Light Energy

General Science – Grade 6

Ten Day Unit Plan
By
Sarita A. Gattuso
Special Teaching Methods
T. Blevins
S. Dodrill
Overview Of Unit
This five day unit plan deals with the concept of Light Energy on the 6th
grade level. The students will be introduced to the various forms of radiant
energy while becoming familiar with the electromagnetic spectrum.
Students will perform group activities to observe the properties of waves.
Students will learn what happens when light strikes matter. The class will,
also, be able to distinguish between transparent, translucent and opaque
objects. After observations students will understand why we see different
colors. Students will work with concave and convex mirrors to understand
the concept of reflection. They will, also, be introduced to concept of
refraction. To encourage an interest in the field of science technology and
industry the class will research the modern uses of light today; afterwhich,
they will make class presentation.
UNIT: LIGHT ENERGY 6
Lesson # 1: Radiant Energy
Goals:
To introduce the student to the
various characteristics of different
forms of radiant energy.
Objectives:
After completion of the
lesson the student will
be able to:
a. Identify the five
parts of a wave.
b. List the eight forms
of radiant energy.
c. Compare the
wavelengths and
frequencies of
different forms of
radiant energy.
Methods:
Demonstrate the motion of waves with
with the use of a slinky.
Use overhead transparencies to
illustrate the parts of a wave.
Have students draw and label
the electromagnetic spectrum
with the aid of textbook.
Distribute worksheets showing
several waves of different
wavelengths and frequencies.
Use a traveling wave machine
on the overhead projector to
create a traveling wave illusion.
UNIT: LIGHT ENERGY 6
Lesson #1: Radiant Energy
Time:
Day 1 & 2
2 class periods
Total time: 90min.
Evaluation:
Student will be orally
quizzed on part of wave.
Students will label the
electromagnetic spectrum
without the aid of text.
Complete worksheets
comparing wavelengths and
frequencies.
Materials:
Slinky
Overhead projector
Transparencies:
1. Parts of a wave
2. Electromagnetic
Spectrum
Worksheet of various
waves displaying different
wavelengths and
frequencies.
Bibliography:
SCIENCE, Silver Burdett
& Ginn, 1989., p. 152-59
UNIT: LIGHT ENERGY 6
Lesson # 1: Radiant Energy (cont.)
Goals:
To show the students the energy of the light
family travels in waves.
Objectives:
After completion of the experiment, the
students will have observed the
following properties of waves:
a. Waves expand in circles from
the source.
b. Waves rebound from a surface.
c. Waves pass through each other.
d. Waves are close together when
water is tapped rapidly and
farther apart when it is tapped
slowly.
Methods:
The students will be divided into
groups and pans of water. Students
will then list everything they observe
about water waves when barrier are
placed in the pan.
UNIT: LIGHT ENERGY 6
Lesson #1: Radiant Energy (cont.)
Time:
Day3
1 class period
Total time: 45min.
Evaluation:
Each student will record
his/her observations on the
properties of waves.
Materials:
Pans (shallow)
Water Chalk
Blocks of wood
Bibligraphy:
Teaching Elementary
Science, Wadsworth, 1989,
p. 459-62.
UNIT: LIGHT ENERGY 6
Lesson #2: Behavior of Light
Goals:
To inform students of how light behaves when
it strikes matter.
Objectives:
After completion of the lesson, the
students will be able to:
a. Explain three things that happen
when light strikes matter.
b. Distinguish between
transparent, translucent and
opaque objects.
Methods:
Hold light source behind three different
types of matter:
a. Glass
b. Mirror
c. Cardboard
Hold light source behind the following:
a. Clear glass
b. Frosted glass
c. Wood
Have students classify objects in the
room as being transparent, translucent
or opaque.
Show film on “ How to Bend Light.”
UNIT: LIGHT ENERGY 6
Lesson # 2: Behavior of Light
Time:
Day 4
1 class period
Total time: 45min.
Evaluation:
Students will list three
things that happen when
light strikes matter.
Students will make a
three column chart with
the following categories:
a. Transparent
b. Translucent
c. Opaque
Given a list of objects,
the student will place
them in the proper
category.
Materials:
Light source
Glass (6”x6”)
Mirrors
Cardboard
16mm film projector
Movie film:
“How to Bend Light”
Bibliography:
SCIENCE, Silver Burdett
& Ginn, 1989, p. 160-63
“ How to Bend Light”
16mm movie film.
SCIENCE 6, Addison –
Wesley, 1989, p. 212-13.
UNIT: LIGHT ENERGY 6
Lesson # 3: Seeing Colors
Goals:
To see students why there are different colors
light.
Objectives:
After completion of the lesson, the
student will be able to:
a. Explain the relationship
between light and color.
b. Label the visible light spectrum
in correct sequence.
c. Discuss the relationship
between an object’s color and
the light it reflects.
