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Line 13: − Begin class by asking students what are the things that they see in their surrounding, and how do they think they get to see those things? Can you see those things at night as well? Can you see those things when the lights were switched off? − + + − Divide children into 3 groups. Each group will have the following objects/materials: A torch, transparent plastic sheet, cardboard sheet, glass, plastic glass, wooden piece, pencil, notebook, piece of cloth, water bottle. − + + Line 78:
Line 78: − Ask students to group the objects in 3 groups based on its ability to see through them and allow light to pass through it. − + − + − + − + − − + − + − + − + − + − + − + − + − − − − − − − Line 113:
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Light Shadows and reflections (view source)
Revision as of 11:30, 4 December 2023
, 11:30, 4 December 2023→Story reading:
==== '''Introduction:''' ====
==== '''Introduction:''' ====
Discuss and introduce luminous and non-luminous substances.
* Begin class by asking students what are the things that they see in their surrounding, and how do they think they get to see those things? Can you see those things at night as well? Can you see those things when the lights were switched off?
* Discuss and introduce luminous and non-luminous substances.
==== '''Group activity:''' ====
==== '''Group activity:''' ====
Let each group see through the above objects/materials and pass torchlight through these materials. Let children document their observation in this table.
* Divide children into 3 groups. Each group will have the following objects/materials: A torch, transparent plastic sheet, cardboard sheet, glass, plastic glass, wooden piece, pencil, notebook, piece of cloth, water bottle.
* Let each group see through the above objects/materials and pass torchlight through these materials. Let children document their observation in this table.
{| class="wikitable"
{| class="wikitable"
|'''Sl no'''
|'''Sl no'''
|
|
|}
|}
Encourage students to guess the name given to those materials/introduce the names of transparent/semi-transparent and opaque substances to students.
* Ask students to group the objects in 3 groups based on its ability to see through them and allow light to pass through it.
* Encourage students to guess the name given to those materials/introduce the names of transparent/semi-transparent and opaque substances to students.
Let students come up with their own definition for transparent/semi-transparent/opaque substances based on their observation recorded in the table.
* Let students come up with their own definition for transparent/semi-transparent/opaque substances based on their observation recorded in the table.
* Encourage children to give examples from their surroundings to each of the categories and reason for the same.
Encourage children to give examples from their surroundings to each of the categories and reason for the same.
==== '''Story reading:''' ====
==== '''Story reading:''' ====
Read a story, ‘[https://karnatakaeducation.org.in/KOER/en/images/a/a0/Shh-what-s-that_Light_and_Shadow.pdf Shh! What's that?]’ and discuss the following questions with students:
Read a story, ‘[https://karnatakaeducation.org.in/KOER/en/images/a/a0/Shh-what-s-that_Light_and_Shadow.pdf Shh! What's that?]’ and discuss the following questions with students:
Have you ever experienced watching shadows? When?
* Have you ever experienced watching shadows? When?
* When do you think shadows will appear?
When do you think shadows will appear?
* How does the size and shape of the shadow varies?
* What are the necessary requirements for shadow formation?
How does the size and shape of the shadow varies?
* Can an object have 2 shadows? If yes, can they be of different lengths?
* What determines the length of a shadow/ what factors influence the length of a shadow?
What are the necessary requirements for shadow formation?
* What determines the sharpness of shadows?
* Shadows are sometimes sharper and sometimes more blurred, why?
Can an object have 2 shadows? If yes, can they be of different lengths?
What determines the length of a shadow/ what factors influence the length of a shadow?
What determines the sharpness of shadows?
Shadows are sometimes sharper and sometimes more blurred, why?
}}
}}
Allow children to explore <nowiki>https://www.scootle.edu.au/ec/viewing/L756/index.html</nowiki> to understand more about shadow formation. Help children explore casting shadows and matching shadows section for a better understanding about shadow formation.
* Allow children to explore <nowiki>https://www.scootle.edu.au/ec/viewing/L756/index.html</nowiki> to understand more about shadow formation. Help children explore casting shadows and matching shadows section for a better understanding about shadow formation.
* Let children ask some of their questions related to shadow formation, encourage other students to think about answering to those questions, thus encouraging peer-peer interaction with sufficient guidance from facilitator.
Let children ask some of their questions related to shadow formation, encourage other students to think about answering to those questions, thus encouraging peer-peer interaction with sufficient guidance from facilitator.
==== '''Pin-hole camera making:''' ====
==== '''Pin-hole camera making:''' ====