Fundamental Learning Experiences in Science Prism’s Rainbow Teaching Guide Grade K Interdisciplinary Connections See pages 34-38 for complete wording of the Texas Essential Knowledge & Skills for each content area TEKS addressed in this learning experience. Mathematics TEKS Language Arts TEKS Listening & speaking Patterns of sound, Vocabulary movement, and development objects Reading Relative positions comprehension of objects Connecting reading, Characteristics of writing, and inquiry shapes Social Studies TEKS Art TEKS Relative location of Identification of objects colors Oral and visual Properties, Information from communication Patterns, & environment using five senses Systems Creation of artworks Music TEKS Physical Education TEKS Fundamental Identification of steady beat patterns of movement Relationship of music to other subjects Bridging II TAKS 1 Science Center for Professional Development in Curriculum & Assessment - 2002 Fundamental Learning Experiences in Science Prism’s Rainbow Teaching Guide Grade K Overview of Learning Experiences K.5 The student knows that objects and events have properties and patterns. The student is expected to: (A) describe properties of objects; (B) observe and identify patterns and predict what happens next; and (C) recognize and copy patterns. K.6 The student knows that systems have parts and are composed of organisms TEKS and objects. The student is expected to: (D) identify parts that, when separated from the whole, may result in the part or the whole not working. To read complete TEKS student expectations for K.5 and K.6, see page 34. e g a Ê Students observe and describe the properties of color and shape in given g objects. En Ê Students manipulate various materials to observe the separation of white light lore p into its component colors. Ex Ê Students communicate and analyze their results for patterns. Ê Students observe, identify, and predict patterns in given examples based on lain p color and shape (circle, square, triangle). Ex Ê Students recognize and copy the pattern of colors (ROYGBV) demonstrated by the separation of white light. Ê Students identify the parts needed to observe the colors that make up white light. Elaborate SUMMATIVE ASSESSMENT Ê The student uses drawings and multiple-choice items to demonstrate his/her ability to identify shapes, colors, and patterns and to analyze the parts of a system that can cause white light to form a pattern of colors. Evaluate Bridging II TAKS 2 Science Center for Professional Development in Curriculum & Assessment - 2002 Fundamental Learning Experiences in Science Prism’s Rainbow Teaching Guide Grade K MATERIALS (details p. 28) NGAGE E 1. Gather students into a reading circle and discuss their For the class: prior experiences with rainbows. Display photos or slides photos or slides of natural showing actual rainbows in the sky. Ask those rainbows ENGAGE who have seen a rainbow to share information book, What Makes a Rainbow? with the class such as the following: 6 markers (red, orange, What colors did you see? yellow, green, blue, violet) purple-colored object What shape was the rainbow? water prism What was the weather like that day? overhead projector Was it cloudy, sunny, rainy, etc.? How long did you get to see the rainbow? For each student: How did the rainbow make you feel? 6 pieces of yarn or pipe cleaners per student (red, What are some questions you have about orange, yellow, green, rainbows? (compile student questions on class blue, violet) Questioning Strategies Strategies Questioning chart) 2. Tell students you are going to share with them a beautiful book titled What Makes a Rainbow written by Betty Ann Schwartz. Ask students to listen carefully and be ready to talk about the colors that are in a rainbow. After reading the book aloud and sharing the illustrations, ask students the following types of questions: What was the weather like in the story? (rainy, followed by sunshine) What were the colors that Little Rabbit learned make up a rainbow? (record on class chart using matching colors of markers) Look around our room. Can anyone find an object that is the color of purple? (Point out object(s)) What’s another color that is like purple? Questioning Strategies Strategies Questioning (students may or may not know of violet; point out on Crayola™ crayons, purple is labeled with violet in parentheses) Bridging II TAKS 3 Science Center for Professional Development in Curriculum & Assessment - 2002 Fundamental Learning Experiences in Science Prism’s Rainbow Teaching Guide Grade K 3. Discuss with students that color is one example of a property of objects. As a formative Teachers of science need to assessment and reinforcement of the recognition help students recognize the properties of objects as of the colors