Created By
Lisa Hadley
Betty Harter
Doretta Perna
Cynthia Phillips
Patty Neidhart
Gail White
Light travels in a straight line.
Mirrors reflect light in only one direction.
Light must enter the eye in order to see.
A shadow is formed by the blocking of light.
Missouri Standards Addressed
Include
Strand 1: Properties & Principles of Matter & Energy
2. Energy has a source, can be transferred, and can be
transformed into various forms but is conserved between
and within systems.
Concept A: Forms of energy have a source, a means of
transfer (work & heat), and a receiver
Grade 3
c. Recognize light can be transferred from the source to the
receiver (eye) through space
d. Identify the three things (light source, object, and surface)
necessary to produce a shadow
Grade 5
a. Recognize light can be transferred from the source to the
receiver (eye) through space in straight lines
b. Recognize how an object (e.g., moon, mirror, objects in a
room) can only be seen when light is reflected from that object
to the receiver (eye)
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of
science process skills, scientific knowledge, scientific
investigation, reasoning, and critical thinking.
Concept B: Scientific inquiry relies upon gathering
evidence from qualitative and quantitative observations
Grades 3, 4, & 5
a. Make qualitative observations using the five senses
Concept C: Evidence is used to formulate explanations
Grades 3, 4, & 5
a. Use quantitative and qualitative data as support for reasonable
explanations
b. Use data as support for observed patterns and relationships,
and to make predictions to be tested
CPU Adapted Light Module for Grades 3 – 5
Lisa Hadley, Betty Harter, Doretta Perna,
Cynthia Phillips, Patty Neidhart, and Gail White
September 17, 2005
I.
Major Concepts: Light travels in a straight line. Mirrors reflect light in only
one direction. Light must enter the eye in order to see. A shadow is formed
by the blocking of light.
II.
Desired Outcomes
 Strand 1, 2, Concept A, a. Recognize light can be transferred from the
source to the receiver (eye) through space in straight lines
 Strand 1, 2, Concept A, b.
 Strand 1, 2, Concept A, c. Recognize light can be transferred from the
source to the receiver (eye) through space
 Strand 1, 2, Concept A, d. Identify the three things (light source, object,
and surface) necessary to produce a shadow
 Strand 7, 1, Concept B, a. Make qualitative observations using the five
senses (3rd grade) Use quantitative and qualitative data as support for
reasonable explanations (5th grade)
 Strand 7, 1, Concept B, b. Use data as support for observed patterns and
relationships, and to make predictions to be tested
III.
Student Objectives
 Compare light reflection to tennis ball reflection.
 Explain how light travels.
 Describe how light reflects off of a mirror or other shiny surface.
 Explain how light is reflected off objects or surfaces into the eye.
 Predict whether or not objects will be seen by their position to the light
and its reflection.
 Conduct experiments that demonstrate light entering the eye enabling a
person to see.
 Create shadows.
 Explain how shadows are formed.
 Identify what is needed to form a shadow.
IV.
Background
Light travels in straight lines. Light reflects off of shiny surfaces in one
direction and at an angle equal to the angle at which the light originally hit the
mirror. In order for an individual to see light must actually enter the human
eye. A shadow is formed when an object is placed between the light source
and the surface on which the light is being directed.
V.
Misconceptions
Many students believe that light is not conceived of as “traveling.” They
don’t believe that light travels in a straight line. They believe that an object is
“seen” because light shines on it. Light is a necessary condition for seeing and
object and the eye. They think that light is not necessarily conserved. It may
disappear or be intensified. They also believe that light from a bulb only extends
outward a certain distance, and then stops. How far it extends depends on the
brightness of the bulb.
They also believe that a mirror reverses everything. The student also
believes that an observer to see the mirror image of an object, either the object
must be directly in front of the mirror, or if not directly in front, then the object
must be along the observer’s line of sight to the mirror. The position of the
observer is not important in determining whether the mirror image can be seen.
They think that a mirror image of an object is located on the surface of the mirror.
The image is often thought of as a picture on a flat surface. They believe that a
mirror works in this manner: The image first goes from the object to the mirror
surface. Then the observer either sees the image on the mirror surface or the
image reflects off the mirror and goes into the observer’s eye. They know that
light is reflected from smooth mirror surfaces but not from non-shiny surfaces.
