Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 76161
Reflecting on Color
Students will review the main interactions of light followed by a short investigation to understand how matter gets its color.
Subject(s): Science
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Internet Connection, LCD
Projector
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: light, reflection, refraction, absorb, color
Resource Collection: FCR-STEMLearn Physical Sciences
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Student will be able to compare and contrast reflection and absorption.
Student will be able to describe the interactions of light that determines the color of an object.
Student will be able to demonstrate how color filters absorb some colors and transmit other colors.
Prior Knowledge: What prior knowledge should students have for this lesson?
SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is
made up of a spectrum of many different colors
Light travels as electromagnetic waves.
The electromagnetic spectrum is the possible range of frequencies of electromagnetic waves.
Visible light is a small portion of the electromagnetic spectrum.
White light is composed of all the wavelength of visible light. Each wavelength corresponds to a color. All the colors together make white light.
Key terms: waves, electromagnetic waves, electromagnetic spectrum, frequencies, wavelength
Note: If these have not been covered you may review the electromagnetic spectrum using The Electromagnetic Spectrum video from TedEd.com. TedEd is a free
resource.
Activating prior knowledge: Ask students what they know about light waves.
Sample Answer(s): Light is energy that travels in electromagnetic (EM) waves. EM waves do not require a medium to travel. Visible light is a small portion of the EM
spectrum. Visible light is made up of various wavelength which we see as different colors: red, orange, yellow, green, blue, indigo, and violet (ROY G BIV). When all
the wavelength combine we see white light.
Guiding Questions: What are the guiding questions for this lesson?
What happens to light as it reaches matter?
Sample Answer: Light can be transmitted, reflected, refracted, scattered, or absorbed.
page 1 of 4 Why do you think your camera can take pictures with different color schemes (black and white, sepia, etc)?
Sample Answer: The camera uses a color filter that absorbs certain colors of light, depending on the color of the filter, and transmits certain colors. The light
that is transmitted through the filter, reflects back and is the color we perceive.
How does matter get its color?
Sample Answer: Matter gets it color based on the interactions it has with light. When visible light strikes an object, the wavelength that is reflected back will
determine the color we see. Example a yellow banana reflects yellow light and absorbs the rest of the light.
Teaching Phase: How will the teacher present the concept or skill to students?
Step 1
Engage students by having them work in pairs to complete a maze without looking at the paper. Students will look at the image of the maze through a mirror. One
student will hold the mirror while the other attempts to solve maze. Once the student solves the maze, switch roles.
Ask students how the image of the maze on the mirror compare to the actual maze.
Sample Answer: The image was a reflection of the maze but it appeared reversed
Step 2
Review the main interactions of light with Prezi presentation
Monitor student understanding. Ask students to identify items in the classroom that transmit, reflect, refract, and absorb light.Sample Answer: clear window
(transmit), white board (reflect), black table (absorb)
Step 3
Teacher will monitor as students complete Filtering Light worksheet (answer key) to explore the effect a filter has on the color of an object. Refer to Guided and
Independent Practice for further details.
Step 4
Once students have completed Filtering the Light investigation review the analysis questions on the Filtering Light worksheet . Refer to answer key for possible
answers.
Student misconceptions can be addressed during the review of the analysis questions. Please refer to answer key for further explanation.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Step 1
Teacher and students will will read through the Filtering Light introduction together.
Allow students to answer probing questions:
Have you ever taken a black and white picture?
How do you think your camera was able to produce the black and white image? Sample
Answer: accept all reasonable answers
Step 2
Read through all the procedures with the class.
Set up expectations for lab work, cooperative work, and individual work.
Step 3
Model investigation. Refer to steps 1 and 2 as well as figure 1 on Filtering Light worksheet.
Ask students to make their individual predictions as to what they will observe once they place the different colored cellophane paper over the plate (steps 3, 7, and
11 on Filtering Light Sheet)
Step 4
Allow students to move into small groups to begin investigation (steps 4-11 on Filtering Light Sheet)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
In their collaborative groups, students will begin to investigate the effect a filter has on the color of an object. Students will first use the red cellophane paper to see
how the color of the m&m's changeand record their observations.Students will repeat that process using the green cellophane paper and then applying both the red
and green paper (refer to steps 4-11 on Filtering Light Sheet).
After students are done with the investigation and recording their observations they will answer the analysis questions.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. Teacher will the review analysis questions to asses if students understand how a color filter can both absorbs and transmit certain wavelengths (color).
2. After reviewing the questions from the Filtering Light worksheet the teacher will ask guiding questions to monitor if students have fully understood the interactions
of light and how matter gets its color.
3. Teacher will show What is Color? video (From the TED ED Website: What is color? - Colm Kelleher) to bring all the concepts of interactions of light and color
together.
Summative Assessment
The teacher will use students answers from the eight analysis questions, on the Filtering the Light worksheet, to determine if students have mastered the interactions
of light and how it determines the color of matter. The grade on worksheet will be determined using the standard grading scale. To demonstrate mastery, it is
recommended students achieve a score of 70% or above.
Formative Assessment
The teacher will begin the lesson with a pre-test to assess students beginning knowledge. The results will be used to emphasize the portions of the lesson most
needed to further the student's understanding.
1. Which of the following classroom objects reflects the most light?
page 2 of 4 A. White paper (correct answer: white objects reflect all colors of light)
B. Yellow pencil
C. Black board
D. Wooden desk
2. If a red apple is viewed under a green light what color will the red apple appear?
A. Red
B. Black (correct answer: a red apple only reflects red light. Since the light is green, it is absorbed and the apple appears black)
C. Green
D. Yellow
3. Which of the following best describes why a pencil is yellow?
A. It absorbs yellow light
B. It reflects yellow light (correct answer: a yellow pencil reflects yellow light and absorbs all other colors)
C. It refracts yellow light
D. It transmits yellow light
Additional formative assessments will be conducted throughout the Filtering Light investigation. The teacher will formatively assess during the activity by moving
throughout the groups monitoring student progress and correcting procedural mistakes and content misconceptions.
Feedback to Students
Throughout the review of the interactions of light teacher will provide verbal feedback to questions asked. Also, on the Filtering the Light worksheet teacher can
provide notes and probing questions to help students better understand any concepts that are still unclear. The grade on the Filtering Light worksheet will also provide
students feedback. The grade on the Filtering Light worksheet (Summative Assessment) will be determined using a standard grading scale.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
The following accommodations can be used for ESE/ESL students:
Provide notes/outline of key concept for the Interactions of Light review
During collaborative work, pair student with a peer buddy that can help struggling student follow procedures
Extensions:
Students can research the different types of color blindness, diagnosis, and the cause. Students can have a quick glimpse into color blindness via the Do I See Colors
the Same Way You Do? video
Suggested Technology: Internet Connection, LCD Projector
Special Materials Needed:
Materials for Filtering Light investigation
1 roll of red cellophane paper
1 roll of green cellophane paper
1 small pack of m&m's per group
white plates
flashlights.
SOURCE AND ACCESS INFORMATION
Contributed by: Melissa Maestu
Name of Author/Source: Melissa Maestu
District/Organization of Contributor(s): Broward
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.7.P.10.2:
Description
Observe and explain that light can be reflected, refracted, and/or absorbed.
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