red, orange, yellow, green, blue, and violet, play emphasized in grade-level a game of “I Spy” based upon the 6 colors. content standards. ENGAGE National Science Education Standards, p. 116 4. Give each student 6 pieces of yarn or pipe cleaners. To check for each student’s individual recognition of the 6 colors, call out the name of a color and have each student hold up the corresponding yarn or pipe cleaner. Ask students to place the colors in the order described in the book. Have students check their answers as you read the book aloud again. Do we need to change any of our answers? (Discuss as needed; have students compare their work and rearrange pieces of yarn or pipe cleaners as needed.) I noticed that some of you placed your yarn into a curved shape. Why did you decide to do that? (rainbows in sky are curved) In the book, is the rainbow shown as a shape that is curved or straight? (on last page curved; on ribbon page straight) Questioning Strategies Strategies Questioning Show pages in book of colors placed in straight lines vs. curved shape. Which shape is like the one in our photos of natural rainbows in the sky? (curved) 5. Discuss with students that so far we have used two properties to describe rainbows: color and shape. As a formative assessment and reinforcement of student recognition of the two properties, play a quick game of “I Spy” based upon objects having a particular color and shape with curved vs. straight sides. For example, “I Spy” something that is green and has a curved shape. Bridging II TAKS 4 Science Center for Professional Development in Curriculum & Assessment - 2002 Fundamental Learning Experiences in Science Prism’s Rainbow Teaching Guide Grade K 6. Ask students if they think it is possible to make the colors of the rainbow appear in the classroom. In small groups, have students discuss and then report to other groups their thoughts about if and how this can be done. We are going to see if we can make the rainbow ENGAGE colors appear using our overhead projector and this object. Hold up water prism and allow students to observe it from different sides. Sketch the prism on class chart. prism What are two properties that we can use to describe this object? (color and shape; acknowledge other responses as well) In T-chart labeled “color” and “shape” discuss and record student suggestions for describing Questioning Strategies Strategies Questioning color shape the two properties. (ends are blue, middle is white or no color, etc.; shape has straight sides; two ends are shaped like a triangle, etc.) 7. Ask students if they can see the colors of the rainbow in the prism. (no) What else do we need to make the colors appear? (light from overhead projector) Prediction is the use of Before I turn on the projector, let’s make some knowledge to identify and predictions based on what we know so far. What explain observations, or changes, in advance. colors do you think we will see? Why? National Science (acknowledge responses) Education Standards, p. 116 Do you think we will see colors in a curved shape or in straight lines? Why? (acknowledge responses) Questioning Strategies Strategies Questioning 8. Using the water prism on the overhead, demonstrate the colors of the rainbow. Explain to students that it is necessary to move the prism around until you can see as many colors as possible on the ceiling or wall. Help students realize that it is important to try many different ways of allowing the light to pass through the prism. Bridging II TAKS 5 Science Center for Professional Development in Curriculum & Assessment - 2002 Fundamental Learning Experiences in Science Prism’s Rainbow Teaching Guide Grade K Once a spectrum of colors is visible, discuss the following: What colors do you see? (record colors in order of appearance) How would you describe the shape of colors? (varies depending upon angle light enters prism) ENGAGE If I turn the projector off, do you think we will still see the colors? Why not? What is coming out of the projector? (light; turn projector off) When I turn the projector on again, do you think we will see the colors? If we do see the colors again, which ones will we see? Do you think the colors will be in the same order? (turn projector on) Questioning Strategies Strategies Questioning Can you see the same colors as before? Are they in the same order? Are the colors in the light or in the prism? How do you know? (acknowledge answers; concept will be revisited) 9. Ask students if they think there are other ways to make light show the colors of the rainbow. Some students may bring up observations from past experiences such as oil on water puddle, glass ornaments hanging in a window, etc. Ask students if they would like to make light show the colors of the rainbow and what materials they think they might need.