Standards Alignment
- 1-PS4-3 primary
Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
View 27 supporting standards
- TEKS.SC.1.01A supporting
ask questions and define problems based on observations or information from text, phenomena, models, or investigations; - TEKS.SC.1.01B supporting
use scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems; - TEKS.SC.1.01C supporting
identify, describe, and demonstrate safe practices during classroom and field investigations as outlined in Texas Education Agency-approved safety standards; - TEKS.SC.1.01D supporting
use tools, including hand lenses, goggles, heat-resistant gloves, trays, cups, bowls, beakers, sieves/sifters, tweezers, primary balance, notebooks, terrariums, aquariums, stream tables, soil samples (loam, sand, gravel, rocks, and clay), seeds, plants, windsock, pinwheel, student thermometer, demonstration thermometer, rain gauge, straws, ribbons, non-standard measuring items, flashlights, sandpaper, wax paper, items that are magnetic, non-magnetic items, a variety of magnets, hot plate, aluminum foil, Sun-Moon-Earth model, and plant and animal life cycle models to observe, measure, test, and compare; - TEKS.SC.1.01E supporting
collect observations and measurements as evidence; - TEKS.SC.1.01F supporting
record and organize data using pictures, numbers, words, symbols, and simple graphs; and - TEKS.SC.1.01G supporting
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem. - TEKS.SC.1.02A supporting
identify basic advantages and limitations of models such as their size, properties, and materials; - TEKS.SC.1.02B supporting
analyze data by identifying significant features and patterns; - TEKS.SC.1.02C supporting
use mathematical concepts to compare two objects with common attributes; and - TEKS.SC.1.02D supporting
evaluate a design or object using criteria to determine if it works as intended. - TEKS.SC.1.03A supporting
develop explanations and propose solutions supported by data and models; - TEKS.SC.1.03B supporting
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and - TEKS.SC.1.03C supporting
listen actively to others' explanations to identify important evidence and engage respectfully in scientific discussion. - TEKS.SC.1.04A supporting
explain how science or an innovation can help others; and - TEKS.SC.1.04B supporting
identify scientists and engineers such as Katherine Johnson, Sally Ride, and Ernest Just and explore what different scientists and engineers do. - TEKS.SC.1.05A supporting
identify and use patterns to describe phenomena or design solutions; - TEKS.SC.1.05B supporting
investigate and predict cause-and-effect relationships in science; - TEKS.SC.1.05C supporting
describe the properties of objects in terms of relative size (scale) and relative quantity; - TEKS.SC.1.05D supporting
examine the parts of a whole to define or model a system; - TEKS.SC.1.05E supporting
identify forms of energy and properties of matter; - TEKS.SC.1.05F supporting
describe the relationship between structure and function of objects, organisms, and systems; and - TEKS.SC.1.05G supporting
describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same. - TEKS.SC.1.07A supporting
explain how pushes and pulls can start, stop, or change the speed or direction of an object's motion; and - TEKS.SC.1.07B supporting
plan and conduct a descriptive investigation that predicts how pushes and pulls can start, stop, or change the speed or direction of an object's motion. - TEKS.SC.1.08A supporting
investigate and describe applications of heat in everyday life such as cooking food or using a clothes dryer; and - TEKS.SC.1.08B supporting
describe how some changes caused by heat may be reversed such as melting butter and other changes cannot be reversed such as cooking an egg or baking a cake.
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Lesson Overview
In this Grade 1 science lesson, students will explore how placing objects made of different materials in the path of a beam of light changes what happens to the light. Through hands-on investigation, observation, and discussion, students will learn to plan and conduct a simple experiment to see how light interacts with transparent, translucent, opaque, and reflective materials. This lesson supports understanding of waves, light, and sound under the theme of force, motion, and energy, blending NGSS and TEKS standards.
Learning Objectives
- Plan and carry out an investigation to observe what happens when light shines on objects made of different materials.
- Ask questions and define problems based on observations about light and materials.
- Use simple tools like flashlights and various materials to test how light passes through or is blocked by objects.
- Collect and record observations using pictures and words to show what happens to the light.
- Explain and discuss findings about how different materials affect light, using evidence from the investigation.
Success Criteria
- Students can identify and describe different types of materials (transparent, translucent, opaque, reflective).
- Students can plan and conduct a simple investigation using a flashlight and objects of different materials.
- Students can observe and record what happens to the light when it shines on different materials.
- Students can explain how the material affects the light beam (e.g., passes through, partially passes, blocks, or reflects).
- Students can communicate their observations and explanations clearly using drawings and words.
Prerequisite Knowledge
Students should understand that light comes from sources like flashlights and that light travels in a straight line. They should have experience making observations and describing what they see.
Key Vocabulary
- Light beam
- Transparent
- Translucent
- Opaque
- Reflective
- Investigation
- Observation
- Material
Materials and Resources
- Flashlight or other small light source
- Objects made of different materials such as clear plastic (transparent), wax paper (translucent), cardboard (opaque), mirror or aluminum foil (reflective)
- White paper or screen to observe light
- Science notebooks or recording sheets
- Pencils or crayons
Teacher Preparation
- Gather a variety of objects made from different materials to test with the flashlight.
