tell them to. 13. Prepare things so there are materials
for 1 to 2 students. Older students can share as long as they have
something in their hand. Young children (Kindergarten to First) cannot
wait or share well. 15. Do not always call on the same
students. Encourage participation of all students.
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