5th grade science unit: and then there was light topic ... then there was light.pdf · 5th grade...

Columbus City Schools

Curriculum Leadership and Development Science Department June 2013

1

5th Grade Science Unit:

And Then There Was Light Unit Snapshot

Topic: Light, Sound, and Motion

Grade Level: 5 Duration:

11 – 30 minute classes

Summary: The students will have multiple opportunities to explore through inquiry,

demonstration and literature to explain how light travels from through

different mediums. Also, students will experiment with temperature changes

caused by light striking different surfaces.

Clear Learning Targets “I can”…statements

____ understand that light travels in a straight line until in interacts with an object or

moves from one substance to another

____ experiment to determine the difference between light that is absorbed,

reflected and refracted.

____ experiment with temperature changes caused by light striking different surfaces

____ explain that light is faster than sound

Activity Highlights and Suggested Timeframe

Day 1 Engagement: Students experiment to explore transparent, translucent, opaque .

In addition, prior knowledge of light is formatively assessed.

Days 2-3 Exploration: Complete 3 experiments to explain how light reacts when reflected,

refracted and how light appears through lenses

Days 4-6 Explanation: From 5th grade text, read Chapter 8, pages 281-289. Read the Light

resource page included in the curriculum guide. Watch 1 of the 2

www.unitedstreaming.com videos and complete a formative assessment: The

Magic School Bus Gets a Bright Idea (24:02 minutes) or Basics of Physics: Exploring

Light and Color (30:21 minutes)

Days 7-9 Elaboration: Students will conduct an experiment to see which color absorbs

more light. They will learn that light is not heat.

Day 10

and ongoing

Evaluation: A teacher-created short cycle assessment will be administered at the

end of the unit to assess all clear learning targets.

Day 11 Extension/Intervention: Based on the results of the short-cycle assessment,

facilitate extension and/or intervention activities.



2

LESSON PLANS

NEW LEARNING STANDARDS: 5.PS.2 Light and sound are forms of energy that behave in predictable ways. Light travels and maintains its direction until it interacts with an object or moves from one medium to another

and then it can be reflected, refracted or absorbed.

Sound is produced by vibrating objects and requires a medium through which to travel. The rate of vibration

is related to the pitch of the sound.

Note: At this grade level, the discussion of light and sound should be based on observable behavior. Waves

are introduced at the middle school level.

CONTENT ELABORATION (as stated in Ohio’s New Learning Standards) Light can travel through some materials, such as glass or water. Light also can travel through empty space,

like from the sun to Earth. When light travels from one location to another, it goes in a straight line until it

interacts with another object or material. When light strikes objects through which it cannot pass, shadows

are formed. As light reaches a new material, it can be absorbed, refracted, reflected or can continue to

travel through the new material; one of these interactions may occur or many may occur simultaneously,

depending on the material.

Light can be absorbed by objects, causing them to warm. How much an object’s temperature increases

depends on the material of the object, the intensity of and the angle at which the light striking its surface,

how long the light shines on the object and how much light is absorbed. Investigating and experimenting

with temperature changes caused by light striking different surfaces can be virtual or in a lab setting.

When light passes from one material to another, it is often refracted at the boundary between the two

materials and travels in a new direction through the new material (medium). For example, a magnifying lens

bends light and focuses it toward a single point. A prism bends white light and separates the different colors

of light. Experiment with prisms and magnifying lenses to observe the refraction of light.

Visible light may be emitted from an object (like the sun) or reflected by an object (like a mirror or the

moon). The reflected colors are the only colors visible when looking at an object. For example, a red apple

looks red because the red light that hits the apple is reflected while the other colors are absorbed.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate

laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Identify questions that can be answered through scientific investigations

Design and conduct a scientific investigation

Use appropriate mathematics, tools and techniques to gather data and information

Analyze and interpret data

Develop descriptions, models, explanations and predictions

Think critically and logically to connect evidence and explanations

Recognize and analyze alternative explanations and predictions

Communicate scientific procedures and explanations.

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:

See Reading Standards for Grade 5 document at the end of this unit.

*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf



3

STUDENT KNOWLEDGE:

Prior Concepts Related to Light and Sound

PreK-2: Sound is related to vibrations (PS). The moon, sun and stars are visible at different times. The sun is the

principal source of energy. Sunlight affects the warming and cooling of air, water and land (ESS).

Grades 3-4: Objects with energy can cause motion or create change. Energy can transfer between objects

and locations. Light energy from the sun can cause plants to grow (LS).

Future Application of Concepts

Grades 6-8: The atomic nature of matter is introduced and energy is classified as kinetic and potential.

Waves are introduced. Energy transfer and transformation, and conservation of energy are explored further.

High School: The wave nature of light and sound is expanded upon including mathematical analysis of

wavelength, frequency and speed, and the Doppler effect.

MATERIALS: Engage

Per group:

3 plastic cups (1 transparent, 1 opaque, 1

translucent)

1 flashlight

Worksheet

Explore

o Reflection Station Mirrors Flashlights Aluminum Foil Lab Worksheet

o Refraction Station

Plastic Cups

Metal Washers

Water

Transparent Glasses

Pencils

Straws

Lab Worksheet

o Lenses Station

Test Tubes

Water

Plastic Wrap

Eyedroppers

Concave Lenses

Convex Lenses

Prisms

Lab Worksheet

o Prism Station

Prisms

White Construction Paper

Explain

5th grade Science textbook, Light resource

page, computer for video, Reading Support

Homework Resource pp. RS59-60

VOCABULARY: Primary

Absorbed

Emitted

Light travels

Reflected

Refracted

Secondary

Angle of light

Concave

Convex

Heat

Magnifying lens

Prism

Shadow



4

Elaborate

Heat source

2 thermometers

Black item and a white item (painted metal

cans works well)

Watch

Lab Manual

Protractor (optional)

Something to create a slant (dry erase

board, book)

When students design and conduct their

own experiment you will need to gather the

supplies they request.