They think that light reflects from a shiny surface in an arbitrary manner. They
also believe that light shines on a translucent material and illuminates it so it can
be seen. Light does not travel from the translucent material to the eye.
Students believe that a shadow is something that exists on its own. Light
pushes the shadow away from the object to the wall or the ground and is thought
of as a “dark” reflection of the object.
VI.
Overview
This module is designed for third through fifth graders. By using a guided
participation approach students are allowed to explore concepts of light
including how light travels, how mirrors reflect light, how light plays a role in
human vision, and the relationship between light and shadows. All of the
activities are designed for small groups of three or four students.
VII.
Time Required
This module is made up of seven activities. Five of these activities are guided
discovery activities that require approximately sixty-five minutes. The
remaining two activities are the pre and post tests which would take
approximately fifteen minutes. We recommend that this module be covered in
one and a half to two weeks.
VIII. Assessment Tools
A pre and post test will be given which will consist of multiple choice and
constructed response.
IX.
Materials
Activity 1 - pre-tests & writing utensils
Activity 2 - 9 tennis balls, 9 papers with lines, 9 rolls of masking tape,
9 pads of sticky notes, 1 light box, & mirror
Activity 3 - flashlight, chart paper, markers
Activity 4 - flashlight, white paper, mylar square, chart paper, marker,
prediction table, science journal
Activity 5 - 9 pieces of white paper, 9 flashlights, 9 small mirrors, science
Journals,
Activity 6 - Computer & Internet Access, PET Reflection Simulator
Activity 7 - 9 white boards, numerous cut-out shapes and small objects
(some not completely solid like a slotted spoon or small
cheese crater) flashlights, markers, chart paper, & science
journal
Activity 8- pre-tests & writing utensils
X.
Activities
Activity 1 - Pre-test
Activity 2- Rebounding Tennis Ball Activity (see appendix)
Activity 3- Pet Cycle 5 Activity 2 Experiment 1
Activity 4- Pet Cycle 6 Activity 1 Experiment 1
Activity 5- Pet Cycle 6 Activity 1 Experiment 3
Activity 6- Pet Cycle 6 Activity 1 Experiment 4
Activity 7- Pet Jr. Light Activity 2
Activity 8 - Post-test
XI.
Bibliography
i. Constructing Physics Understanding (CPU) Curriculum
ii. Physics for Elementary Students (PET Jr.) Curriculum
iii. http://www.dese.state.mo.us/divimprove/curriculum/GLE/SciGLE
_FINAL-4.2005.doc
Appendix 1
Activity 2: Rebounding Tennis Ball Activity
Eliciting Ideas
What would happen if I bounced a ball down to the floor in front of me?
Elicit predictions, demonstrate,
What would happen if I bounced a ball away from me?
Elicit predictions, demonstrate
Explanation of Activity
You will be given a sheet of paper with lines on it, a tennis ball, sticky notes and tape. I
want you to place the sheet of paper on the floor against a wall. You will eventually roll
the ball over the lines, rebounding the ball off the wall. But first, each of you needs to
predict where the ball will roll after rebounding from the wall. Place your sticky notes on
the floor where you think the ball will roll after traveling along each of the lines. After
you do the activity, place tape along the path the ball travels after leaving the wall, and
see if you correctly predicted where the ball would travel. When you have done each
line, we’ll gather to see what we’ve learned.
Procedures
Have class divide into their workgroups
Pass out material: paper #1, tennis ball, sticky notes, tape
Have each group place paper flat on the floor against the wall.
Place a sticky note on the place you think the ball will roll to, when rolled
over the paper and rebounded from the wall. Each person should do the same
prediction for each of the lines on the paper.
5. Each person should roll the ball over the lines, rebounding the ball from the
wall. Mark the path the ball rolled with tape.
6. Check to see if your predictions (sticky note placement) is on the line marked
by the tape.
7. After everyone has had a chance to predict and roll and check, come back
together in a group
1.
2.
3.
4.
