Chapter 1 Changes Caused by Light
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1 Chapter 1 Changes Caused by Light
2 LW: WARM-UP Students consider how light can cause a solar-powered toy to move. (5 min) Light and Energy
3 LW: MODELING THE CAUSE OF SKIN CANCER Students use the Modeling Tool to show how light from the sun can cause skin cancer. (20 min) The goal at the top of the Modeling Tool will guide you in what to represent in your diagrams. The diagram shows a light source and a material. The arrow shows light traveling to the material. The diagram includes spaces for you to write the light source and the way the material will change as a result of that light.
4 LW: MODELING THE CAUSE OF SKIN CANCER Students use the Modeling Tool to show how light from the sun can cause skin cancer. (20 min) There are two word banks in the key. The first word bank contains possible sources of light: sun and a light bulb.
5 LW: MODELING THE CAUSE OF SKIN CANCER Students use the Modeling Tool to show how light from the sun can cause skin cancer. (20 min) There are two word banks in the key. The second word bank contains possible changes caused by light: damage, warmth, photosynthesis, and movement. The word none is included to use when a light source causes no change.
6 LW: MODELING THE CAUSE OF SKIN CANCER Students use the Modeling Tool to show how light from the sun can cause skin cancer. (20 min) There are two word banks in the key. Students will choose a word from the sources list to write under source in diagram, and they will choose a word from the changes list to write under the word change in the diagram.
7 LW: MODELING THE CAUSE OF SKIN CANCER Students use the Modeling Tool to show how light from the sun can cause skin cancer. (20 min) The key also shows energy. Energy will be represented by a yellow highlight. Students will fill in this square with a yellow highlighter. Students will use the yellow highlighter to indicate energy in the diagram.
8 LW: MODELING THE CAUSE OF SKIN CANCER Students use the Modeling Tool to show how light from the sun can cause skin cancer. (20 min) Review the goal at the top of the Modeling Tool, identify the material, and then discuss which words you used for the source and change spaces. Complete Your diagram!
9 LW: MODELING THE CAUSE OF SKIN CANCER Students use the Modeling Tool to show how light from the sun can cause skin cancer. (20 min) Which light source did you choose? sun What effect does light from the sun have on genetic material in a skin cell? damage
10 LW: MODELING THE CAUSE OF SKIN CANCER Students use the Modeling Tool to show how light from the sun can cause skin cancer. (20 min)
11 LW: MODELING THE CAUSE OF SKIN CANCER Students use the Modeling Tool to show how light from the sun can cause skin cancer. (20 min)
12 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Discussing Claims from the Australian Health Alliance What initial ideas do you have about why Australia s skin cancer rate is so high? Discuss the claims from the AHA with your partner.
13 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Today, you will participate in a Write and Share routine. You will work in groups of three. Each group member will get different evidence that will help you to evaluate Claim 1. Each student will write and then share their ideas in their small group.
14 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) The colors in the key show the total hours of bright sunlight per year. Red areas receive the most bright sunlight and pale yellow areas receive the least.
15 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Within each group of three, assign each member a number (1 3) and press NEXT to find the prompt that corresponds to their assigned number.
16 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Respond individually to your prompts. You can refer to the Light Waves Glossary in the Digital Resources and the key concepts on the classroom wall for help.
17 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Now you will use the map showing the rates of skin cancer in different parts of the world to see whether the actual skin cancer rates match your predictions. Analyzing both maps together will help us decide whether or not we think Claim 1 is supported.
18 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Compare the World Skin Cancer Map and World Sunlight Map to evaluate Claim 1.
19 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Share ideas about whether the evidence supports or goes against Claim 1.
20 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Japan receives less sunlight than Australia. If Claim 1 were accurate, then we would expect Japan to have a lower rate of skin cancer than Australia, which it does.
21 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Brazil and Australia receive the same amount of sunlight. If Claim 1 were accurate, then we would expect these countries to have the same skin cancer rates, but the skin cancer rate is higher in Australia.
22 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Egypt receives more sunlight than Australia. If Claim 1 were accurate, then we would expect Egypt to have a higher skin cancer rate, but the skin cancer rate is higher in Australia.
23 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Based on what we have learned about how light from the sun can cause skin cancer, we would expect to see Claim 1 supported by the evidence. More sunlight should mean higher rates of skin cancer. This is true in many locations on Earth. However, when we compare Australia to Brazil and Egypt, we noticed something interesting: Australia has a higher rate of skin cancer than both places, even though it gets the same amount of sunlight as Brazil and less sunlight than Egypt. Something else must be affecting the skin cancer rate in Australia.
24 LW: WRITE AND SHARE: DISCUSSING CLAIM 1 Students work in groups of three to evaluate claims about Australia s high skin cancer rate. (20 min) Now that we know that something else besides sunlight must be affecting Australia s skin cancer rate, we can focus on the other two claims.
25 LW: HOMEWORK Students reflect on how the evidence in the maps relate to Claim 1. Writing About Claim 1 Answer Here Answer Here Answer Here
26 LW: SELF-ASSESSMENT This homework provides a chance for students to reflect on their learning so far. Check Your Understanding
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