LIGHT AND SCIENTIFIC METHOD 6th Grade Mini-Unit Adams City M.S. Damien Kunda Introduction 1 Students at Work (even the 7th grade Science Teacher) Measurement of Effect 2 TYPE OF INNOVATION
Using new techniques of teaching light to reinforce scientific method SCHOOL AND DISTRICT INFO Adams 14- Adams City Middle School 6th Grade science curriculum Introduction 3 STUDENT GROUP PROFILE ELL: 1monolingual/12 ELL program SPED: 8: 5 male, 3 female
GENDER 96 total: 40 male/56 female ETHNIC DIVERSITY (this statistic is for all of 6th grade, the first three stats are for my cluster): 5 American Indian, 3 Black, 158 Hispanic, 34 White, non-hispanic Introduction 4 Pre-test Data Pre-assessing show a need for both knowledge of behavior of light and understanding of the scientific method
CSAP Need Statement 30% of scoring on CSAP is Standard 1: Scientific Method Through our research of CSAP released items, the need for Std 1 is necessary Need 5 Proposition/Hypothesis I believe that engaging the students with
light/lasers will lead to better understanding of the scientific method Content Standards Std 1.c: Asking questions and stating hypotheses that lead to different scientific investigations. Methodology and Procedures 6 Relevance to Light and Color Diffraction of light by using lasers and by
using the spear the fish apparatus, will cause students to be more engaged in a lesson objective for the scientific method Measurement of Effect 7 PLAN (3-4 day unit) 1. 2. OBJECTIVES Students will be able to (swbat) use the scientific method to reform a hypothesis
and test it. SWBAT show an understanding that light refracts through different mediums. Both in words and a drawing. Methodology and Procedures 8 PLAN 1. 2. 3. Materials Needed Laser pointers Fish tank apparatus to launch a spear at
a submerged target (get picture!!!) Different mediums to show refraction of light (gelatin, glass, water) Methodology and Procedures 9 PLAN 1. 2. DAY ONE (Engage) Pre-Test While students take pre-test, groups will be called to the back of the room to blind
test the spear the duck apparatus using only prior-knowledge Methodology and Procedures 10 PLAN 1. 2. DAY TWO (Engage/Explore) Discussion of group spear the duck results (no explanation given) Student explore with lasers and different mediums (hopefully students will see the
diffraction of the beam on there own) Methodology and Procedures 11 PLAN (continued) 3. 4. Teacher demo to reinforce diffraction of light through different mediums (I showed them specifically with glasses of salt water in a row with a laser going through all four and how it diffracts) Discussion: real life diffraction
incidences. People in a pool, mirage on a road, Dad through heat of the BBQ. Methodology and Procedures 12 STUDENT SAMPLE ANALYSIS Test is out of 16 total points 6 5 4 3 Avg Gain on post test
2 1 0 1st 2nd 3rd 4th Class Class Class Class Measurement of Effect 13 GAIN MAX/MIN RANGE 14 12 10
8 6 4 2 0 -2 -4 -6 AVG GAIN Max Min 1st class 2nd class
3rd class Measurement of Effect 4th class 14 Detailed Sample Analysis Major finding: A majority of students had verbally showed an understanding that light refracts as it goes between different mediums. But as they were asked to draw the path of light or retry the
experiment they seemed not to apply that knowledge Measurement of Effect 15 DATA SUMMARY Overall, there was improvement in all classes Range of pre/post differences is very widespread Class 3 and 4 were taught after lesson analysis and seemed to help a little with scores. Measurement of Effect
16 REFLECTIONS 1. 2. 3. WHAT I LEARNED More time and research needs to be done by the students I learned that students have a wide view of what light is. (comparing the Sun to a laser was very new to them Students need more background
knowledge about light Reflections 17 REFLECTIONS 1. 2. 3. 4. 5. WHAT I WOULD CHANGE: Lasers for every group to enhance the exploration stage
More visuals More durable mediums for students to explore with More focus on scientific method More student EXPLORATION Reflections 18
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