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Lesson
Plan 2
TITLE OF THE LESSON: More than Magnifiers: Looking at Miss Cue’s
Childhood Projector Slides!
TECHNOLOGY LESSON (circle one): Yes
No
DATE OF LESSON: December 12-13
LENGTH OF LESSON: 2 class days
NAME OF COURSE: Sixth Grade Science
SOURCE OF THE LESSON: GEMS Guide: More than Magnifiers
TEKS ADDRESSED:
(4) Scientific processes. The student knows how to use a variety
of tools and methods to conduct science inquiry. The student is expected
to:
(A) collect, analyze, and record information using
tools including beakers, petri dishes, meter sticks, graduated cylinders,
weather instruments, timing devices, hot plates, test tubes, safety
goggles, spring scales, magnets, balances, microscopes, telescopes,
thermometers, calculators, field equipment, compasses, computers, and
computer probes;
CONCEPT STATEMENT: Projectors magnify small objects (slides) and project
them onto a large screen on a larger scale. In a projector, the
short focus lens produces a larger image than a long focus lens.
The most common type of projector we will use in the classroom is the
slide projector. The same lenses used to make the projector in
the activity can also be used to make magnifiers, cameras, and telescopes.
Curvature, image distance, and focal length are important in determining
the differences between lenses. A projector is like the opposite
of a camera—a camera makes a large image small, and a projector
makes a small image large.
PERFORMANCE OBJECTIVES: Students will be able to:
- build a projector themselves, using a flashlight, slide, anda lens.
-
explain how a projector works.
RESOURCES: For each pair of students, the teacher will need to provide
the following:
- a flashlight
-
a picture slide
-
2 Styrofoam cups
-
tape
-
a magnifier
-
a red light bulb
-
a lamp
SAFETY CONSIDERATIONS: The teacher must maintain close supervision,
never leaving the students alone. Be careful for students touching
the light bulbs on the lamps, as they may burn themselves.
SUPLEMENTARY MATERIALS, HANDOUTS:
the “Projectors” handout (from More than Magnifiers)
Engagement |
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Time: _1
hour_ |
What the
Teacher Will Do |
Probing
Questions |
Student
Responses
Potential
Misconceptions |
1.
The teacher
will pass around, to each student, a color projector slide.
2.
The teacher
will ask students to look at these slides. |
1.
What do you
see in your slide?
2.
What can you
not see in your slide?
3.
How do you
think you can better examine your slide? |
1.
Students will
record their responses, and then teacher will ask students to
share those responses with the class.
|
1.
The teacher
will place a microscope and a telescope on a lab table. The
microscope will contain a slide through the viewer, and the
telescope will be positioned facing the outdoors.
2.
The teacher
will ask the students to approach the items individually, examining
what they see.
|
1.
What can you
see through the telescope?
2.
How does this
compare to what you saw just a moment ago at your desk?
|
1.
Students will
record their responses, and then teacher will ask students to
share those responses with the class.
|
1.
Teacher will
review vocabulary (on handout) with the students, explaining
the concepts in the next column.
2.
Teacher will
compare the vocabulary to the two items. |
·
What is an
objective lens? Answer: The front lens in a telescope, closest
to the object
·
What is an
eyepiece? Answer: The back lens in a telescope, closest to the
eye.
·
Which is a
more powerful magnifier: a short focus lens or a long focus
lens? Answer: The short focus lens.
·
Which projects
a larger image: the short focus lens or the long focus lens?
Answer: The long focus lens.
·
If you want
a telescope that magnifies as much as possible, which lens is
the best one to use as the objective lens? Answer: The long
focus lens.
·
Which is the
best for the eyepiece? Answer: The short focus lens. |
1.
Students will
be participating in a class discussion, as teacher asks the
probing questions.
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Exploration |
|
Time: _2
hours__ |
What the
Teacher Will Do |
Probing
Questions |
Student
Responses
Potential
Misconceptions |
1.
The teacher
will divide the students into pairs.
2.
The teacher
will distribute a pair of lenses, a flashlight, a Styrofoam
cup, 2 strips of masking tape, a white sheet of paper, and one
color slide, to each pair of students.
3.
The teacher
will give instructions for the students to flip their Styrofoam
cup upside down on their desk, and hold the flashlight facing
outwards, on top of the cup. (SEE IMAGE). Then they will tape
the flashlight to the cup.
4.
They will
then tape the color slide to the head of their flashlight.
5.
The teacher
will then turn off the room lights and turn on the red lamp
for a mall amount of lighting in the room.
6.
The teacher
will then refer to the students’ data sheets for them
to complete their instructions.
7.
The teacher
will explain that a projector is like a backwards camera, because
the objet is small and the image is large. |
·
What are you
noticing about the short focused lens? (Answer: that it projects
a larger image)
·
Why do you
think the short focus lens projects a larger image? (Answer:
Because it is curved more, it bends more light, and the light
spreads out more, forming a larger image.) |
·
Teacher will
be calling on students to answer probing questions, and clear
up any misconceptions regarding the lab.
|
|
|
|
Explanation |
|
Time: _30
minutes_ |
What the
Teacher Will Do |
Probing
Questions |
Student
Responses
Potential
Misconceptions |
1.
Teacher will
cover vocabulary again, as was previously covered, this time
asking each group to collectively answer the questions.
|
·
What is an
objective lens? Answer: The front lens in a telescope, closest
to the object
·
What is an
eyepiece? Answer: The back lens in a telescope, closest to the
eye.
·
Which is a
more powerful magnifier: a short focus lens or a long focus
lens? Answer: The short focus lens.
·
Which projects
a larger image: the short focus lens or the long focus lens?
Answer: The long focus lens.
·
If you want
a telescope that magnifies as much as possible, which lens is
the best one to use as the objective lens? Answer: The long
focus lens.
·
Which is the
best for the eyepiece? Answer: The short focus lens. |
Students will
answer the questions, and if they do not know the answer, then
the question will be directed at a different group. The teacher
will then explain any misconceptions while referring to the
lab experiments’ results. |
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ELABORation |
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Time: _20
minutes_ |
What the
Teacher Will Do |
Probing
Questions |
Student
Responses
Potential
Misconceptions |
1. The teacher
will ask students questions regarding examples of short lenses
versus long lenses. |
Tell me which
of the following are short focus lens and which are long focus
lens. Write your answer on a sheet of paper and we will go over
the answers when we have finished.
·
Eyeglasses
·
Microscope
·
Magnifier
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Binoculars
·
Telescope
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Camera
·
Projector |
If students
do not understand, then the teacher will go over the answers
while referring to the lab experiment. |
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EVALUAtion |
|
Time: __20-30
minutes_ |
What the
Teacher Will Do |
Probing
Questions |
Student
Responses
Potential
Misconceptions |
The teacher
will ask the students to individually write a detailed summary
of what they learned in class regarding short focus and long
focus lenses. She will grade based upon effort and comprehensiveness.
|
n/a |
Students can
feel free to ask the teacher questions. |
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