Generalization
 Concept
  Question
   Activity

G. By looking through a kaleidoscope, a viewer sees strange and beautiful things.
 C. Optical illusion, mirrors, color, light, motion, angle.
 Q. What can be created with the qualities of the kaleidoscope?
 A. Look at several kaleidoscopes, then brainstorm questions and ideas about kaleidoscopes. Read and reread the created list. (Supports many language arts conventions, including decoding, reading from varied genres, and vocabulary development.) Use these ideas and questions as basis of investigation.

G. Mirrors reflect light.
 C. Light, reflection, symmetry, angle.
 Q. What are the important qualities of mirrors?
 A. Students are given several mirrors with the assignment to investigate their important qualities. Discoveries are recorded in writing and shared whole class. (Supports writing applications: describing an object in detail, including its function.)

G. Where two lines or objects meet, and angle is formed.
 C. Angle, right, obtuse, acute.
 Q. How do you know what type of angle a given angle is?
 A. Explanation is given in mini-lesson form, followed by examples made with objects, pictures, or gestures. Comments and questions follow. (Supports oral language development: listening carefully, asking clarifying questions.)

G. As the angle of a hinged mirror decreases, the number of images produced increases.
 C. Reflection, images, repetition, angle, acute, obtuse, right.
 Q. What kind of angle makes the most objects appear in a hinged mirror?
 A. Students are each given a hinged mirror and a manipulative (bear or small object). They are asked to trace the corner of the angle and record how many objects were observed at that angle. Results and discoveries are shared whole class.

G. A table can be used to gather data when experimenting.
 C. Title, labels, columns, rows.
 Q. How can you effectively record results from experiments?
 A. Explanation is given in mini-lesson form, using the information from the previous experiment. Comments and questions follow. (Supports oral language development: listening carefully, asking clarifying questions.) Students then create a table and transfer the data from the previous assignment to that table. 

G. Light does not pass through all materials the same way.
 C. Transparent, translucent, opaque, reflective.
 Q. How would you classify objects in the classroom?
 A. Students read chorally a chart defining transparent, translucent, and opaque, then discuss what they have read. (Supports oral language development: listening carefully, asking clarifying questions.) As a group, students classify various objects. Results are recorded in a table on chart paper. The students then create their own table and are given a set of objects to classify and record. 

G. Images created by kaleidoscopes are unlimited and different.
 C. Uses all previously noted concepts.
 Q. How can you describe what you see in a kaleidoscope?
 A. Students construct personal kaleidoscopes, then use them to begin a detailed writing of their observations. Various genres are incorporated, including scientific and fiction writing. (Supports varied genres of writing, description of an object, practice using conventions of writing.)