SAFETY

Be safe when shining flashlights or bouncing light. Do not shine light into

anyone’s eyes.

Use all science equipment and materials appropriately according to

teacher directions.

ADVANCED

PREPARATION

Teacher needs to gather materials for all the experiments. Check

flashlights to make sure they are working.

Preview the videos and choose which videos will be best for your class.

ENGAGE (Day 1)

(What will draw students into

the learning? How will you

determine what your students

already know about the

topic? What can be done at

this point to identify and

address misconceptions?

Where can connections are

made to the real world?)

Objective: Students will have the opportunity to explore transparent, translucent

and opaque cups through a hands-on experiment.

What is the teacher doing?

(Day 1)

Experiment: Have 3 types of

plastic cups; one clear

(transparent), one see through

cup (translucent) and one non-

see through cup (opaque),

flashlight and worksheet.

On the worksheet students will

explore with the cups and

flashlight then determine which

vocabulary word matches which

cup. Teachers can divide the

student into groups of 2’s, 3’s or

table groups depending on how

many flashlights are available.

This can also be done as a

teacher demonstration

depending on the class.

Demonstration: Discuss with

students that light travels faster

than sound. Give the examples

of lightning and thunder and

fireworks. Demonstrate this by

standing across the room from

the students and turning on the

lights at the same time you make

a sound. (Blow a whistle/clap

your hands/yell).

Discuss with students why they

saw the light before they heard

the noise.

What are the students doing?

(Day 1)

1. Students conduct experiment and

fill in worksheet. Students should be

discussing how much light is passing

through each cup and using the

glossary in the textbook to learn the

definitions of transparent,

translucent and opaque.

2. Students will make observations and

participate in discussions



5

EXPLORE (2 Days)

(How will the concept be

developed? How is this

relevant to students’ lives?

What can be done at this

point to identify and address

misconceptions?)

Objective: Students will explore light through collaborative learning while

completing experiments. Students will be able to explain to peers how light is

produced.


(Days 2 & 3)

Teacher should gather

materials for the 4 experiment

stations.

Teachers will rotate around

each station to make sure

students are reading,

following the lab worksheets

and being safe.

Reflection station needs mirrors,

flashlights,aluminum foil and lab

worksheet.

Refraction station needs plastic cups,

metal washers, water, transparent

glasses, pencils, straws and lab

worksheet.

Convex and Concave Lens station needs

test tubes, water, plastic wrap, eye

droppers, concave lenses, convex

lenses, prisms and lab worksheet.

Prism station needs prisms, white

construction paper


(Days 2 & 3)

1. Students will rotate through the 4

stations exploring light as it relates

to lenses, reflection and rotation.

2. Students will complete lab

worksheets to explain their

understanding of light at each station.

EXPLAIN (3 days)

(What products could the

students develop and share?

How will students share what

they have learned? What

can be done at this point to

identify and address

misconceptions?)

Objective: Students will read about light and ask questions to clarify the materials.

Then watch a video and complete formative assessment.


(Day 4 & 5)

From the 5th grade text, read

Chapter 8, pages 281-289 in the

science textbook. (Do not focus

on waves or electromagnetic

spectrum.) Read page 284

starting at the 5th paragraph.

Read the Light resource page

included in the curriculum guide.

(Day 6)

2 video choices from

www.unitedstreaming.com

-Watch the video The Magic

School Bus Gets a Bright Idea,

24:02 minutes or Basics of

Physics: Exploring Light and Color,

30:21 minutes (teacher can skip

The Human Eye, The

Electromagnetic Spectrum,

Primary Colors of Light, Laser

Light)


(Day 4 & 5)

1. Students will complete the Reading

Support Homework pages RS 59-60.

The worksheets can be used as

homework or during class time.

2. Read the Light resource page

included in the curriculum guide.

(Day 6)

3. If the students watched the

Magic School Bus Gets a Bright

Idea, they need to write what they

learned about reflection and

refraction and explain the

examples from the video.

If students watched Basics of

Physics they need to complete the

quiz included in the curriculum

guide.

http://www.unitedstreaming.com/



6

ELABORATE (3 days)

(How will the new knowledge

be reinforced, transferred to

new and unique situations, or

integrated with related

concepts?)

Objective: Through experimentation students will explain how the color and angle

at which light hits an object affects the heat of the object.


(Day 7)

You will need to find a heat

source for this activity.

You can use a 150 watt light bulb, a clamp heat light or the sun

(depending on the time of year.)

Then gather black and white

objects to show how light can be

absorbed, causing them to warm.

(Day 8 & 9)

After the students have

completed the experiment they

are to design their own

experiment on the lab worksheet.

Students could work in pairs to try

a student’s experiment or take a

class vote to decide which

student’s experiment to try as a

whole class.

The students may bring in the

materials from home or the

teacher may need to gather the

supplies for the experiment.


(Day 7)

1. For Activity 1, students will use a

black item, a white item and 2

thermometers.

-Examples students may use; paint 1

metal can black and 1 metal can

white or use a white t-shirt and

black t-shirt, students can try

different black and white items to

see if the black item still absorbs the

most heat. For

2. Activity 2, students will use two of

the same colored items, but place

one at an angle.

