Fifth Grade Science Circus
Topic: Light
Date: March 16,
2014
Grade level: Fifth
NSES: Content Standard 5-8 A: All students should develop abilities necessary to do
scientific inquiry and understanding about scientific inquiry.
Content Standard 5-8 B: All students should develop an understanding of transfer of
energy.
Content Standard 5-8E: All students should develop abilities of technological design
and understandings about science and technology.
Content Standard 5-8G: All students should develop an understanding of the nature
of science.
SOL: 5.3 The student will investigate and understand basic characteristics of visible
light and how it behaves. Key concepts include
a) transverse waves;
b) the visible spectrum;
c) opaque, transparent, and translucent;
d) reflection of light from reflective surfaces; and
e) refraction of light through water and prisms.
Daily Question: If you were in a completely dark room would you be able to see
anything?
Procedures for
Learning Experience
Engagement:
Have the students
complete the “Can It
Reflect Light”
assessment probe.
They must work on
this sheet
individually and use
their best educated
guesses.
Guiding
Questions
What do you
know about
these
objects?
What do you
know about
light?
What would
these objects
look like in
a dark
room?
Exploration:
See student
In each of the four
cards
groups, students will
be instructed to go
to a station and read
the directions on the
Student Card.
Ideally, one of the
teachers will
Materials
Needed
“Can It
Reflect
Light”
assessment
probe
worksheet
(one copy
for each
student)
See student
cards
Evaluation
Responses to
questions (did
the student
complete the
worksheet
before the
exploration part
of the lesson?)
Appropriateness
of reasoning
(did the student
answer the
question
thoughtfully?)
Did the students
answer the
questions on the
cards?
Was each
student an
active
participant,
sharing
Approximate
Time Needed
5 minutes
30 minutes (7
at each
station, time
for
transitions)
walking around and
can answer any
questions the
students may have.
Then, students will
complete the
activity. After 7
minutes has passed,
the teacher will use
a signal and a timer
to let the students
know that they need
to switch to the next
station/activity. The
activities are as
follows:
1. Bouncing
light
2. Bending
light
3. Light in the
darkness
4. Me and my
shadow
Making a rainbow
Explanation:
Students should
make their way back
to their seats so that
the entire class can
participate in a
discussion about
what they learned.
First, we will start
off by generally
talking about the
activities themselves
and if the students
had any questions or
concerns. Then,
guide the students
through their ideas
about the questions
on the student cards.
After talking
through their
thoughts and ideas,
the teacher will
provide explanations
for what was going
responsibilities
equally?
Did group
members
cooperate with
each other and
exhibit good
behavior?
Did the light
from the
flashlight
travel in all
directions?
How did the
powder puff
help you see
the direction
the light was
traveling in?
What did
you notice
about the
angle the
light made
on the
mirror?
(Bouncing
light)
How did you
make your
shadow
Students
need their
notes; may
use some
materials
from the
station
activities
(on student
cards)
Did students
actively
participate in
the class
discussion?
30-40
minutes
on in each activity.
Bouncing light: talk
about the path light
takes when it
travels. Explain that
light travels in a
straight line, and
also tell the students
about “angle of
incidence” and
“angle of
reflection.” Talk
about how the two
are related. When
light is reflected off
a mirror, like in the
activity, the angle of
incidence is equal to
the angle of
reflection.
Bending light: The
main goal of this
activity is to
introduce students to
refraction. Explain
that since light
travels in different
mediums, the speed
of light will also
differ. The light
actually slows down
when it is in water,
making it look
different when we
perceive it as sight.
The object (in this
case, pencil) will
appear bent in the
water - meaning it is
refracted - because
the light shifts its
path from the object
to our eyes.
Light in the
darkness: This
activity helps
students understand
that without light,
humans could not
see. Light is
animals
larger? Why
do you think
this
happens?
What can we
say about
how light
travels? (Me
and my
shadow)
Is it possible
to see things
with no
light? How
does the
image get to
our eyes?
Where does
the light
start? Can
all animals
see light?
Do you
think our
ability to see
is an
adaptation? this is a
connection
to their
“living
systems”
unit. (Light
in the
darkness)
What
happens to
light when it
travels
through
water? Did
the pencil
look
different?
Why?
Where else
necessary for vision.
The toy in the box
was only visible
when the flashlight
was turned on.