Mid-Activity Wrap-up
Could you predict the way the ball would roll when rebounded from the wall? Why?
(travels in a straight line, can predict where it will roll)
Continuation of Activity
What happens when another surface gets involved with the path of the ball?
Explanation: You will again be predicting and rolling balls. But this time, you will be
trying to bounce the ball off one wall on to another, and predict the path of the ball.
Remember to do the predictions first, then check to see how accurate you were.
Procedure
1. Divide class into workgroups
2. Pass out materials Paper #1, tennis ball, sticky notes, tape
3. Have each group place paper flat on the floor against the wall about 6” away
from a corner.
4. Repeat predictions from earlier. Which paths will rebound from the corner
wall? Where will the ball travel?
5. Roll the ball off the wall, marking its path on the floor with the tape.
6. Check to see if predictions were correct.
7. Look at the line going to the wall and the line coming off the second wall.
How do they compare with each other?
Teacher Demonstration
Gather group for demonstration. Use light-box to show 1 beam of light.
Demonstrate how the light changes direction when a mirror is placed in the way.
Wrap Up Activity
Describe how the light is like the ball & the mirror is like a wall. Is the light acting the
way we predicted the ball would act? How do the ball and the light act alike?
Elicit that the ball and the light move in predictable ways because they travel in straight
lines.
Lesson 1
~ Light Travels in Straight Lines ~
Objective
Students will work in groups to determine how light travels.
Major Concept
Light travels in a straight line.
State Standard (s)
Strand 1: Properties and Principles of Matter and Energy
Benchmark 2: Energy has a source, can be transferred, and can be transformed
into various forms but it is conserved between and within systems.
Concept A: Forms of energy have a source, a means of transfer (work and heat),
and a receiver.
Grade 3
c. Recognize light can be transferred from the source to the receiver (eye) through
space
Grade 5
a. Recognize light can be transferred from the source to the receiver (eye)
through space in straight lines
Strand 7: Science Inquiry
Benchmark 1: Science understanding is developed through the use of science
process skills, scientific knowledge, scientific investigation, reasoning, and
critical thinking.
Concept B: Scientific inquiry relies upon gathering evidence form qualitative and
quantitative observations.
Grades 3, 4, & 5
a. Make qualitative observations using the five senses
Concept C
Grades 3, 4, & 5
a. Use quantitative and qualitative data as support for reasonable explanations
b. Use data as support for observed patterns and relationships, and to make
predictions to be tested
Time needed
40 minutes for activity
10 minutes for set up, explanation, and predictions
5 minutes for passing materials
15 minutes for trying activity
10 minutes for wrap-up
Materials
1 per group:
Tennis ball
Paper with lines
Tape
1 per person:
4 sticky notes
Eliciting Ideas
What would happen if I bounced a ball down to the floor in front of me?
Elicit predictions, demonstrate,
What would happen if I bounced a ball away from me?
Elicit predictions, demonstrate
Explanation of Activity
You will be given a sheet of paper with lines on it, a tennis ball, sticky notes and tape. I
want you to place the sheet of paper on the floor against a wall. You will eventually roll
the ball over the lines, rebounding the ball off the wall. But first, each of you needs to
predict where the ball will roll after rebounding from the wall. Place your sticky notes on
the floor where you think the ball will roll after traveling along each of the lines. After
you do the activity, place tape along the path the ball travels after leaving the wall, and
see if you correctly predicted where the ball would travel. When you have done each
line, we’ll gather to see what we’ve learned.
Procedures
8. Have class divide into their workgroups
9. Pass out material: paper #1, tennis ball, sticky notes, tape
10. Have each group place paper flat on the floor against the wall.
11. Place a sticky note on the place you think the ball will roll to, when rolled
over the paper and rebounded from the wall. Each person should do the same
prediction for each of the lines on the paper.
12. Each person should roll the ball over the lines, rebounding the ball from the
wall. Mark the path the ball rolled with tape.
13. Check to see if your predictions (sticky note placement) is on the line marked
by the tape.
14. After everyone has had a chance to predict and roll and check, come back
together in a group
Mid-Activity Wrap-up
Could you predict the way the ball would roll when rebounded from the wall? Why?