- Prepare a safe space where students can shine light beams without distractions.
- Prepare recording sheets or notebooks for students to draw and write observations.
- Review safety procedures for handling flashlights and materials.
- Plan grouping of students for the investigation to ensure all have access to materials.
Detailed Lesson Notes
Understanding Light and Materials
Light is a form of energy that travels in straight lines called beams. When a beam of light hits an object, what happens depends on the object's material. Some materials let light pass through completely (transparent), some let some light through but scatter it (translucent), some block light completely (opaque), and some bounce light back (reflective). Understanding these properties helps us see and use light in many ways.
Types of Materials and Their Effects on Light
- Transparent materials (like clear plastic) allow light to pass through clearly, so you can see through them.
- Translucent materials (like wax paper) let some light through but scatter it, so you see light but not clear images.
- Opaque materials (like cardboard) block light, so no light passes through.
- Reflective materials (like mirrors or aluminum foil) bounce light back, changing the direction of the light beam.
Planning and Conducting the Investigation
Students will plan to shine a flashlight beam at different objects made of these materials. They will observe what happens to the light beam and record their observations. This includes noting if the light passes through, is blocked, or is reflected. Students will use their senses and simple tools to gather evidence and answer the question: How does the material affect the light beam?
Collecting and Recording Observations
Students should use drawings and simple words to record what they see. For example, they might draw the light beam passing through clear plastic or being blocked by cardboard. Recording observations helps students organize their data and supports their explanations later.
Explaining and Communicating Results
After the investigation, students discuss and explain their findings. They learn to use evidence from their observations to support their explanations. For example, they can say, 'The light passed through the clear plastic because it is transparent,' or 'The cardboard blocked the light because it is opaque.' This practice builds scientific communication skills.
Worked Examples
Worked Example 1
Scenario
If you shine a flashlight on a piece of clear plastic, what happens to the light?
Explanation
Clear plastic is transparent, so it lets light pass through without much change. The light beam continues straight through, allowing you to see clearly through the plastic.
Answer Guide
The light passes through the clear plastic and you can see the light on the other side.
Worked Example 2
Scenario
What happens when you shine light on wax paper?
Explanation
Wax paper is translucent, so it lets some light through but scatters it. This makes the light blurry or diffused on the other side, so you cannot see clear images through it.
Answer Guide
The light shines through the wax paper but looks blurry or fuzzy.
Worked Example 3
Scenario
What do you observe when light shines on cardboard?
Explanation
Cardboard is opaque, so it blocks the light completely. The light does not pass through, and a shadow forms behind the cardboard.
Answer Guide
The light does not pass through the cardboard; it is blocked.
Worked Example 4
Scenario
How does a mirror affect a beam of light?
Explanation
A mirror is reflective, so it bounces the light back. The light beam changes direction and you can see the reflection of the light source or other objects.
Answer Guide
The light bounces off the mirror and changes direction.
Engage
Teacher Activity
Show students a flashlight and ask them what happens when you shine light on different things. Demonstrate shining the light on a clear plastic sheet, wax paper, cardboard, and a mirror, asking students to watch carefully.
Student Activity
Students watch the teacher's demonstration and share what they notice about how the light changes with each material.
Explanation
This phase activates prior knowledge and curiosity about light and materials. It introduces the idea that materials affect light differently, setting the stage for investigation.
Examples
- Light passes straight through clear plastic.
- Light shines through wax paper but looks blurry.
- Light does not pass through cardboard; it is blocked.
- Light bounces off the mirror and changes direction.
Explore
Teacher Activity
Guide students to plan an investigation using flashlights and different materials. Help them decide how to test each material and what to look for.
Student Activity
In small groups, students shine flashlights on each material and observe what happens to the light beam. They record their observations with drawings and words.
Explanation
Students actively investigate how light interacts with different materials, collecting evidence through observation and recording data.
Examples
- Light beam passes through transparent materials.
- Light beam is partially visible through translucent materials.
- Light beam is blocked by opaque materials.
- Light beam reflects off reflective materials.
Explain
Teacher Activity
Lead a class discussion where students share their observations and explain what happened with each material. Introduce vocabulary terms to describe the materials and effects on light.
Student Activity
Students describe their observations and use new vocabulary to explain how each material affected the light beam.
Explanation
This phase helps students connect their observations to scientific concepts and vocabulary, reinforcing understanding.
Examples
- Students use terms like transparent, translucent, opaque, and reflective correctly.
- Students explain that light passes through some materials and not others.
- Students describe reflection as light bouncing off a surface.
Elaborate
Teacher Activity
Challenge students to think about real-world examples where these properties of materials are important, such as windows, lampshades, or mirrors.
Student Activity
Students brainstorm and share examples from their daily lives where light interacts with different materials.
Explanation
This phase extends learning by connecting scientific concepts to everyday experiences and applications.
Examples
- Students identify windows as transparent materials.
- Students understand lampshades use translucent materials to soften light.
