Activities inspired by children’s literature
You Light Up My Life
By Christine Anne Royce
T
he abstract nature of physical science concepts often means that they are the most challenging for
elementary students to grasp. Understanding how
light behaves allows students to form a foundation for their
future understanding. This month’s trade books and activities engage students in basic concepts related to light.
This Month’s Trade Books
Light: Shadows, Mirrors, and
Rainbows
By Natalie M. Roslinsky
Illustrated by Sheree Boyd
ISBN: 978-1-4048-0332-9
Picture Window Books
24 pages
Grades preK–2
Synopsis
This book’s format and “fun facts” introduce young readers to light as they discover how to make reflections, shadows, and rainbows. Home investigations and additional
information are provided at the end of the book for further
exploration.
Light and Color
By Lawrence F. Lowery
Illustrated by Muriel Wood
ISBN: 978-1-938946-51-6
NSTA Kids
36 pages
Grades 3–6
Synopsis
This book introduces children to light’s properties, such
as where it comes from and how it acts. The book dis-
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cusses how white light is broken down into colors and how
different wavelengths help us see. Children are asked to
consider a series of questions, which are supported by illustrations to help students develop an understanding of
light.
Curricular Connections
Students are often aware of the shadows that haunt their
room, follow them as they walk, or are part of games as they
play. Young students may even be familiar with the idea
that placing their body between a light source and a wall
creates a shadow. However, they may not fully understand
the relationship between the object and the path of light. In
this month’s activity, students in grades K–2 can examine
materials that are transparent, translucent, opaque, and reflective. When provided opportunities to investigate how
light interacts with other materials, students can begin to
understand the idea that light travels from place to place. In
the second activity for this age level, students explore how
objects can only be seen in the dark when they are illuminated. Understanding that the presence of light is required
to see an object, that light can come from an external or internal source, and that it travels from place to place requires
students to actually plan and carry out investigations and
confront their own understandings.
Through investigations with prisms and filters, students in grades 3–5 can investigate the concept that light
reflecting off objects and into our eyes allows us to see.
First, students learn that white light is made up of different wavelengths, which appear as the colors of a rainbow.
Second, students find out that objects absorb different
wavelengths and reflect the one that gives the object its
visible color. ■
Christine Anne Royce ([email protected]) is a professor at Shippensburg University in Shippensburg, Pennsylvania.
Materials
Grades K–2: Seeing Is Believing
Purpose
Students determine the effect of placing objects made
with different materials in the path of a beam of light.
They also observe that objects in complete darkness
can be seen only when illuminated.
Engage
Before class starts, hang two white bed sheets in two
different corners of the classroom to make two investigation stations. Also cut out stick figures of girls and
boys and glue these to craft sticks for handles. Divide
the class into two teams and send one team to each
corner. One team should only be given figures created
from clear plastic such as transparency film, while the
other team should be given figures created from cardboard. Each figure should have a dark border around its
edge, a face, and different clothing details such as pockets or buttons (see NSTA Connection). Ask students to
take turns creating shadow puppets using flashlights as
the other team members watch and make observations
about the figures. Then, have teams switch stations
and repeat the process. The teams with the clear, plastic figures will be able to see the puppet’s outline, face,
and clothing details, as these are dark
and create a shadow; the surrounding
transparent plastic, however, allows
light through (similar to what happens
when you use a transparency on a projector). The group with the cardboard puppets
will not see any details, because the entire
puppet is opaque. Ask students what they
notice as they compare the two different
images. What is different about the materials that allow light to pass through? Using a Venn diagram on chart paper,
ask students to compare
and contrast the similarities and differences between
the two stations
to begin the discussion. Focus
on questions such
as, “How were the
materials for the puppets
different? What did you notice about what
happened to the light?”