-Use the lab worksheet or science

notebook to keep track of the

temperature of the items every 10

minutes for 1 hour.

(Day 8 & 9)

3. Students are to design their own

experiment on the lab worksheet.

OPTIONAL: The teacher may have the

students conduct their experiment as

a whole class or in partners.

EVALUATE (on-going)

(What opportunities will

students have to express their

thinking? When will students

reflect on what they have

learned? How will you

measure learning as it

occurs? What evidence of

student learning will you be

looking for and/or

collecting?)

Objective: Students can show their knowledge through formative assessments

throughout the lesson and show their cumulative knowledge with summative

assessments.

Formative

How will you measure learning as it occurs?

The following activities can be used to

assess student knowledge related to light

as it progresses throughout the unit:

1. Reading Support Homework pages RS

59-60.

2. The 4 light experiment lab worksheets

3. After video from Explain students will

complete a quiz or write facts from the

video.

4. The lab worksheet from Elaborate

experiment, What color holds more

heat?

Summative

What evidence of learning will demonstrate to

you that a student has met the learning

objectives?

1. A teacher-created short-cycle

assessment can be used to assess all

clear learning targets. (Day 10)



7

Extension/

Intervention (One day or

as needed)

EXTENSION

1. Students will create a flip chart using

materials found at home to create an

example of transparent, translucent and

opaque.

2. Students can create a solar oven to

explain how light is absorbed by objects,

causing them to warm.

http://www.hometrainingtools.com/build

-a-solar-oven-project/a/1237/

3. Students can play light tag by using

mirrors and flashlights to “tag” each

other.

Science and Math

4. Use mirrors, flashlight (or laser pointer)

and a protractor. Have students reflect

the light at a certain angle using the

protractor and flashlight.

5. Refer to the real world connection

page (in curriculum guide) for discussion.

Have students create their own list of real

world connections.

INTERVENTION

1. Use clear, small bottles filled with a

variety of liquids to reinforce

transparent, translucent and opaque.

Students will sort the bottles into the 3

categories.

2. Intervention activities from 5th grade

text, TEp286 (reflection),

TEp287(refraction).

3. Refer to the real world connections

page for discussion.

4. Harcourt School Publishers Science

Textbook, Grade 2 (Meerkat)

Chapter 6, Lesson 4, pp 244-249, pp

258-259.

COMMON

MISCONCEPTIONS

Students believe that light just is and has no origin.

Students believe that the addition of all colors of light yields black.

Light is associated only with a source and/or its instantaneous effects.

Light is not considered to exist independently in space.

Light is not conceived as moving from one point to another with a finite

speed.

An object is seen whenever light shines on it, with no recognition that

light must

move between the object and the observer’s eye.

A shadow is something that exists on its own or are “dark reflections” of

objects.

Light from a bulb only extends outward a certain distance and then

stops.

How far light extends depends on the brightness of the bulb.

Light is reflected away from shiny surfaces, but light is not reflected from

other surfaces.

Light always passes straight through transparent material (without

changing direction.)

When an object is viewed through a transparent material, the object is

seen exactly where it is located.

Strategies to address misconceptions:

Consider having students watch videos that explain how light works and

students exploring the concepts through experiments will give them a better

understanding of how light is produced. Also consider using additional models

and/or simulations.

http://www.hometrainingtools.com/build-a-solar-oven-project/a/1237/

http://www.hometrainingtools.com/build-a-solar-oven-project/a/1237/



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DIFFERENTIATION

Lower-Level: Consider assigning students roles aligned to their strengths so that all

students are active participants. Prompt students as they are exploring to redirect

their learning. Allow students to partner with a peer for experiments and assign

student to mixed-groups.

Higher-Level: Consider assigning extension activities to students. Consider allowing

students to create their own investigations surrounding light topics including

pursuing research and presenting to the class or the teacher.

Strategies for meeting the needs of all learners including gifted students, English

Language Learners (ELL) and students with disabilities can be found at the

following sites:

ELL Learners:

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.as

px?DocumentID=105521

Gifted Learners:

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.as

px?DocumentID=105522

Students with Disabilities:

http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownlo

ad.aspx?DocumentID=105523

ADDITIONAL

RESOURCES

Websites:

http://www.teachingideas.co.uk/science/contents_light.htm

http://www.sciencekids.co.nz/light.html

http://teachinginroom6.blogspot.com/2012/04/light-refraction-fun-

independent.html

http://learningideasgradesk-8.blogspot.com/2011/02/transparent-

translucent-and-opaque.html

http://www.proteacher.com/redirect.php?goto=4941

Discovery Ed: LIGHT from unitedstreaming.com

The Magic School Bus Gets a Bright Idea, 24:02 minutes

The Whaddaya Know Quiz Show: Light (game)

Basics of Physics: Exploring Light and Color, 30:21 minutes

(teacher can skip The Human Eye, The Electromagnetic Spectrum, Primary

Colors of Light, Laser Light)

Other light videos:

Light Absorption and Reflection 5:05 minutes

www.youtube.com/watch?v=DThUKDM_WtK

Light and Colour Bill Nye 6:04 minutes

www.youtube.com/watch?v=gtgBHsSzCPE

Literature

Graham, Amy. Thomas Edison Wizard of Light and Sound. 2008

Rajczak, Kristen. Rainbows. 2013

Kleiner, Mariela. Meet Einstein. 2011

Arlon, Penelope. Light. 2006

Midthun, Josehp. Light. 2012

Bloom, George. The Magic School Bus Makes a Rainbow: a Book About

Color. 1997

Teacher Information Page follows unit lesson pages.