Methods:
Use a light source and prism to produce
the color spectrum.
Students will label and color the
spectrum as seen through the prism.
Using a light source and a variety of
plastic lenses, show students the
difficulty of seeing a red line with a red
light.
UNIT: LIGHT ENERGY 6
Lesson #3: Seeing Colors
Time:
Day 5
1 class period
Total time: 45 min.
Evaluation:
Students will turn in
completed diagram of the
visible light spectrum.
Oral class discussion/ Class
participation.
Materials:
Light source
Prism
Colored Lenses
White posterboard
Red Marker
Bibliography:
SCIENCE, Silver Burdett
& Ginn, 1989, 164-67.
UNIT: LIGHT ENERGY 6
Lesson #4: Reflection Light
Goals:
Help students to understand what happens to
light when it is reflected from a surface.
Objectives:
After the lesson is completed, the
students will be able to:
a. Explain the difference between
reflection light from a smooth
surface as compared to a rough
surface.
b. Distinguish the kind of images
produced by convex and
concave mirrors.
Methods:
Using a light source, reflect light from
mirror and sand.
Using overhead transparencies
demonstrate the concept of reflection
from concave and convex mirrors.
Have students divide into groups and
observe the images produces by
convex, concave and plane mirrors.
UNIT: LIGHT ENERGY 6
Lesson #4: Reflection of Light
Time:
Day 6
1 class period
Total time: 45min.
Evaluation:
Students will be quizzed at
end of period. (Short
answer questions.)
Materials:
Light source
Mirror
Sand
Overhead projector
Transparencies
a. Concave mirrors
b. Convex mirrors
Concave mirrors
Convex mirrors
Plane mirrors
Bibliography:
SCIENCE, Silver Burdett
& Ginn, 1989, p. 168-69.
Teacher’s Resource Book,
Silver Burdett & Ginn,
1989.
UNIT: ENERGY LIGHT 6
Lesson #5: Bending Light Waves
Goals:
Demonstrate to student how light waves are
bent as they move from water to air.
Help students to understand the concept of
refraction.
Objectives:
After completion of the lesson, the
students will be able to:
a. Discuss why a pencil appears
bent when placed in a glass of
water.
b. Draw lines to show how light
passes through the following
lenses:
1. Concave
2. Convex
Methods:
Divide students into groups. Give each
group glass of water and have them
observe the pencil as it is placed in the
glass.
Using overhead transparencies,
compare the convex and concave
lenses.
Distribute activity sheet. Students will
look at the classroom clock through a
magnifying glass and draw the clock
face exactly as they see it.
UNIT: LIGHT ENERGY 6
Lesson #5 Bending Light Waves
Time:
Day 7
1 class period
Total time: 45min.
Evaluation:
Students will turn in
activity sheet of clock.
Oral discussion.
Materials:
Pencils
Glasses
Water
Overhead transparencies
a. Convex lenses
b. Concave lenses
Overhead projector
Bibliography:
SCIENCE, Silver Burdett
& Ginn, 1989, p. 170-72.
Teaching Elementary
Science, Wadsworth, 1989,
p. 470-71.
UNIT: LIGHT ENERGY 6
Lesson #6: Modern Uses of Light
Goals:
To stimulate students’ interest in
investigating the uses of light today in
industry and technlology.
Objectives:
After completion of this lesson, the
students will be able to list and explain
two uses for each of the following:
a. Gamma rays
b. X- rays
c. Ultraviolet rays
d. Visible light
e. Infrared rays
f. Radio waves
1. Microwaves
2. FM waves
3. Short waves
4. AM waves
Methods:
Using appropriate reference materials,
student will research the uses of light.
Bulletin board will be created from the
information gathered.
UNIT: LIGHT ENERGY 6
Lesson #6: Modern Uses of
Light
Time:
Day 8 & 9
2 class periods
Total time: 90 min.
Evaluation:
Each student will give oral
and written presentation.
Information must be
documented.
Materials:
Reference Books
Bibliography:
Reference Books will vary
with individual student.
UNIT: LIGHT ENERGY 6
Lesson #7: Review Light Energy
Goals:
To review and prepare students for unit
test.
Objectives:
The students will be able to complete
review work sheets with 100%
accuracy.
Methods:
Students will divide into study groups
and work cooperatively to successfully
complete work sheets.
Students will be allowed to use
textbook, notes, diagrams, etc. to
complete review.
Teacher will also answer any questions.
UNIT: LIGHT ENERGY 6
Lesson #7: Review Light
Energy
Time:
Day 10
1 class period
Total time: 45min.
Evaluation:
Observation of class
participation.
Materials:
Review Work Sheets
Bibliography:
SCIENCE, Silver Burdett
& Ginn, 1989, p. 152-77.