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Light: Shadows, Mirrors, and Rainbows
student data sheet (see NSTA Connection)
pinhole box directions (see NSTA Connection)
small object such as a toy car or wooden block for each
pinhole box
chart paper with a blank Venn diagram template
transparent objects (reading glasses, plastic wrap, clear light
bulb in which the filament is visible, plastic transparency
film, glass jar)
translucent objects (sunglasses, notebook paper, wax paper,
colored or stained glass, lampshade, vegetable oil in a glass
jar)
opaque objects (book, aluminum foil, heavy fabric, wood)
reflective objects (mirror)
puppets made from craft sticks, transparency film, and
cardboard
white bed sheets
poster board
flashlights
Explore
Read Light: Shadows, Mirrors, and Rainbows to the class
and create a list of key vocabulary words as you read:
shadows, light, mirror, reflect, and rainbow. At one point,
the text states that “light is what lets you see things”
and that “even when a room is dark, you
can still see shapes and shadows. That
means there must be a bit of light
sneaking in.” Ask students what they
think this means. After they have
shared their initial ideas about how
light allows them to see, ask students to consider the meaning of
the words from the story (CC
ELA: Reading Standards
for Informational Texts
K–5 – Integration of
Knowledge
and
Ideas). Prompt
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them to use the words shadows and light to connect to the
Engage activity (CC ELA: Vocabulary Acquisition). After students discuss the shadow-puppet activity, tell them
they are going to observe what they see when objects are in
complete darkness and when they place different materials in the path of a beam of light. Students should rotate
through the two different stations (it may help to have
more than one of each station set up). (Safety note:
Remind students that they should not shine a flashlight into each other’s eyes.)
Station 1: Pinhole box: Before class, create a pinhole
viewer for each station (see NSTA Connection for directions). The box should be sealed so that no light can enter, and students should not open the box. Ask students
to look through the opening and draw or describe on their
student data sheet what they see inside. If no light is getting into the box, they will not be able to see anything
because an object needs light to illuminate it to be seen.
Ask students to then shine a flashlight through the second
opening and draw or describe what they see. Students will
now be able to see parts of the object, but they will not be
able to fully view the entire object with the amount of light
provided. Finally, ask students to carefully remove the lid,
repeat their drawing and description, and complete the
section regarding the necessity of light for an object to be
seen (CC ELA: Language Standards – Writing Standards
K–5 – Text Types and Purposes).
Station 2: Objects in a path of light: Provide students
with a backdrop, such as a piece of poster board that has
no other markings on it, a strong flashlight, and variety of
transparent, translucent, opaque, and reflective objects.
Using one object, demonstrate how to make a prediction about whether the light will travel through the object
(transparent), partially travel through the object (translucent), be stopped by the object (opaque), or be reflected by
the object (reflective) and test the prediction. Since these
terms are not mentioned in the story, you should also introduce them to the students while you demonstrate the
activity (CC ELA: Vocabulary Acquisition). Using the
terminology also shows students that they need to observe
the brightness of the light shining through the object and
hitting the poster board, not the light surrounding the
object. After modeling the investigation, have students
make a prediction about each object, record it on their data
sheet, test their prediction, and record the results.
Explain
Ask the class to discuss their findings for both stations.
There may be a few students who are adamant that they
could initially see the object in the box at the pinhole station. This may be due to the power of suggestion from
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another student. If this happens, teachers can switch the
object and ask the students to repeat their observation in
front of the entire class with a parent or student volunteer.
Ask guiding questions such as, “Can you tell me what the
object is now?” As a whole-class debrief for the pinhole
station, ask students, “What did you notice when you
first looked inside the box? After you used the flashlight to
shine some light into the box? What changed between the
three observation points? What can you conclude based on
your observations?” For the second station, connect vocabulary to student statements about light going “through
the object,” “kind of going through the object,” or being
“blocked” by the object. Students may also point out that
the amount of light passing through an object depends on
how far away they hold the flashlight from the object. This
misconception can be addressed by setting a designated
distance at which students should hold the flashlight from
the poster board.
Elaborate
Ask students to turn over their data sheet and draw the front
of a house using as much detail as possible. They should
include windows, a door with a frosted-glass panel, and
bricks. After they have drawn their house, give them the
following scenario: Friends are coming to visit, but rather
than knocking on the door when they arrive, they are going to use a secret code that involves shining a flashlight at
different parts of the front of the house (the windows, door,
and bricks). Explain what will happen when the friends
shine their flashlight at each of the three parts of the house
and which feature will allow the most light to be seen inside
the house; this will be the best way to make a secret code.