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105521




http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105523

http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105523

http://www.teachingideas.co.uk/science/contents_light.htm

http://www.sciencekids.co.nz/light.html

http://teachinginroom6.blogspot.com/2012/04/light-refraction-fun-independent.html

http://teachinginroom6.blogspot.com/2012/04/light-refraction-fun-independent.html

http://learningideasgradesk-8.blogspot.com/2011/02/transparent-translucent-and-opaque.html

http://learningideasgradesk-8.blogspot.com/2011/02/transparent-translucent-and-opaque.html

http://www.proteacher.com/redirect.php?goto=4941

http://www.youtube.com/watch?v=DThUKDM_WtK

http://www.youtube.com/watch?v=gtgBHsSzCPE



9

Name____________________________________ Date___________________

LIGHT: Now You See It, Now You Don’t

Materials: 3 different types of plastic cups,

1 flashlight

Science textbook or student dictionary

Procedure: 1. Examine the 3 different plastic cups. Discuss how much light you can see

through each cup.

2. Shine the flashlight through Cup A and write your observations about the light.

3. Repeat step 2 for Cup B and Cup C.

4. Use the Science textbook or student dictionary to look up the vocabulary

words: translucent, transparent, opaque.

5. Decide which word describes each cup. Be prepared to explain your answers

to other students.

Observation without

flashlight Cup A

Observations with flashlight

Cup A

Which vocabulary word

describes Cup A?

Explain

Observation without

flashlight Cup B


Cup B


describes Cup B?

Explain

Observation without

flashlight Cup C


Cup C


describes Cup C?

Explain

Vocabulary words and definitions:

translucent-

transparent-

opaque-

http://www.google.com/url?sa=i&rct=j&q=platic+cups&source=images&cd=&docid=4mHzWBKbM9oxeM&tbnid=2S1W1ozh8UTzXM:&ved=0CAUQjRw&url=http://www.coffeeforless.com/boardwalk-16oz-polystyrene-mixed-colors-plastic-cups-840ct.html&ei=nn5dUb-ME8WZqgGz-4GQCA&bvm=bv.44770516,d.aWM&psig=AFQjCNGNYoqyrAj2Dx7Wbu-XKQ2f1PHvKw&ust=1365168119338263

http://www.google.com/imgres?q=plastic+cups&start=207&hl=en&biw=1051&bih=467&tbm=isch&tbnid=0dmrUu4M4Wp07M:&imgrefurl=http://www.4plasticglasses.com/modules/cart/products.php/nav_id/4/page/1/id/25/name/CUPSSolidcoloredplasticcups&docid=ZQw9W9bpWMvXdM&imgurl=https://secure.finishlinestudios.com/v3/clients/cateringsupplies_com/files/cart/products/25/SOLOCUP.bmp&w=262&h=184&ei=_35dUdObG8SGrQGa2oFA&zoom=1&ved=1t:3588,r:9,s:200,i:31&iact=rc&dur=2265&page=15&tbnh=147&tbnw=207&ndsp=15&tx=152.076904296875&ty=73.92308044433594



10

http://www.staples.com/SOLO-

Plastic-Cold-Party-

Cups/product_SS1005865

http://www.coffeeforless.com/board

walk-16oz-polystyrene-mixed-colors-

plastic-cups-840ct.html#.

Name_____Answer Key_________________________ Date___________________

LIGHT: Now You See It, Now You Don’t

Materials: 3 different types of plastic cups

1 flashlight

Science textbook or student dictionary

Procedure: 1. Examine the 3 different plastic cups. Discuss how much light you can see

through each cup.

2. Shine the flashlight through Cup A and write your observations about the light.

3. Repeat step 2 for Cup B and Cup C.

4. Use the Science textbook or student dictionary to look up the vocabulary

words: translucent, transparent, opaque.

5. Decide which word describes each cup. Be prepared to explain your answers

to other students.

Observation without flashlight

Cup A


Cup A


describes Cup A? Explain


Cup B


Cup B


describes Cup B? Explain


Cup C


Cup C


describes Cup C? Explain

Vocabulary words and definitions:

translucent- allows some light to pass through

transparent- allows all light to pass through

opaque- allows no light to pass through

http://www.partyamerica.com/produ

ct/clear+plastic+cups+12oz+50ct.do#

http://www.google.com/url?sa=i&rct=j&q=platic+cups&source=images&cd=&docid=4mHzWBKbM9oxeM&tbnid=2S1W1ozh8UTzXM:&ved=0CAUQjRw&url=http://www.coffeeforless.com/boardwalk-16oz-polystyrene-mixed-colors-plastic-cups-840ct.html&ei=nn5dUb-ME8WZqgGz-4GQCA&bvm=bv.44770516,d.aWM&psig=AFQjCNGNYoqyrAj2Dx7Wbu-XKQ2f1PHvKw&ust=1365168119338263

http://www.google.com/imgres?q=plastic+cups&start=207&hl=en&biw=1051&bih=467&tbm=isch&tbnid=0dmrUu4M4Wp07M:&imgrefurl=http://www.4plasticglasses.com/modules/cart/products.php/nav_id/4/page/1/id/25/name/CUPSSolidcoloredplasticcups&docid=ZQw9W9bpWMvXdM&imgurl=https://secure.finishlinestudios.com/v3/clients/cateringsupplies_com/files/cart/products/25/SOLOCUP.bmp&w=262&h=184&ei=_35dUdObG8SGrQGa2oFA&zoom=1&ved=1t:3588,r:9,s:200,i:31&iact=rc&dur=2265&page=15&tbnh=147&tbnw=207&ndsp=15&tx=152.076904296875&ty=73.92308044433594



11

Name_____________________________ 5.PS.2 Light Experiments

REFLECTION Station Experiments

Objective: Explore reflection through the materials at the

station.