(travels in a straight line, can predict where it will roll)
Continuation of Activity
What happens when another surface gets involved with the path of the ball?
Explanation: You will again be predicting and rolling balls. But this time, you will be
trying to bounce the ball off one wall on to another, and predict the path of the ball.
Remember to do the predictions first, then check to see how accurate you were.
Procedure
8. Divide class into workgroups
9. Pass out materials Paper #1, tennis ball, sticky notes, tape
10. Have each group place paper flat on the floor against the wall about 6” away
from a corner.
11. Repeat predictions from earlier. Which paths will rebound from the corner
wall? Where will the ball travel?
12. Roll the ball off the wall, marking its path on the floor with the tape.
13. Check to see if predictions were correct.
14. Look at the line going to the wall and the line coming off the second wall.
How do they compare with each other?
Teacher Demonstration
Gather group for demonstration. Use light-box to show 1 beam of light.
Demonstrate how the light changes direction when a mirror is placed in the way.
Wrap Up Activity
Describe how the light is like the ball & the mirror is like a wall. Is the light acting the
way we predicted the ball would act? How do the ball and the light act alike?
Elicit that the ball and the light move in predictable ways because they travel in straight
lines.
Lesson 2
~ Light and Seeing ~
Major Concept
The major concept to be covered is that light must enter the eye in order to see.
State Standard (s)
Science-Strand 1: Properties and Principles of Matter and Energy
Benchmark 2: Energy has a source, can be transferred, and can be transformed into
various forms but is conserved between and within systems.
Concept A: Forms of energy have a source, a means of transfer (work & heat), and a
receiver
Grade 3
c. Recognize light can be transferred from the source to the receiver (eye) through
space
Grade 5
b. Recognize how an object (e.g. moon, mirror, objects in a room) can
only be seen when light is reflected from that object to the receiver
(eye)
Strand 7: Science Inquiry
Benchmark 2: Science understanding is developed through the use of science process
skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
Concept B: Scientific inquiry relies upon gathering evidence form qualitative and
quantitative observations.
Grades 3, 4, & 5
a. Make qualitative observations using the five senses
Concept C: Evidence is used to formulate explanations
Grades 3, 4, & 5
c. Use quantitative and qualitative data as support for reasonable explanations
d. Use data as support for observed patterns and relationships, and to make
predictions to be tested
Overview
Through a series of activities students will discover the various ways that light interacts
with different objects and surfaces and how it interacts with the eye in order to make
seeing possible.
Student Objectives
*The learners will explain how light is reflected off objects or surfaces into the eye.
*The learners will predict whether or not objects will be seen by their position to the
light and it’s reflection.
*The learners will conduct experiments that demonstrate light entering the eye enabling a
person to see.
Activity 1
PET-Cycle 5-Activity 2
Time
60 minutes
Materials
Flashlight, chart paper, markers
Elicitation
Have students in their groups discuss what it feels like when they walk out into bright
sunlight or suddenly turn on the lights after being in a darkened room for a period of
time. Have them discuss why it feels this way. Have each group chart their ideas and
share with the whole group.
Development Activity
PET Cycle 5 Activity 2 Experiment #1
Have students hold the flashlight and aim the beam at their face. Move the flashlight
until the light beam is dazzling bright. The other students should be observing where on
the face the flashlight beam is hitting.
Each student in the group should have a turn at holding the flashlight.
As students discuss how it feels when the light hits their eye, have them record their ideas
on their chart paper.
Each group should share their ideas with the whole group and the class should come to a
general conclusion that light enters the eye.
Each student should answer the questions posed to them in Activity 2.
1. To the person holding the flashlight, how does it feel when you
see the bulb as dazzling bright?
2. To the person watching your face, is the area around your eye
illuminated when you claim it’s dazzling bright?
3. When looking at a light source what is the evidence suggesting
there is an interaction between the source and your eye.
4. When you look directly at the source what is the evidence
suggesting that light goes into your eye?