Evaluate
The teacher can first evaluate students’ understanding of
light using their answers to the questions from the Engage activity. The student data sheet used throughout
the two station activities asks students to make and test
predictions, record their findings, and summarize their
understanding of translucent, transparent, and opaque
materials. Finally, students are asked to apply their understanding of different terms and properties of objects
by explaining how their friends can best contact them
when they arrive at their house using a flashlight as a signaling device.
NSTA Connection
For the pinhole box directions, puppet handout, and
data sheets, visit www.nsta.org/SC1601.
Connecting to the Next Generation Science Standards (NGSS Lead States 2013):
1-PS4 Waves and Their Applications in Technologies for Information Transfer
www.nextgenscience.org/1ps4-waves-applications-technologies-information-transfer
The materials/lessons/activities outlined in this article are just one step toward reaching the Performance Expectations
listed below. Additional supporting materials/lessons/activities will be required.
Performance Expectations
Connections to Classroom Activity
Students:
1-PS4-2 Make observations to construct an evidencebased account that objects in darkness can be seen
only when illuminated.
• make observations of objects in pinhole boxes that have
no illumination, partial illumination, and full illumination.
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.
• use different materials that are transparent, translucent,
opaque, and reflective to make and test predictions
regarding what happens to the path of a beam of light.
Science and Engineering Practice
Planning and Carrying Out Investigations
• make and test predictions regarding what happens to
the path of a beam of light when different objects are
placed in front of it.
Disciplinary Core Ideas
PS4.B: Electromagnetic Radiation
• Objects can be seen if light is available to illuminate
them or if they give off their own light.
• Some materials allow light to pass through them,
others allow only some light through and others
block all the light and create a dark shadow on any
surface beyond them, where the light cannot reach.
Mirrors can be used to redirect a light beam.
• make observations of objects in pinhole boxes that have
no illumination, partial illumination, and full illumination.
• use different materials that are transparent, translucent,
opaque, and reflective to make and test predictions
regarding what happens to the path of a beam of light.
Crosscutting Concept
Cause and Effect
• determine that objects made of different materials have
predictable outcomes when placed in front of a beam of
light.
Connecting to the Common Core State Standards (NGAC and CCSSO 2010):
This section provides the Common Core for English Language Arts and/or Mathematics standards addressed
in this column to allow for cross-curricular planning and
integration. The Standards state that students should be
able to do the following at grade level.
English/Language Arts
Reading Standards for Informational Texts K–5 –
Integration of Knowledge and Ideas
• Grade 1: “use the illustrations and details in a text to
describe its key ideas.”
• Grade 3: “use information gained from illustrations
and the words in a text to demonstrate understanding
of the text.”
• Language Standards
Writing Standards K–5 – Text Types and Purposes
• Grade K: “use a combination of drawing, dictating,
and writing to compose informative/explanatory texts
in which they name what they are writing about and
supply some information about the topic.”
• Grade 2: “write informative/explanatory texts in which
they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or
section.
Vocabulary Acquisition and Use is one of the standards
for language. This particular standard is across grade
levels. “Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade
[appropriate] reading and content.”
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Materials
Grades 3–5: What Color Is It?
Purpose
Students explain that white light can be broken into the
colors of the rainbow. They also learn that an object is visible when the light it reflects from its surface enters the eye.
Engage
Read Light and Color to the class and stop to ask the following questions:
• What different types of light can we see? What
produces each type of light?
• Light and Color
• student data sheet (see NSTA Connection)
•prisms
• very bright flashlight
Station 2 materials
• colored filters—red, blue, green (e.g., theater
lighting gels, which can be obtained from many
high school theater departments; colored, plastic
camera filters; very heavy cellophane that has been
triple-layered)
• balls—red, blue, green
• other objects that are the same colors
as the filters
• fruit bowl picture
• If we break white light up into different parts, what
colors can we see?
• Why is it important to understand that white light
is made up of different colors? How is this related to
the color of an object?
The book highlights the fact that we can see objects because white light is made up of different colors. Ask the
class to name objects that are the different colors of the
rainbow (CC ELA: Reading Standards for Informational
Texts K–5 – Integration of Knowledge and Ideas). Explain
that objects absorb all of the colors of white light, except
for the one it reflects, which gives the object the color we
see (CC ELA: Reading Standards for Informational Texts
K–5 – Key Ideas and Details).