1. Write the definition of reflection.

2. Use the mirror and flashlight to reflect light onto a wall.

Explain and draw how you positioned the mirror and the flashlight in order to reflect the

light where you wanted it to shine.

3. Use the aluminum foil and flashlight

Shine the flashlight on a piece of flat, unwrinkled aluminum foil. Describe how the light

reflects.

Wrinkle up the aluminum foil into a ball. Now shine the flashlight onto the ball of foil.

Describe how the light reflects. Did the reflection change? Explain.

http://www.slrphotographyguide.com/tips/water-

reflections.shtml



12

Name: TEACHER ANSWER KEY 5.PS.2 Light Experiments

REFLECTION Station Experiments

Objective: Explore reflection through the materials at the

station.

1. Write the definition to reflection.

Reflection is the bouncing of heat or light off an object.

2. Use the mirror and flashlight to reflect light onto a wall.

Explain and draw how you positioned the mirror and the flashlight in order to reflect the

light where you wanted it to shine.

Students should conclude that the light reflects off the mirror at the same angle at which it

approaches the mirror.

3. Use the aluminum foil and flashlight

Shine the flashlight on a piece of flat, unwrinkled aluminum foil. Describe how the light

reflects.

The light reflects in a predictable manner because it is shiny and flat.

Wrinkle up the aluminum foil into a ball. Now shine the flashlight onto the ball of foil.

Describe how the light reflects. Did the reflection change? Explain.

The light reflects in an unpredictable manner.



13

Name:_____________________________ 5.PS.2 Light Experiments

REFRACTION Station Experiments

Objective: Explore refraction through the materials at the station.

1. Write the definition of refraction.

2. Use the cup, metal washer and water

Tape the washer to the bottom the cup. One person backs away from the table until the

rim of the cup hides the whole washer from view. (You should not be able to see the

washer.) The other person should slowly pour water in the cup until the washer becomes

visible again to the person standing. Repeat the experiment for each person in the group.

Write complete sentences to explain how this refraction activity works.

3. Use a transparent glass, water, pencil and straw

Fill the glass hallway full of water and insert a pencil or straw. Observe the pencil or straw

through the glass. Draw how the object appears. Explain how the pencil or straw is

refracted.



14

Name: TEACHER ANSWER KEY 5.PS.2 Light

Experiments


Objective: Explore refraction through the materials at the station.

1. Write the definition of refraction.

Refraction is the bending of light as it moves form one material to

another.

2. Use the cup, metal washer and water

Tape the washer to the bottom the cup. One person backs away from the table until the

rim of the cup hides the whole washer from view. (You should not be able to see the

washer.) The other person should slowly pour water in the cup until the washer becomes

visible again to the person standing. Repeat the experiment for each person in the group.

Write complete sentences to explain how this refraction activity works.

The light is being refracted or bent as it moves from the air to the

water and then to the solid metal washer. This bending of light allows you to see the washer.

3. Use a transparent glass, water, pencil and straw

Fill the glass hallway full of water and insert a pencil or straw. Observe the pencil or straw

through the glass. Draw how the object appears. Explain how the pencil or straw is

refracted.

A straw appears bent in a cup of water because of refraction.

The waves when hitting the water appear to bend making the straw really look

like it’s bending when really it’s just the waves hitting the water and appearing to bend.

http://physics.tutorvista.com/light/index-

of-refraction.html



15


LENSES Station Experiments

Objective: Explore how light appears through concave and

convex lenses using the materials at the station.

1. Write the definition of concave.

2. Write the definition of convex.

3. Use the test tube full of water and this worksheet

Hold the test tube over the words. Draw how the words appear to your eyes? What type

of lens is the test tube and how do you know?

4. Use the plastic wrap, water and eye dropper

Stretch the plastic wrap on paper and use the eye dropper to place a drop of water on

words. Draw how the words appear to your eyes? What type of lens is the water

representing and how do you know?

5. Use the concave and convex lenses and worksheet

Lay the lenses on the worksheet. Draw a picture to show how each lens works. Write how

the lenses change the writing on the worksheet.



16


LENSES Station Experiments

Objective: Explore how light appears through concave and

convex lenses using the materials at the station.

1. Write the definition of concave.

A lens that is thicker at the edges than it is at the center.

2. Write the definition of convex.

A lens that is thicker at the center than it is at the edges.

3. Use the test tube full of water and this worksheet

Hold the test tube over the words. Draw how the words appear to your eyes? What type

of lens is the test tube and how do you know?

Drawings will vary but should show that the words appear to be larger. The test tube is a

convex lens because it bends light waves to make them come together. Convex lenses are

used as magnifiers.

4. Use the plastic wrap, water and eye dropper

Stretch the plastic wrap on paper and use the eye dropper to place a drop of water on

words. Draw how the words appear to your eyes? What type of lens is the water

representing and how do you know?

Drawings will vary but should show that the words appear to be smaller. The water is

representing a concave lens. Concave lenses spread light apart and make things appear

smaller.

5. Use the concave and convex lenses and worksheet

Lay the lenses on the worksheet. Draw a picture to show how each lens works. Write how

the lenses change the writing on the worksheet.

Drawings will vary but they should show a convex lens as being thicker at the center than it is

at the edges. Students should also state that convex lens make the writing on the worksheet

look larger. The concave lens should be thicker at the edges than it is at the center. The

concave lens makes the writing on the worksheet look smaller.

http://www.myschoolhouse.com/courses/O

/1/36.asp



17



Objective: Explore refraction through the use of prisms.