Activity 2
PET-Cycle 6-Activity 1-Experiment #1
Time
60 Minutes
Materials
Flashlight, white paper, mylar square, chart paper, marker, prediction table
Elicitation
Suppose you have a piece of white paper with a small mylar square at its center place on
the table. The members of the group should stand around the table. Imagine the lights
are turned off. One member of the team shines the flashlight on the white paper and
mylar square. Discuss the following questions with your group and fill out the prediction
table.
1. What would each of the people see when looking at the mylar square?
2. Will it appear dazzling bright, black, white, or something else?
3. What about the white paper?
Write predictions on the table and chart your reasons for your predictions.
Share your predictions with the whole class.
Development Activity
Conduct experiment #1 and record your observations on the observation table. See PETCycle-6-Activity 1-Experiment 1.
Share your observations with the whole class and discuss.
Students should find that only the person directly across from the flashlight could see
dazzling bright because the light entered their eye. The people on the sides saw black
because light did not enter their eye.
Lesson 3
~ Light Striking a Shiny Surface ~
Major Concept
Light reflects off of mirrors at an angle that is equal to the angle at which the light hit the
mirror.
Science-Strand 1: Properties and Principles of Matter and Energy
Benchmark 3: Energy has a source, can be transferred, and can be transformed into
various forms but is conserved between and within systems.
Concept A: Forms of energy have a source, a means of transfer (work & heat), and a
receiver
Grade 3
d. Recognize light can be transferred from the source to the receiver (eye) through
space
Grade 5
a. Recognize light can be transferred from the source to the receiver (eye) through
space in straight lines
Strand 7: Science Inquiry
Benchmark 2: Science understanding is developed through the use of science process
skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
Concept B: Scientific inquiry relies upon gathering evidence form qualitative and
quantitative observations.
Grades 3, 4, & 5
b. Make qualitative observations using the five senses
Concept C: Evidence is used to formulate explanations
Grades 3, 4, & 5
e. Use quantitative and qualitative data as support for reasonable explanations
f. Use data as support for observed patterns and relationships, and to make
predictions to be tested
Overview
Through two activities students will explore how light acts when it strikes an
object. Students will also learn how to determine the angle at which light will
bounce off of a mirror or other shiny surface.


Student Objectives
Students will demonstrate knowledge of how light reacts when it strikes a shiny
surface by explaining this phenomena in their own words,
Students will demonstrate application of their knowledge of the angle of light
reflection by using the Pet simulator to display the angle at which light reflects off
of a mirror or other shiny surface.
Activity 1
Pet Cycle 6, Activity 1, Experiment 3
Time Required
15 minutes
Materials Needed
9 flashlights, 9 pieces of white paper, 9 small mirrors, science journals
Elicitation Activity
Students will discuss the following scenario in their groups.
Scenario: Imagine you are having a sleep over. You and your friends are in your
basement with the lights off. You are telling ghost stories. One of your friends who
is sitting about 12 inches from the wall shines the flashlight onto the wall. What will
you see?
All groups should share with the class.
Development Activity
Students should conduct experiment three from Pet cycle six, activity one.
Procedure
1. Hold a flashlight a foot away from a white sheet of paper and aim the light
beam onto the paper. Note what happens. Is the entire paper illuminated
or is there a circular spot.
2. Sit the flashlight vertically on the edge of your paper so that the end that
produces light is pointing upwards. Hold a flat mirror about four inches
above the flashlight. Observe. Tilt the mirror. Observe. Describe the
illumination now. Is the pattern similar to or different from the previous
illumination?
3. Continue to tilt the mirror. What happens to the spot of illumination?
Does it remain still or move?
Activity 2
Pet Cycle 6, Activity 1, Experiment 4
Time Required
50 Minutes
Materials Needed
Computers with internet access & Pet simulator website
http://cpucips.sdsu.edu/petsims/indexs05.html
Elicitation Activity
Remember when we did the activity where we bounced a tennis ball off of the wall.
Were we able to predict where the tennis ball would go after hitting the wall? Imagine
that the tennis ball hits a mirror. Could you predict where it would go? Now imagine
that this tennis ball is light. The light hits the mirror and bounces off. Do you have any
idea where it will bounce off to?
