Reflection: Developing a Conceptual Understanding Who Turned Out the Lights? - Section 5: Wrap Up With "The Dress"


I think this was really hard! The teaching challenge on this has more to do with effective discussion and the inquiry. I had never heard such stillness, standing there in the dark with the flashlights and mirrors as I asked them to explain what was happening. For me, teaching this the first time, I tried to think of other ways to present this investigation other than the group inquiry that would have helped them understand better.But it was true inquiry and exploration.

I think that it is important to have lessons where it is a gathering of trying things and talking together. If I had given groups of students flashlights and mirrors, I know that there would have been a lot of misdirected playing without thinking going on. I needed to be the center of the direction to engage them. The darkness offered an atmosphere of quiet that surprised me. 

In the next lesson about kaleidoscopes, I expect that it will come together because refraction, reflection and understanding how the eye sees the images will be revealed. Patience with this one!

  Tough Concept
  Developing a Conceptual Understanding: Tough Concept
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Who Turned Out the Lights?

Unit 5: Energy
Lesson 3 of 11

Objective: SWBAT develop a model to describe how light reflecting on an object allows us to see the object.

Big Idea: Students use lines, rays and diagrams to explain how light rays reflecting on an object help us see the object.

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40 teachers like this lesson
Science, Waves, Light, Sound, light wave, circuit, lines, reflection, light energy, eye, kaleidoscope
  60 minutes
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