1. Shine a bright white light directly into a prism. You will need

to rotate the prism slowly, until the angle is right and the light

refracts into a rainbow. Place a white sheet of construction

paper opposite the light to catch the rainbow. Note the

order of the colors as they appear.

Draw an illustration of the exploration. Include the flashlight, prism and

rainbow of colors.

2. Now you will recreate Isaac Newton’s famous prism experiment. Instead of

projecting the rainbow onto the white construction paper, aim the rainbow so

that it directly hits a second prism. Place the white construction paper behind

the second prism so that light will hit it. You may need to adjust the prisms to

line them up carefully.

Draw an illustration of the exploration. Include the flashlight and what

happens as the light hits both prisms.

http://melibeeglobal.com/2011/05/gi

ve-with-gratitude-senegalese-lessons-

for-international-educators/



18

Name__TEACHER ANSWER KEY____ 5.PS.2 Light Experiments


Objective: Explore refraction through the use of prisms.

2. Shine a bright white light directly into a prism. You will need

to rotate the prism slowly, until the angle is right and the light

refracts into a rainbow. Place a white sheet of construction

paper opposite the light to catch the rainbow. Note the

order of the colors as they appear.

Draw an illustration of the exploration. Include the flashlight, prism and

rainbow of colors.

2. Now you will recreate Isaac Newton’s famous prism experiment. Instead of

projecting the rainbow onto the white construction paper, aim the rainbow so

that it directly hits a second prism. Place the white construction paper behind

the second prism so that light will hit it. You may need to adjust the prisms to

line them up carefully.

Draw an illustration of the exploration. Include the flashlight and what

happens as the light hits both prisms.

http://melibeeglobal.com/2011/05/gi

ve-with-gratitude-senegalese-lessons-

for-international-educators/

http://www.tutorvista.com/content/science/science-ii/human-eye-colourful-world/question-answers-1.php

http://physics.stackexchange.com/questions/23667/how-does-newtons-2-prism-experiment-help-to-explain-why-light-does-not-get-disp

http://www.google.com/url?sa=i&rct=j&q=light+entering+a+prisms&source=images&cd=&cad=rja&docid=cZ0HLB8_gb_pMM&tbnid=toVxA__3e7pCyM:&ved=0CAUQjRw&url=http://www.tutorvista.com/content/science/science-ii/human-eye-colourful-world/question-answers-1.php&ei=f8rZUdPgFam5ygGC2IHQAw&bvm=bv.48705608,d.aWc&psig=AFQjCNGlHM8NtpwG57Yrec7jTCkpPUqqnw&ust=1373313989596735

http://www.tutorvista.com/content/science/science-ii/human-eye-colourful-world/question-answers-1.php

http://physics.stackexchange.com/questions/23667/how-does-newtons-2-prism-experiment-help-to-explain-why-light-does-not-get-disp



19

LIGHT Resource Page Light as Rays

Imagining light as a ray makes it easy to describe reflection, refraction and

scattering.

In reflection, a light ray strikes a smooth surface, such as a mirror, and bounces

off. A reflected ray always comes off the surface of a material at an angle

equal to the angle at which the incoming ray hit the surface.

Of course, we live in an imperfect world and not all surfaces are smooth. When

light strikes a rough surface, incoming light rays reflect at all sorts of angles

because the surface is uneven. This scattering occurs in many of the objects we

encounter every day. The surface of paper is a good example. You can see just

how rough it is if you look at it under a microscope. When light hits paper, the

waves are reflected in all directions. This is what makes paper so incredibly useful

-- you can read the words on a printed page regardless of the angle at which

your eyes view the surface.

Experiment with materials to see which objects reflect light.

http://science.howstuffworks.com/light2.htm



20

Refraction occurs when a ray of light passes from one transparent medium (air,

let's say) to a second transparent medium (water). When this happens, light

changes speed and the light ray bends, either toward or away from what we

call the normal line, an imaginary straight line that runs perpendicular to the

surface of the object. The amount of bending, or angle of refraction, of the light

wave depends on how much the material slows down the light.

Diamonds wouldn't be so glittery if they didn't slow down incoming light much

more than, say, water does. Diamonds have a higher index of refraction than

water, which is to say that those sparkly, costly light traps slow down light to a

greater degree.

Lenses, like those in a telescope or in a pair of glasses, take advantage of

refraction. A lens is a piece of glass or other transparent substance with curved

sides for concentrating or dispersing light rays. Lenses serve to refract light at

each boundary. As a ray of light enters the transparent material, see through, it

is refracted. As the same ray exits, it's refracted again. The net effect of the

refraction at these two boundaries is that the light ray has changed directions.

We take advantage of this effect to correct a person's vision or enhance it by

making distant objects appear closer or small objects appear bigger.

Experiment with materials to see which objects refract light.

http://science.howstuffworks.com/light2.htm



21

Name _______________________________ Date_______________________

Quiz from the video BASICS of PHYSICS: EXPLORING LIGHT and COLOR

1. If we shine a green light on this lemon, how will the lemon appear?

2. Why do black objects absorb more heat energy than white or colored objects?

3. Why does light refract or bend when going through glass or water?

4. Describe how concave and convex mirrors are different from one another.

5. Draw arrows on the concave and convex lenses to show how light moves through them.

6. How do we see colors from objects bathed in white light?



22

Name ______Answer Key_____________________ Date_______________________

Quiz from the video BASICS of PHYSICS: EXPLORING LIGHT and COLOR

1. If we shine a green light on this lemon, how will the lemon appear?

The lemon will appear dark because there is no yellow light to be reflected.

