Observe and explain that light can be reflected, refracted, and/or absorbed.
| Course Number1111 |
Course Title222 |
| 2002070: | M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002080: | M/J Comprehensive Science 2, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003010: | M/J Physical Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003020: | M/J Physical Science, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 7820016: | Access M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2002085: | M/J Comprehensive Science 2 Accelerated Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003030: | M/J STEM Physical Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 2001100: | M/J Coastal Science 1 (Specifically in versions: 2022 and beyond (current)) |
| Name |
Description |
| Light, Light, Light Up the Night | Students will be working through a lesson pertaining to a 7th grade standard that allows for students to observe that light is reflected, refracted, and or absorbed. |
| Trick or Science: Catching the Light | In this lesson, students will be able to observe, explain, and model reflection and refraction through a series of inquiry light stations. Students will engage and perform different challenges to obtain knowledge about how light reflects off of surfaces and how light is refracted when changing mediums. |
| Reflect It, Refract It, or Asorb It | While working in groups, students will be provided various materials to design models that illustrate the refraction, reflection, and absorption of light. |
| 5E Refraction Inquiry Lab | In this lesson plan students learn about the property of light: refraction. The lesson begins with an engage demo placing a pencil in a glass of water. The students will be able to witness the effects of refraction. After answering a few questions the students are split into partners for the explore portion of the lesson. The students place a penny on the bottom of an opaque cup then step back until they cannot see the penny. The partner then slowly pours water into the cup until the penny comes into site (record data). The teacher leads the class in a classroom discussion about their findings. The teacher then explains what refraction is and why it happens. For the elaborate portion of the lesson students are asked to explain how to spearfish from a riverbank. There is a short quiz for the summative assessment. |
| Reflecting on Color | Students will review the main interactions of light followed by a short investigation to understand how matter gets its color. |
| Basement in the Night | This lesson focuses on the standards that require students to understand:
- What is light and how does it travel?
- What is color and how do we see specific colors?
In this lesson students will participate in an observation activity that involves the teacher becoming the boogie man and wearing a specific colored cape. The students will observe the boogie man ( the teacher ) in the room without any sunlight or light from other sources on. Then class will complete a formative assessment using four corners and end the class with a exit slip as a summative. |
| Feeling the Heat?? | In this lesson students will investigate how the various surfaces have different albedo values. Students will analyze the difference between radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Students will engage in collecting data, graphing their measurements, and presenting their findings to the class. |
| Saving the Veggies! | Students exploring how light travels, how heat moves and how it all affects temperature will find this activity fun and exciting. They will have to determine which type of panel to choose for a fictitious greenhouse - glass or plastic and how much light, heat and moisture is best to let in - determined by whether the material is opaque, translucent or transparent. This is a fun challenge but applicable also to the environmental demands we are currently facing. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Stations of Light | Student groups rotate through four stations to examine light energy behavior: refraction, magnification, prisms and polarization. |
| Kickin' It Solar Style | This investigation explores the effect of distance and albedo on energy absorption. |
| I'm So Bright I Wear My Shades Indoors! | Using UV beads, students will observe and draw energy. |
| Light Reactions | The purpose of the experiment is to predict and observe how light reacts to different objects using three different light sources. Predictions will be recorded and then each item will be tested with each light source to determine if the prediction is correct. Discussion will follow why or why not a certain reaction occurred and if it can be seen in other circumstances. |
| The Refraction of Light | Students will be able to describe the refraction of light.
Content statement
Refraction is the bending of a light's path as it moves through one medium to another. |