Explore
Show students a short video on “Why We See Colors” (see Internet Resources) to reinforce the idea that
most objects reflect one color and absorb the other
colors of the spectrum. Set up two different stations
that provide opportunities for students to explore the
concepts presented in the book.
Station 1: Breaking light apart with prisms: Provide
the students with prisms and a strong flashlight or access to
a sunny window ledge. Demonstrate how to hold a prism
to produce a “rainbow,” the different visible wavelengths
of the electromagnetic spectrum. Allow students to make
observations about the order of the colors and record them
on their data sheet. Students should answer: “Are the colors always in the same order? How many colors are there?
What are they?” (CC ELA: Reading Standards for Informational Texts K–5 – Key Ideas and Details).
Station 2: Filtering out a wavelength: Provide the students with the materials needed for this station and darken
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the room as much as possible. Ask them to place the three
balls on the desk and place one colored filter over each of
the flashlights. Ask students to shine the green light on
each of the three balls and record what they see. What color is the blue ball, the red ball, and the green ball when the
green filter is used? Have them repeat this process with the
other two flashlights using different-colored filters, complete the table on their data sheet, and draw conclusions
about their findings.
Explain
Place students in small groups and ask them to use the filters to make additional objects (such as plastic cups, colored pieces of paper, or other toys) appear their respective
colors (red, blue, or green) or black. Have students explain
why their choice of filter color will result in the object appearing black in a darkened room. Have them ponder the
following questions: “What color do white objects absorb?
Black objects?” Can they explain the connection between
what they observed at their stations and these questions?
(White objects absorb no colors and black objects absorb
all colors.)
Elaborate
Ask students to use the back of their data sheet to color in the
drawing of the fruit bowl and complete the following tasks:
1. Place a Sun (light source) in one of the corners. Draw
rays coming off the Sun to represent “white light.”
2. Draw yourself somewhere on the edge of the paper.
3. Show “white light” hitting each piece of fruit you
colored in and then show what color of light bounces
off (is reflected by) that piece of fruit. Use an arrow
in that color directed toward the figure of yourself to
show the color you see.
Evaluate
Students can be evaluated using answers to discussion
questions, data sheets, and answers to station questions
and tables. The picture model in the Elaborate phases also
asks students to apply their understanding that light reflecting from objects and entering the eyes allows objects
to be seen.
References
National Governors Association Center for Best Practices and
Council of Chief State School Officers (NGAC and CCSSO).
2010. Common core state standards. Washington, DC:
NGAC and CCSSO.
NGSS Lead States. 2013. Next Generation Science Standards:
For states, by states. Washington, DC: National Academies
Press. www.nextgenscience.org/next-generation-sciencestandards.
Internet Resources
Sun, Light, and Shadows Game
www.sciencekids.co.nz/gamesactivities/lightshadows.html
Transparent, Translucent, and Opaque Materials
www.bbc.co.uk/bitesize/ks2/science/physical_processes/
shadows/read/2
Why We See Colors
www.youtube.com/watch?v=ff7B5nM0xOI
Connecting to the Next Generation Science Standards (NGSS Lead States 2013):
4-PS4 Waves and Their Applications in Technologies for Information Transfer
www.nextgenscience.org/4ps4-waves-applications-technologies-information-transfer
The materials/lessons/activities outlined in this article are just one step toward reaching the Performance Expectations
listed below. Additional supporting materials/lessons/activities will be required.
Performance Expectation
Connections to Classroom Activity
Students:
4-PS4-2 Develop a model to describe that light reflecting
from objects and entering the eye allows objects to be
seen.
• create a visual model, represented by a fruit bowl, that
shows how white light hits the pieces of fruit and what
color reflects into a viewer’s eye.
Science and Engineering Practice
Developing and Using Models
• create a visual model, represented by a fruit bowl, that
shows how white light hits the pieces of fruit and what
color reflects into a viewer’s eye.
Disciplinary Core Idea
PS4.B: Electromagnetic Radiation
• An object can be seen when light reflected from its
surface enters the eyes.
• investigate what happens when different-color filters
are used with different-color objects.
Crosscutting Concept
Cause and Effect
• understand that for an object to be visible, light must
be present.
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