Students will be
encouraged to give
ideas about why you
need light to be able
to see. Draw a
diagram on the
board to give
students a visual
representation.
Explain that light
reflects onto our
eyes, which sends a
signal to our brain
so that we can see
the appearance of
the image.
Me and my shadow:
Also make the
connection to the
fact that light travels
in a straight line.
The students will
probably have
various explanations
for why the shadow
gets bigger when
you move it closer
to the light source.
Explain that it is
because you are
blocking more of the
light when it is
closer to the source meaning light must
travel in a straight
line.
Making a rainbow:
Go over the
questions from the
student cards. Then,
begin to explain that
we witnessed
refraction again in
this activity. The
prisms acted as
might
refraction
occur - can
you think of
any other
examples?
(Bending
light)
What
happens that
makes us see
light as a
rainbow?
What is
“visible
light”? Are
there other
types of
light that we
cannot see?
(Making a
rainbow)
refractors, and
spread the waves of
light out so that we
viewed it as a
rainbow. When
white light isn’t
absorbed completely
(and some is
reflected), we see
the color of the light
that was NOT
absorbed. Also,
explain that there
are other types of
light that are outside
of the visible
spectrum, such as
infrared light and
ultraviolet light
(encourage them to
notice what those
words mean!!).
Extension: The next
day during science
class, have the
students gather in
the same groups that
they were working
in the day before.
Have the students
perform the
following
experiment and have
them answer the
guided questions to
assess and evaluate
the students on
refractions and
reflection.
1. Place the
penny in the
middle of the
empty dish
and sticky
tape it to the
bowl.
2. Set the dish
on a flat
table or
desktop.
1.What
made the
coin
disappear
before the
water was
poured?
-1x penny
for each
group
2.What
made the
coin
reappear?
-1x cup per
group to
pour the
water in the
bowl
3.Did you
have to
move the
position of
your eyes to
see the coin
again?
-Sticky tape
4.What can
you tell
about the
path of the
light rays
-1x
Styrofoam
bowl for
each group
-Water
- Pencils
and Pens
and sheets
of paper for
students to
record their
answers on.
Students’
responses from
class discussion
as well as their
responses on
the worksheet.
10-15
minutes
3. Have a
student
carefully
keep their
eyes focused
on the penny
as they
slowly back
up from the
dish until its
edge just
blocks the
view of the
penny.
4. Instruct the
student to
not move as
you promise
them that
you will
make the
penny
“magically”
reappear.
5. Slowly fill
the dish with
water until
the student
indicates that
the penny
reappeared.
Have the
student
answer the
guided
questions on
a piece of
paper and
have the
students
hand the
sheet in after
the activity
coming from
the coin?
5.What other
liquids can
be used
instead of
water?
Notes: Each station should be clearly labeled with a number so that the students can
easily identify each activity. A useful tip for the teacher is having the students point to
each station as it is described. Be sure to describe how a timer will signal the
transition from one station to another. Ideally, an adult would be at each station to
clarify directions, if this is not possible two or three adults would be able to facilitate
the science circus. At the start of the lesson it would be a good idea to clarify any
misconceptions about light. For example, a common misconception is that light can
only be reflected from shiny surfaces (such as a mirror). Students may also believe
that an object cannot absorb and reflect light – it must do one or the other.
Resources
1. These shapes would be used for activity #4. These shapes would be cut around with
out the names to be used as shadow puppets.
2. The Physical Science Assessment Probe “Can It Reflect Light” worksheet. This would
be used in the engage part of the lesson (document attached separately.)
Bibliography
Can It Reflect Light. (2012). NSTA Science and Children. Retrieved March 15, 2014,
from http://www.nsta.org/elementaryschool/connections/201202FAP.pdf
Common Misconceptions about Light, Heat, and the Sun. (n.d.). Beyond Penguins
and Polar Bears Common Misconceptions about Light Heat and the Sun.
Retrieved March 16, 2014, from
http://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polarenvironment/common-misconceptions-about-light-heat-and-the-sun
Matkins, J., & McDonnough, J. (2004). Circus of Light. Learning Center. Retrieved
March 15, 2014, from http://learningcenter.nsta.org/files/sc0402_50
The reappearing penny. (2013). Pasco School District. Retrieved March 14, 2014,
from
http://www.psd1.org/cms/lib4/WA01001055/Centricity/Domain/30/The_Reapp
earing_Penny.pdf