- Students recognize mirrors reflect light to help us see.
- Students realize that if all materials were opaque, we couldn't see through anything.
Evaluate
Teacher Activity
Provide students with a simple assessment task to match materials to their effects on light and explain their reasoning.
Student Activity
Students complete a worksheet or activity where they identify if a material is transparent, translucent, opaque, or reflective and describe what happens to light.
Explanation
This phase assesses students' understanding of how different materials affect light and their ability to explain their observations.
Examples
- Students correctly classify materials by their effect on light.
- Students provide explanations supported by their observations.
Classroom Activity
In small groups, students shine flashlights on each material and observe what happens to the light beam. They record their observations with drawings and words.
Guided Practice
Guided Practice 1
Prompt
Name one material that lets light pass through clearly.
Teacher Answer Guide
Clear plastic is a transparent material that lets light pass through clearly.
Guided Practice 2
Prompt
What happens to light when it shines on wax paper?
Teacher Answer Guide
The light passes through wax paper but becomes blurry because wax paper is translucent.
Guided Practice 3
Prompt
If you want to block light from passing through, which type of material would you use?
Teacher Answer Guide
An opaque material like cardboard blocks light from passing through.
Guided Practice 4
Prompt
Compare what happens to light when it shines on a mirror versus on cardboard.
Teacher Answer Guide
Light reflects off the mirror changing direction, but it is blocked by the cardboard and does not pass through.
Guided Practice 5
Prompt
Explain why windows are made of transparent materials and lampshades are often made of translucent materials.
Teacher Answer Guide
Windows use transparent materials to let light pass through clearly so we can see outside, while lampshades use translucent materials to let light through softly and spread it.
Independent Practice
- Foundational: Name one material that lets light pass through clearly.
- Developing: What happens to light when it shines on wax paper?
- Application: If you want to block light from passing through, which type of material would you use?
- Analysis: Compare what happens to light when it shines on a mirror versus on cardboard.
- Challenge: Explain why windows are made of transparent materials and lampshades are often made of translucent materials.
Independent Practice Teacher Answer Key
- 1. Clear plastic is a material that lets light pass through clearly (transparent).
- 2. The light passes through wax paper but looks blurry because wax paper is translucent.
- 3. You would use an opaque material like cardboard to block light from passing through.
- 4. Light bounces off a mirror because it is reflective, changing direction, but light is blocked by cardboard because it is opaque and does not pass through.
- 5. Windows are made of transparent materials so light can pass through clearly and we can see outside. Lampshades are made of translucent materials to let some light through but soften and spread the light, creating a gentle glow.
Guiding Questions
- What do you notice when light shines on this material?
- Does the light pass through, get blocked, or reflect?
- How can we show what happens to the light?
- Why do you think the light behaves this way?
- Can you think of other places where we see this in real life?
Common Misconceptions
- All materials let light pass through equally.
- Light always passes through objects and never gets blocked.
- Reflection means light passes through the object.
- Opaque materials let some light through.
Differentiation
Support and Intervention
Provide pictures and real objects to help students identify material types. Use sentence starters to help students explain observations.
English-Language Learner Support
Use simple language and visuals to explain vocabulary terms. Model investigation steps with clear demonstrations.
Advanced and Extension
Encourage students to design their own experiments with new materials. Have students explain how light behavior helps in designing everyday objects.
Assessment
- Observe students during investigation to check understanding of light behavior.
- Ask students to explain what happens to light with each material during discussion.
- Draw and label one material and show what happens to light when it shines on it.
- Write one sentence explaining how a mirror affects light.
- Complete a worksheet matching materials to their effects on light with explanations.
- Present a short oral explanation of the investigation results.
Answer Guide
- Name one material that lets light pass through clearly.
Answer: Clear plastic is a transparent material that lets light pass through clearly. - What happens to light when it shines on wax paper?
Answer: The light passes through wax paper but becomes blurry because wax paper is translucent. - If you want to block light from passing through, which type of material would you use?
Answer: An opaque material like cardboard blocks light from passing through. - Compare what happens to light when it shines on a mirror versus on cardboard.
Answer: Light reflects off the mirror changing direction, but it is blocked by the cardboard and does not pass through. - Explain why windows are made of transparent materials and lampshades are often made of translucent materials.
Answer: Windows use transparent materials to let light pass through clearly so we can see outside, while lampshades use translucent materials to let light through softly and spread it.
Real-Life Application
Encourage students to observe different materials at home and notice how light passes through or is blocked by windows, curtains, lampshades, and mirrors. They can share their observations with the class.
Homework or Home Connection
- Encourage students to observe different materials at home and notice how light passes through or is blocked by windows, curtains, lampshades, and mirrors. They can share their observations with the class.
Lesson Summary
In this lesson, students learned that light behaves differently when it shines on objects made of different materials. Transparent materials let light pass through clearly, translucent materials let some light through but scatter it, opaque materials block light, and reflective materials bounce light back. Through investigation, observation, and discussion, students developed an understanding of how materials affect light and practiced scientific skills like planning investigations, recording data, and explaining results.
Teacher Notes
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.