2. Why do black objects absorb more heat energy than white or colored objects?

Black colors absorb all the white light while white objects reflect all the colors. The absorbed

colors add heat to the object.

3. Why does light refract or bend when going through glass or water?

Light bends when moving from one medium into another.

4. Describe how concave and convex mirrors are different from one another.

Concave mirrors magnify things while convex mirrors make things appear smaller.

5. Draw arrows on the concave and convex lenses to show how light moves through them.

smaller larger

6. How do we see colors from objects bathed in white light?

We see the colors that are reflected by objects. The other colors are absorbed by the object.



23

Name__________________________________ Date_________________________

Should I wear a black or white shirt in the summer?

Which color absorbs more heat?

1. What items are you using ___________________________________________________________

__________________________________________________________________________________

2. Place the thermometers on/inside each item and place them in the sun.

3. Take the temperature of each item every 10 minutes and record for 1 hour.

Time Temperature of BLACK Temperature of WHITE

10 minutes

20 minutes

30 minutes

40 minutes

50 minutes

1 hour (60 minutes)

4. Which color absorbed the most heat?

_______________________________________________________

5. What color shirt should you wear on a hot day in the summer and why?

________________________________________________________________________________________

________________________________________________________________________________________

http://vector.me/browse/122994/black_t_shi

rt

http://trustedearth.com/organic-

cotton-white-t-shirt/

http://www.google.com/url?sa=i&rct=j&q=black+shirt&source=images&cd=&docid=0_0XHL0gPR1F3M&tbnid=usq-mcH7f_C7WM:&ved=0CAUQjRw&url=http://vector.us/browse/122994/black_t_shirt&ei=0hJfUd5V6vXKAc-PgJAJ&bvm=bv.44770516,d.aWc&psig=AFQjCNFJ4-zvhpMrTXisCiztmpy5q4GZFA&ust=1365271612027442

http://www.google.com/url?sa=i&rct=j&q=thermometer&source=images&cd=&docid=Cp9KYooshHlPqM&tbnid=n2YlqYHKAV07WM:&ved=0CAUQjRw&url=http://factspage.blogspot.com/2011/09/how-does-thermometer-work.html&ei=WhZfUbqPLsTryAH7v4CADQ&psig=AFQjCNEXmMMG2QY9e6BJaiDAV2sV7vDhWQ&ust=1365272483089073

http://www.google.com/url?sa=i&rct=j&q=white+shirt&source=images&cd=&docid=6DMy3VVlLyOhqM&tbnid=xQOjJ8Ic0yR2HM:&ved=0CAUQjRw&url=http://trustedearth.com/organic-cotton-white-t-shirt/&ei=-BJfUc67FaGMyQGz1YDQDQ&bvm=bv.44770516,d.aWc&psig=AFQjCNE8sRXcqXWeUsI9YlVzNFTjXICu3w&ust=1365271661671748



24

Name__________________________________ Date_________________________

How does the angle of an item affect how much heat is absorbed?

1. What items are you using? They should be identical items of a dark color.

__________________________________________________________________________________________

___________________________________________________________________________________

2. Place one of the dark items at an angle. You can place them on a slanted book or piece

of wood.

3. Place the thermometers on/inside each item and place them under a heat source.

4. Take the temperature of each item every 10 minutes and record for 1 hour.

Time Temperature of item

that is at an angle

Temperature of item

that is flat

10 minutes

20 minutes

30 minutes

40 minutes

50 minutes

1 hour (60 minutes)

5. Which item absorbed the most heat?

_______________________________________________________

6. Should solar panels be built at an angle or flat? Why?

_______________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

***Design another experiment testing for heat absorption***

Be sure to list the materials and procedure to complete your experiment.

http://vector.me/browse/122994/black_t_shirt


http://www.google.com/url?sa=i&rct=j&q=thermometer&source=images&cd=&docid=Cp9KYooshHlPqM&tbnid=n2YlqYHKAV07WM:&ved=0CAUQjRw&url=http://factspage.blogspot.com/2011/09/how-does-thermometer-work.html&ei=WhZfUbqPLsTryAH7v4CADQ&psig=AFQjCNEXmMMG2QY9e6BJaiDAV2sV7vDhWQ&ust=1365272483089073




25

Real World Applications page to accompany

Reflection

Why do ball players smear black under their eyes?

Ball players smear black under their eyes to absorb the light so the light will not reflect

from the lighter color face and into their eyes.

What color clothing would be best to wear on a hot, sunny day to stay cooler? Why?

In the summer, it’s best to wear lighter colors to reflect the sun’s light. Dark colors

absorb the light and transfer the light into thermal (heat) energy.

What are some examples of ways reflective materials are used to keep people safe?

Some examples of ways reflective materials are used to keep people safe are:

reflective paint on the streets to show the division of lines. Safety patrol belts and bike

reflectors are designed to provide safety. Traffic signs use special reflective paints so

they can be seen easier at night.

The mirrors in cars are typically used to determine what is behind or beside the driver. How

can knowing about angles of reflection be helpful to the driver?

Knowing about the angles of reflection can help a driver predict the exact location of

the objects or cars behind them. It also makes the driver aware that there is

something known as a “the blind spot” which is a location next to a car at a particular

angle that neither the rear view or side mirrors can detect.

Refraction

Swimming pools and shallow rivers and streams look shallower than they really are. Why do

you think this is true?

