ALEX | Alabama Learning Exchange

Light StudyJam

Classroom Resource Information

Title:

Light StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light.htm

Content Source:

Other
http://studyjams.scholastic.com/

Type:

Audio/Video

Overview:

Light is a very important energy source that keeps us warm and lets us see the world. Light travels in waves in bundles of energy called photons. Those photons contain all seven colors in the rainbow. Grab a prism and check them out!

The classroom resource provides a video that describes light, how it moves, and how it helps us see. This resource can provide background information for students before they construct their own models and carry out their own investigations. There is also a short test that can be used to assess students' understanding.

Content Standard(s):

Science SC2015 (2015) Grade: 1	2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light). Unpacked Content Scientific And Engineering Practices: Constructing Explanations and Designing Solutions Crosscutting Concepts: Cause and Effect Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer Evidence Of Student Attainment: Students: Explain based on observations that objects can be seen only when there is a light source. Teacher Vocabulary: light illuminate construct explanation observation available objects Knowledge: Students know: Light comes from different sources (natural/man-made). Objects can be seen only when there is a light source. Objects can be seen if they give off their own light. Skills: Students are able to: Gather evidence from observations to support the explanation that objects can only be seen when illuminated. Understanding: Students understand that: Objects can be seen only when a light source causes it to be illuminated. AMSTI Resources: AMSTI Module: Sound, Light, and Sky Sound and Light, FOSS Sundial, GLOBE Sky, Delta Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.1.2- Recognize that light illuminates objects so they can be seen.
Science SC2015 (2015) Grade: 1	3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil). NAEP Framework NAEP Statement:: P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity. NAEP Statement:: P4.9: Light travels in straight lines. When light strikes substances and objects through which it cannot pass, shadows result. When light travels obliquely from one substance to another (air and water), it changes direction. Unpacked Content Scientific And Engineering Practices: Planning and Carrying out Investigations Crosscutting Concepts: Cause and Effect Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer Evidence Of Student Attainment: Students: Given materials, determine if light passes through, partially passes through, is blocked or is reflected. Teacher Vocabulary: transparent translucent opaque reflect investigate observe light partial block material record data shiny Knowledge: Students know: Some materials allow all light to pass through. Some materials allow partial light to pass through. Some materials block all the light from passing through. Some materials reflect light, which changes its direction. Skills: Students are able to: Investigate to determine the effect of placing objects made of different materials in a beam of light. Understanding: Students understand that: Simple tests can gather evidence to determine that placing different materials in a beam of light will cause light to either: pass through, partially pass through, block, or reflect. AMSTI Resources: AMSTI Module: Sound and Light, Foss Sky, Delta Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.1.3- Identify objects that are see through (transparent) and objects that are not see through (opaque).
Science SC2015 (2015) Grade: 4	2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents. a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction. b. Demonstrate that different objects can absorb, reflect, and/or conduct energy. c. Demonstrate that electric circuits require a complete loop through which an electric current can pass. NAEP Framework NAEP Statement:: P4.11: Electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal energy). NAEP Statement:: P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity. NAEP Statement:: P4.7: Heat (thermal energy), electricity, light, and sound are forms of energy.^§ NAEP Statement:: P4.8: Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy. Unpacked Content Scientific And Engineering Practices: Planning and Carrying out Investigations; Constructing Explanations and Designing Solutions; Developing and Using Models Crosscutting Concepts: Energy and Matter Disciplinary Core Idea: Energy Evidence Of Student Attainment: Students: Plan and carry out investigations that explain transference of energy from place to place by sound. Plan and carry out investigations that explain transference of energy from place to place by light. Plan and carry out investigations that explain transference of energy from place to place by heat. Plan and carry out investigations that explain transference of energy from place to place by electric currents. Provide evidence that heat can be produced in many ways. Provide evidence that heat can move from one object to another by conduction. Demonstrate that different objects can absorb energy. Demonstrate that different objects can reflect energy. Demonstrate that different objects can conduct energy. Demonstrate that electric circuits require a complete loop for the electric current to pass through. Teacher Vocabulary: Construct Transfer Energy Potential energy Kinetic energy Friction Conduction Absorb Reflect Circuit Open circuit Close circuit Heat Radiation Convection Collision Motion Electrical energy Stored energy Knowledge: Students know: Energy is present whenever there are moving objects, sound, light, or heat. The transfer of energy, including the following: Collisions between objects. Light traveling from one place to another. Electric currents producing motion, sound, heat, or