LIGHT  WEEK

Grade Level: 1

Pennsylvania Academic Standard for Science and Technology

• 3.4.4B Use characteristics of light (e.g., reflection, refraction, absorption) to produce heat, color or a virtual image.

Introduction:
This is day one of a mini-unit that will focus on different aspects of light. This lesson will be the first introduction to the concept of light. Other lessons will emphasize shadows, primary colors of light, secondary colors of light, and behavior of light.

Day 1 (40 minutes)
Objectives:

• TLW discover that white light is composed of different colors of light.
• TLW demonstrate the use of a prism.
• TLW demonstrate their knowledge of the sequence of colors of light by creating a visual interpretation (i.e. color people).

• Prism
• Strong sunlight
• Window
• Any movable flat surface
• Clear glass bowls
• Sheets of white paper
• Water
• Sheets of butcher paper (the length of the children)
• Markers/Crayons
• Scissors
• Pencils

STUDENT ACTIVITIES

Procedure:

1. Select window with strong sunlight passing through.
2. One student will hold a prism in front of the window in order to allow sunlight to pass through prism. A second student should stand behind the prism holding a sheet of white paper so that a rainbow is projected on the sheet of paper.
3. Fill a glass bowl with water and set on edge of counter so that sunlight can strike the water. Hold a white sheet of paper so that the refracted light will strike it. (Results: sunlight will be broken into its component colors.) Discuss the order of color and show through demonstrations how the order of the colors of light never changes.
4. The students will work in partners and trace an outline of one student on the butcher paper and cut it out. Next, the students will color the "cut out person" according to the order of the colors of light. The class will have created their group of color people that will be used throughout the mini-unit.

    Prism
    Colors of light
    Rainbow
 

Special Needs Adaptations:

• Provide additional directions/information to assist students.
• Use sample of finished products as models.

• Provide several options for students to demonstrate knowledge verbally graphically, and kinesthetically.
• Provide for sharing of information frequently.

• Provide flexible time lines for completing work.

• Expect student to independently explore computer activities on the following web
            site: http://www.pellison/colorworm/home/html (to be used with high end learners)
• Provide color outlined "color person".

• Repeat the color names in sequence after the teacher says the color.

• Identify colors verbally.

• Color the "color person" correctly following pre-outline design.

• Allow the student to work with a partner or small group to complete assignment.

• Provide older buddy to complete portions of the activity.

• Match student’s abilities with task expectations.

Evaluation:

The students will be evaluated by

• Teacher observations
• Teacher checklists
• Class participation
• Cooperative group participation
• Oral assessment

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