Developmental Activity
Introduce children to the Pet Reflection Simulator. Allow the students 5 minutes to get
acquainted with the simulator and how it works. Depending on the students the teacher
might introduce them to the buttons and characteristics of the program or the teacher may
decide to let the students figure it on their own.
Procedures
1. At the Pet Reflection Simulator website Open Cycle 6 Activity 1 Setup.
2. Set up a light beam projector and a mirror.
3. Make sure the light is pointed at the blue-colored side of the mirror.
4. Observe the light hitting the mirror and bouncing off.
5. Change the angle at which the light hits the mirror. This is done by swinging the
mirror around. Observe.
Students should find that the illumination from the flashlight moves around on the paper
as the mirror is tilted further and further. With the simulator students should notice that
the angle at which the light bounces off of the mirror is equal to the angle at which the
light hit the mirror.
Lesson 4
~ What is a Shadow? ~
Major Concepts to be Covered
The major concept for students to learn is that a shadow is formed by the blocking of
light. They will learn this concept by discovering that it takes three things to form a
shadow, a light source, an object and a surface.
Grade Levels
3-4
MO Standard
Strand 1: Properties and Principles of Matter and Energy
Benchmark 2. Energy has a source, can be transferred, and can be transformed into
various
forms but is conserved between and within systems.
Concept A: Forms of energy have a source, a means of transfer (work & heat), and a
receiver
Grade 3
d. Identify the three things (light source, object, and surface) necessary to
produce a shadow.
Strand 7: Science Inquiry
Benchmark 1. Science understanding is developed through the use of science process
skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
Concept B: Scientific inquiry relies upon gathering evidence form qualitative and
quantitative
observations.
Grades 3, 4, & 5
a. Make qualitative observations using the five senses
Concept C: Evidence is used to formulate explanations
Grades 3, 4, & 5
g. Use quantitative and qualitative data as support for reasonable explanations
h. Use data as support for observed patterns and relationships, and to make
predictions to be tested
Overview
Through prior activities, students have learned that light must enter the eye in order for
one to see. They have conducted experiments to test how light reacts with shiny and nonshiny surfaces. In these experiments they discovered that light moves in a straight line.
For example, when they shined a flash light onto a mirrored square (shiny surface), they
discovered that the only person who could see the bright reflection was the one standing
opposite the flashlight (light source). This showed that light had to enter the eye in order
to see the reflection on the shiny surface. In this activity, students will see that a shadow
is formed when light is blocked.
Background
This module will demonstrate that shadows are formed when light is blocked. A general
misconception many students have about shadows is that they come from the object onto
the surface as opposed to being formed because light is being blocked. They see the
light’s role only as that which triggers the movement of shadows.
Through the experiment activity, students will see that the shadow is formed when light
shining on an object is blocked. This come into realization particularly when they shine
the light on the slotted spoon and other objects that are not solid. They will see the light
coming through the slots thus observing that the shadow is formed by light being
blocked.
Student Objectives
- students will create shadows
- students will explain how shadows are formed
- students will identify what is needed to form a shadow
Materials
For each group of 3 students: White board, cut-out shapes and small objects (some not
completely solid like a slotted spoon or small cheese grater), flashlight, white board,
markers, chart paper, science journal
1 student holds the light source, flashlight; 1 student manipulates the objects on the white
board; 1 student records observations
Time
60 minutes
Elicitation Activity (to determine prior knowledge)
Ask the whole class to think about when and where they see shadows. Think of how they
move. Then, in their groups of 3, have them write or draw how they think shadows are
formed. One person records, one person makes sure everyone has a chance to participate,
one person reports the group’s idea to the whole class when ideas are shared.
Development Activity
Have students take their materials and test their ideas. Ask them to discover if shadows
are formed when (use an example from one of the charts)?
Write down what your group observed in your science journal.
Go back to your chart. Was your idea that you wrote about how shadows are formed the
same as what you observed? How was it different? How was it the same? What did you
observe when you shined the flashlight on the slotted spoon? How would you now say
that shadows are formed? Write the explanation on your chart.
Each group shares what they discovered.
Teacher helps the class see, through all of the group observations, a general rule about
shadows.
Application Activity
Go back to your materials and form more shadows based, testing or applying the new rule
just discussed.