light. Sound traveling from one place to another. Heat passing from one object to another. Motion, sound, heat, and light causing a different type of energy to be observed after an interaction. Heat is produced in many ways. Heat can move via conduction. The properties of different objects cause them to be able to absorb, reflect, and/or conduct energy. Electric currents pass through a circuit. Skills: Students are able to: Collaboratively plan and carry out an investigation that converts energy one form to another. Identify the phenomenon. Identify the evidence to address the purpose of the investigation. Collect the data. Construct an explanation using evidence about heat production. Develop a model demonstrating that different objects can absorb, reflect, and/or conduct energy. Develop a model demonstrating electric circuits. Understanding: Students understand that: Energy can be transferred in various ways and between objects. Heat energy can be produced in many ways. The properties of objects, e.g. ability to absorb, reflect, or conduct energy, relate to their function. Electric energy can be transferred through circuits. AMSTI Resources: AMSTI Module: Energy and Waves Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.4.2- Recognize different sources of heat; Identify materials that are conductors of heat, such as metals.
Science SC2015 (2015) Grade: 4	8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes. NAEP Framework NAEP Statement:: P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity. NAEP Statement:: P4.9: Light travels in straight lines. When light strikes substances and objects through which it cannot pass, shadows result. When light travels obliquely from one substance to another (air and water), it changes direction. Unpacked Content Scientific And Engineering Practices: Developing and Using Models Crosscutting Concepts: Cause and Effect Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer Evidence Of Student Attainment: Students: Construct a model and use it to explain that in order to see objects that do not produce their own light, light must reflect off the object and into the eye. Teacher Vocabulary: reflection opaque translucent transparent refraction Knowledge: Students know: Light enters the eye, allowing objects to be seen. Light reflects off of objects, and then can travel and enter the eye. Objects can be seen only if light follows a path between a light source, the object, and the eye. Skills: Students are able to: Construct a model to make sense of a phenomenon. Identify relevant components of the model including: light (including the light source), objects, the path that light follows, and the eye. Understanding: Students understand that: An object can be seen when light reflected from its surface enters the eyes. AMSTI Resources: AMSTI Module: Energy and Waves Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.4.8- Identify a model that shows the path of light reflected from the surface of an object to be seen by the eye.
Science SC2015 (2015) Grade: 8 Physical Science	18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media. Unpacked Content Scientific And Engineering Practices: Developing and Using Models Crosscutting Concepts: Structure and Function Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer Evidence Of Student Attainment: Students: Use models to demonstrate how light waves differ in how they are absorbed, reflected, and transmitted through different types of media. Use models to demonstrate how sound waves differ in how they are absorbed, reflected, and transmitted through different types of media. Teacher Vocabulary: Light Sound Absorption Reflection Transmission Media Transparent Translucent Opaque Frequency Amplitude Wavelength Electromagnetic waves Knowledge: Students know: A medium is not required to transmit electromagnetic waves. A sound wave, a type of mechanical wave, needs a medium through which it is transmitted. When a sound wave strikes an object, it is absorbed, reflected, or transmitted depending on the object's material. When a light wave shines on an object, it is absorbed, reflected, or transmitted depending on the object's material and the frequency of the light. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the path of light bends. The absorption, reflection, and transmission of light and sound waves can be identified by observing relevant characteristics of the wave, such as frequency, amplitude, and wavelength. Materials with certain properties are well-suited for particular functions (e.g., lenses and mirrors, sound absorbers in concert halls, colored light filters, sound barriers next to highways). Skills: Students are able to: Develop models of light and sound waves and identify the relevant components. Describe the relationships between components of the model. Use observations from the model to provide causal accounts for events and make predictions for events by constructing explanations. Understanding: Students understand that: Light and sound waves differ in how they interact with different types of media. The absorption, reflection, and transmission of light and sound waves depends on the type of media through which they are transmitted. Materials with certain properties are well-suited for particular functions (e.g., lenses and mirrors, sound absorbers in concert halls, colored light filters, sound barriers next to highways). AMSTI Resources: AMSTI Module: Electricity, Waves, and Information Transfer Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.8.18- Investigate and describe how light and sound waves travel through a variety of media.

Tags:

color, illuminate, laser, light, pigment, prism, spectrum, wavelength

License Type:

Custom Permission Type
See Terms: http://www.scholastic.com/terms.htm
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

The test may be completed as a whole group or independently on student devices.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

Light StudyJam