The Looking Tube
Lesson 16 of 20
Objective: SWBAT see first hand that objects can only be seen when they are illuminated.
Setting the Stage
Materials: toilet paper tubes, black paper, tape, hole punch
During today's task, the students will see first hand that objects can only be seen when they are illuminated.
Our district has not moved toward implementation of the NGSS yet. However, sound waves is a concept that is in our current curriculum. I am pushing my students toward the full NGSS expectations of both light and sound waves. Since it is above what the district requires, I am can push the students to go beyond the expectations. The NGSS expects students to:
|1-PS4-2.||Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.|
|1-PS4-3.||Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.|
|1-PS4-4.||Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.|
The students gather in front of the white board. I give them each a pencil and a piece of paper before the conversation begins.
"I want to start today's lesson off with a quick survey. I am going to write a question on the board (Do you need light to see objects?). Your job is to write yes or no on your paper, and then hand it to me. Don't put your name on it."
I create a vertical graph, so that the students will see the use of a graph with the results being displayed this way. This allows me to review how to set up and read a graph.
"I am now going to create a graph on the board, I need someone to read the results and I will ask for volunteers to come up and record some of the data."
Once the graph is complete, I ask questions pertaining to the information (i.e. who many people answered the survey). The results will also give me an idea on who students are developing with this concept.
"Today you are going to complete an experiment that will allow you to find the answer to this question."
The students will need to build a viewing tube for the next part of the lesson. I model how to do this and then let them work in partners to build it on their own and complete the task. I want to model it first so that the students have a visual model for who to build their own. Most of my students are visual learners and this modeling allows for more independence.
"I want each of you to take a tube, a black piece of paper and some tape. You will need to tape the paper onto the end of the tube, so that there is no part of the opening showing. You will then choose any item from the classroom (that will easily fit into the tube) and place it in the tube. Then I want you to place your eye up against the other end of the tube. Test to see if you can see the item in the tube or not."
"Then I want you to set up your science notebook for today's entry and document what you found out. I must be able to look at your entry and know exactly what you saw. "
"Now I want you to take of the black paper and punch two holes in it and repeat the process. Then record your observations in for notebook. When you are finished, I want you to tell me (No light&With light) if their was a difference or not and why that might be."
The idea is that the students will be able to see the item once light is emitted into the tube.
"I would like you to bring your pencil and science notebook to the carpet for a discussion."
Once the students are all sitting in a circle, I ask them to answer the original question, Do you need light to illuminate objects?
"I am going to write the original question that I posed on the board. I want you to spend a few minutes answering this question. When you answer it, make sure to refer to your observations to support your answer."
"Now that everyone has answered it, let's talk about your answers and your thinking."
To connect today's learning, I am going to do one last activity with the students. I am choosing this activity because it asks the students to identify light sources that are natural and not necessarily in the room.
"I am going to turn off the lights and put down all of the shades in the room. I want you to see if you can still see things around the room. I want you to explain in for notebook if you can and why or why not?"
The idea is that light from under the door, and through the emergency door window will still shine in.
"When you are finished, I would like you to use the Science Journal Scoring Rubric 2 to grade today's entry."
I am looking to see who connected to the idea that light must be presented to see an object, and that there is both natural and artificial light that can illuminate these objects. the students are evaluating all of their notebook entry work for the day not just the elaborate section. I use this notebook rubric as a reminder and accountability piece that allof their work must be their best adn relevant.