Science Activities Overview
Day Outcomes
1 Science: Recognize that
eyes can be damaged by
bright lights and that one
should not look at the
Suneither directly or with
binoculars or telescopes.
Health: examine the
impact of environmental
factors on personal health,
and develop positive
environmental health
habits; e.g., exposure to
the sun, second-hand
smoke, noise, extreme
cold/heat.
2 Science: Identify a wide
range of sources of light,
including the Sun, various
forms of electric lights,
flames, and materials that
glow (luminescent
materials).
3 Science: Distinguish
objects that emit their own
light from those that
require an external source
of light in order to be seen.
4 Science: Demonstrate
that light travels outward
from a source and
continues unless blocked
by an opaque material.
Art: PURPOSE 3: Students
will decorate items
personally created.
Concepts: A. Details,
patterns or textures can
be added to
two-dimensional works. B.
Details, patterns or
textures can be added to
the surface of
three-dimensional works.
Activities Materials
Brainstorming bubble Chromebooks
Island Survival: What to
pack?
Think about the dangers of
the island, what we might
need to bring to endure the
environment. What can be
used to protect yourself
against the sun?
Students create a diary entry
based on guiding questions:
what you would bring to
prepare yourself for
Neverland. How would you
prepare yourself? What
supplies would you bring?
What do you think might
happen there? How do you
think you will survive?
Brainstorming bubble: What
are sources of light?
Natural versus man made
sources from Peter Pan clip
Students will discuss and
record luminous and
illuminated objects.
Smartboard activity and quiz
Students will take turns
coming in front of the
overhead to make a
shadow.
Art: they will trace shadow
silhouette on paper and add
artistic design to their
shadow.
Lights and Shadows Video
5 Science: Describe
changes in the size and
location of Sun shadows
during the dayearly
morning, to midday, to
late afternoon.
Art: Sculpture -Continue to
make two- and three
dimensional assemblages
from found materials,
reaching for more
sophistication leading to
specifics, such as puppets,
mobiles, mosaics,
papier-mch.
6 Science: Recognize that
opaque materials cast
shadows, and predict
changes in the size and
location of shadows
resulting from the
movement of a light
source or from the
movement of a
shade-casting object.
7 Science: Distinguish
transparent materials from
opaque materials by
determining if light passes
through them and by
examining their shadows.
Classify materials as
transparent, partly
transparent (translucent)
or opaque.
8 Science: Recognize that
light can be reflected and
that shiny surfaces, such
as polished metals and
mirrors, are good
reflectors.
9 Science: Recognize that
light can be bent
Shadow Video
Students will go outside
throughout the day at
different times and trace their
shadows standing in the
same spot (they will observe
the changes).
Students will chose one of
Peter Pan character to make
a tinfoil sculpture out of. They
will experiment different
shadows the sculpture will
make depending on the
angle of the flashlight. The
flashlight will be mimicking
the sun and its location
throughout the day.
They will record the length
and location of the shadow
based on the suns location
throughout the day.
Students will experiment with
moving objects closer and
farther away to cast
shadows.
Smartboard activity and quiz
Students will explore objects Handout
around the room that are
transparent, translucent and
opaque and record their
observations.
Students will use mirrors to
make the light source shine in
different areas of the room.
They will record and learn
about reflection.
Broken pencil experiment
Experiment Video
 (refracted) and that such
objects as aquaria, prisms
and lenses can be used to
show that light beams can
be bent.

10 Science: Recognize that http://studyjams.scholastic.c

light can be broken into
colours and that different
om/studyjams/jams/science/
colours of light can be energy-light-sound/light.htm
combined to form a new
colour.

11 Science: Demonstrate the Breakout EDU Camera

ability to use a variety of
optical devices, describe
Students will use different Microscope
how they are used, and optical devices to solve clues Magnifying glass
describe their general and uncover what lies inside Light Sensitive Paper
structure. Suggested the Neverland pirates Locks
examples include: hand
lens, telescope, treasure chest. Clues
microscope, pinhole Pirates Youtube Map
camera, light sensitive Treasure Chest
paper, camera,
kaleidoscope. Students
meeting this expectation
will be able to provide
practical descriptions of
the operation of such
devices, but are not
required to provide
theoretical explanations of
how the devices work.

12 Review and work on Kahoot review of the unit for GRASPS survival
GRASPS task
traditional test next class and guide booklet
working on GRASPS science
page

13 Summative Traditional Test Traditional science unit Traditional test

including everything that has handout
been covered