Instructional goals: Students will:
-identify an information need and assess strategies to meet that need.
-review resources to determine whether they contain accurate and relevant information.
-learn the relevancy and importance of selecting and collecting information resources in scientific study.
Learning objectives: Students will:
-select a light-related topic.
-assess and evaluate electronic resources to select an appropriate experiment involving light (reflection, refraction, absorption).
Motivational goals:
Because rainbows are of particular interest to young children students will be encouraged to identify real-life instances where light has appeared other than normal.
-to increase the value and relevancy of learning how to evaluate resources, students will be encouraged to base their science experiment on real-life moment which involved refraction, reflection, or absorption.
-to allow students to feel confidence and satisfaction in their evaluative abilities, they will be encouraged to share their findings and describe the experiments they chose.
Introduction:
-Pass light through a prism using a slide projector or prism (darken the room if possible).
-Hand out scorecards to students as they enter the room.
-Ask students to take a minute and identify the colors they see on the wall. Ask students if there are times they remember seeing a rainbow or other unusual light.
-Have students write down on the scorecard a sentence or a few words describing this "light experience."
-Remind students of the key concepts of reflection, refraction, and absorption. Explain that they will be choosing their light-related Science experiments today. Read, or have students read, the directions and questions on the scorecard.
-Explain the questions on the scorecard and ask students why they think it is important to consider each point. Suggest that it is important to look for experiments with good directions that are easy to understand. They should be experiments which are interesting to them.? They can use their light experience as an idea. They should also think about the materials they will need and if they will be able to get those materials.
-Tell students that they will probably rate more than one experiment. They can wipe their cards clean for each experiment they rate. They should be sure to write down what experiment they chose and where they got it (hand out paper and pencils).
Body:
-Have an online pathfinder available via the library's web site with a list of pre-selected sites for them to examine. This can be a web page or PowerPoint presentation. The idea is to have a web site which is always online which links to sites pertinent to ongoing projects.
-Point out the web page (or PowerPoint presentation) with pre-selected sites.
-Pair students off with their pre-selected partners.
-Using the PowerPoint presentation, demonstrate how to use the web sites to find an experiment. While modeling the search, review the questions on the scorecard and talk about why it is important to evaluate.
-Ask if students have any questions: do they understand the directions and scorecard questions? Tell students that once they have found an experiment, to come and share it with the LMS.
-Students will begin looking at the web sites. Using the cards, students will rate the experiment they choose.
-LMS will circulate during the project and assist students, providing evaluative praise where appropriate. (Ideally, the Science teacher will also be on hand.)
Conclusion:
-Make sure everyone had an opportunity to find an experiment and have them hand in the experiment they wrote down.
-Ask the students to talk about the experiments they choose. What types of materials will they need? On which web site did they find their experiment? Why did they choose that particular experiment?
-Remind the students that they will conduct these experiments in class. The LMS will print out their experiments and give them to the Science teacher with the scorecards.
-Express interest in seeing the students' experiments.