Swimming pools and shallow rivers and streams appear shallower than they

really are because of the way the light from the bottom of the water source is

refracted as it moves from the water into the air.



26

Teacher Information page: This page is included as background information for you.

Information taken from www.roundrockisd.org

There are many sources of light, (lamp, overhead, flashlight) but all of these sources ultimately get their energy

from the sun. The sun gives off energy that travels in waves. Some of these waves are known as visible light,

which we can see as beams or rays of light. Because light travels in waves, it has certain properties and follows

certain patterns. One important property is that a light wave travels in a straight line, unless it comes into

contact with an object that changes its direction.

Light rays travel in straight lines until they reflect or bounce off a surface or an object, in much the same way

that a thrown rubber ball bounces off a wall. The texture of the surface determines how much light will be

reflected or absorbed. Mirrors have smooth shiny surfaces that absorb very little light, so they reflect light in

almost exactly the same pattern as it hits, which allows us to see a complete reflected image of objects. Mirrors

can reflect images of objects because light rays bounce off an object, travel in a straight line to a mirror,

bounce off the mirror, and then travel to the eye of an observer The law of reflection states that if light hits a

reflective surface at a certain angle, (angle of incidence), it will reflect or bounce off at the same angle,

(angle of reflection.)

Light travels at a speed of 186,282 miles per second through the vacuum of space. At this speed you could go

around the earth seven times in one second! Refraction, or bending of light rays, occurs when light travels from

one transparent substance to another. The amount of refraction depends on the angle at which light enters

the new substance, and the difference in the densities of the two substances, such as air and glass. Light moves

faster through air than it does through water and moves faster through water than it does through glass. To

bend, light must strike a surface at an angle. It does not bend if it goes in straight. The light bends or refracts at

the boundary between the two materials. The greater the angle, the more the light ray will be bent. This is why

lenses with a great amount of curvature provide more magnification than flatter lenses.

When light moves from air into water or a lens, it slows down and changes direction. A Barbie in a glass of water

appears to be bent because light rays were bent and slowed down as they went from air to water. Placing a

large bottle of water in front of newsprint makes the letters appear wider and larger, because it bends the light

inward, making it appear to the eye that the light rays are coming from much wider print.

Lenses also bend light rays. A convex lens has a curved outside edge, so it is thicker in the middle of the lens.

Light rays passing through a convex lens meet at one point and then cross, which magnifies objects and turns

them upside down. Convex lenses are used in movie and slide projectors, and in eyeglasses for far-sighted

people. A concave lens “caves in’ in the middle, so it is thin in the middle and thick on the outer edges. Light

rays passing through concave lenses spread out, so objects look smaller through concave lenses. Concave

lenses are used in cameras and eyeglasses for near-sighted people. The magnifying power of a lens is related

to its shape. There are many useful devices that form images by refraction, such as eyeglasses, cameras,

binoculars, microscopes, and telescopes.

The passage of light through an object is called transmission. Objects transmit light differently. A material that is

transparent allows nearly all of the light to pass through. A transparent object does not create a shadow.

Examples include: plastic wrap, glass, a plastic water bottle, a transparency, etc. A material that allows only

some light to pass through is called translucent. The rest of the light is scattered in all directions by particles

within the matter or absorbed. Translucent objects cast shadows that are faint. Examples include: wax paper,

thin paper, frosted glass, thin glass, tissue paper, etc. Opaque materials allow no light to pass through. All light

is either reflected or absorbed by the material. An opaque object casts a shadow on the side of the object

opposite to the light.



27

Common Core ELA Reading Standards for Informational Text Grade 5The Standards In

The States Resources

RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

RI 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI 5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI 5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

Common Core ELA Writing Standards Grade 5 The Standards In The States Resources

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

o W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

o W.5.1b Provide logically ordered reasons that are supported by facts and details.

o W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

o W.5.1d Provide a concluding statement or section related to the opinion presented.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

o W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

o W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

http://www.corestandards.org/the-standards

http://www.corestandards.org/in-the-states


http://www.corestandards.org/resources

http://www.corestandards.org/ELA-Literacy/RI/5/1/











http://www.corestandards.org/ELA-Literacy/W/5/1/

http://www.corestandards.org/ELA-Literacy/W/5/1/a/

http://www.corestandards.org/ELA-Literacy/W/5/1/b/

http://www.corestandards.org/ELA-Literacy/W/5/1/c/

http://www.corestandards.org/ELA-Literacy/W/5/1/d/






28

o W.5.2c Link ideas within and across categories of information using words, phrases, and clauses

o W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

o W.5.2e Provide a concluding statement or section related to the information or explanation presented.

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

o W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

o W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

o W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

o W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

o W.5.3e Provide a conclusion that follows from the narrated experiences or events.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)

W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

o W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

o W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



http://www.corestandards.org/ELA-Literacy/W/5/2/e/






http://www.corestandards.org/ELA-Literacy/W/5/3/e/



http://www.corestandards.org/ELA-Literacy/L/5










29

Common Core ELA Speaking and Listening Standards Grade 5

SL5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

o SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

o SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.

o SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

o gained from the discussions.

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.) The Standards In The States Resources ©2012 Common Core State Standards Initiative Contact Us Terms of Use

http://www.corestandards.org/ELA-Literacy/SL/5/1/

http://www.corestandards.org/ELA-Literacy/SL/5/1/a/

http://www.corestandards.org/ELA-Literacy/SL/5/1/b/

http://www.corestandards.org/ELA-Literacy/SL/5/1/c/






http://www.corestandards.org/ELA-Literacy/L/5





http://www.corestandards.org/contact-us

http://www.corestandards.org/terms-of-use

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