This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| 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. |
| Battle of the Waves: Sound vs Light: | The student will collect, analyze, and interpret data to develop an understanding of how the speeds of sound and electromagnetic waves change through different mediums. Students will simulate and construct and explanation relating to how sound and electromagnetic waves move at different speeds through different 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. |
| Wave after Wave: The Properties and Applications of Electromagnetic Radiation: | Students will explore the range of wavelengths that comprise the electromagnetic spectrum of radiation from the sun and associate wavelength with frequency and energy. Students will also be able to identify common uses of Electromagnetic Radiation. |
| Colors of Color: | Students will use a spectroscope to observe the color spectrum of different colors of light. They will observe white, red, blue, yellow, purple, orange and green lights by placing a colored film (which absorbs other colors of white light from the flashlight and transmits light the color of the filter) in front of a strong white flashlight bulb. |
| Wave Speed Through Different Media: | Students will use dominoes to model the speed through a mechanical medium in the solid, liquid, and gas phase. |
| 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. |
| Light Wave Interaction with Matter: |
Light travels at an incredible fast speed and it allows us to see everything around us. It travels as a wave which interacts with different types of matter in a different way. This lesson is designed for 7th grade students to investigate the different ways in which light waves interact with matter. The type of matter depends on which state the object is in - solid, liquid or gas.
Note: The lesson covers only part of the standard addressed.
|
| Wave Movement, Is it more than just Medium?: | Students will discover that light waves and sound waves move at different speeds through different mediums through inquiry, observation and collaboration with peers.
Time needed to complete this lesson:
2 Block Periods
3 Regular Periods |
| 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. |
| Visible Light in the EM Spectrum: | This is a lesson to address the visible light portion of the Electromagnetic Spectrum. Students will construct and test prisms, identify the visible light spectrum created from prisms, as well as read informational text, summarize, and share with peers. |
| 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. |
| Cars and Waves MEA: | In this Model-Eliciting Activity (MEA), students will analyze data to determine which type of wave in a lab setting is best suited to power a toy car. Then students will analyze a set of data using data from going outside and using electromagnetic waves from the sun.
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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Saving the Veggies!: | In this Model-Eliciting Activity (MEA), students 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. Students exploring how light travels, how heat moves and how it all affects temperature will find this activity fun and exciting. 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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Stations of Light: | Student groups rotate through four stations to examine light energy behavior: refraction, magnification, prisms and polarization. |
| Why is the sky blue?: | Students explore how light and sound waves travel in different materials. |
| Radiation: The Sun's Energy: | Students learn about the electromagnetic spectrum. |
| 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 Colors of Light: | The students will compare/contrast the colors that make up white light in terms of their arrangement in the visible light section of the electromagnetic spectrum.
Content statements:
- White light is made up of all the colors of light and they are organized in the visible light section of the electromagnetic spectrum according to their wavelengths.
- Red has the longest wavelengths and violet has the shortest.
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| The Electromagnetic Spectrum: | The students will identify the various types of radiation that come from the Sun and compare/contrast the types of radiation in terms of their arrangement in the electromagnetic spectrum.
Content statements:
- The waves that come from the Sun are organized in the electromagnetic spectrum according to their wavelengths.
- Radio waves have the longest wavelengths and gamma rays have the shortest.
|
| 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. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
