Light

 Energy  Lesson  Plan  

Sarah  Records  
 
Topic:  Light  Energy   Grade  Level:  5th  
 
Goals/Objectives:  Students  will  learn  that  light  reflects  and  can  be  manipulated,  light  
travels  in  a  straight  line,  and  light  makes  it  possible  to  see  objects  that  don’t  emit  their  own  
light.  
 
Science  Processes:   Science  Content:   The  Nature  of  Science  
Students  will…   Students  will  describe  how…   • Scientists  construct  
• explore  the  reflection  of   • light  travels  in  a  straight   reasonable  explanations  
light  outdoors.   line.   from  direct  and  indirect  
• draw  inferences  about   • light  can  reflect.   evidence.  
light  energy  and  how  it   • light  makes  it  possible  to  
works.   see  objects  that  don’t  emit  
  their  own  light.  
 
TEKS  
112.16(b)(6)(C):  “demonstrate  that  light  travels  in  a  straight  line  until  it  strikes  an  object  
or  travels  through  one  medium  to  another  and  demonstrate  that  light  can  be  reflected  such  
as  the  use  of  mirrors  or  other  shiny  surfaces  and  refracted  such  as  the  appearance  of  an  
object  when  observed  through  water”  
112.16(b)(2)(D):  “analyze  and  interpret  information  to  construct  reasonable  explanations  
from  direct  (observable)  and  indirect  (inferred)  evidence”  
 
Teacher  Background  
Light  is  energy  that  comes  from  the  sun  and  it  travels  186,282  miles/second.  Light  travels  
in  a  straight  line,  but  is  described  as  in  “waves”  that  are  part  of  bundles  of  energy  called  
photons.  This  concept  can  be  confusing  for  students.  Light  can  be  reflected  or  refracted.  
The  sun  and  light  bulbs  give  off  white  light,  but  when  light  hits  an  object,  a  certain  color  is  
reflected  and  the  chemicals  in  pigments  absorb  others.  If  an  object’s  pigments  absorb  all  
colors,  it  looks  black  and  if  it  reflects  all  colors,  it  looks  white.  Some  light  is  not  visible,  
depending  on  where  it  is  in  the  electromagnetic  spectrum  (how  long  the  wavelengths  are).  
UV  rays  and  X-­‐rays  have  shorter  waves  and  microwave  and  radio  rays  are  longer;  visible  
light  sits  in  the  middle  of  the  spectrum.  The  color  spectrum  is  visible  when  light  passes  
through  a  prism  –  rainbows  are  the  color  spectrum  reflecting  through  rain  drops  acting  as  
prisms.  
 
 
 
 
Rationale  
Students  are  aware  of  light,  but  often  have  misconceptions  about  light.  Light  is  an  energy  
that  makes  it  possible  for  plants,  animals,  and  people  to  live  the  way  they  do  and  therefore  
should  be  understood.    
 Light  Energy  Lesson  Plan  

 
Materials  
• Post-­‐its  
• Notebook  paper  
• Mirrors,  foil,  magnifying  glasses,  and  other  objects  that  can  show  the  reflection  of  
light  easily  
• Objects  that  aren’t  as  obviously  reflective  (can  be  any  object  that  isn’t  “shiny”)  
 
Engage  
• Show  a  few  pictures  (in  a  PowerPoint  or  on  large  printed  out  paper)  that  illustrate  
light  in  different  circumstances,  such  as  a  rainbow,  the  sun,  a  light  bulb,  etc.  

         
 
• Have  students  write  down  a  question  or  statement  about  light/reflection  on  a  post-­‐
it  and  place  it  on  a  large  T-­‐chart  under  a  column  titled  “Know/Want  to  Know”  The  
other  column  will  remain  blank  for  now,  but  is  titled  “Learned.”  
• After  all  students  have  placed  a  post-­‐it,  lead  a  discussion  about  all  of  the  different  
statements  and  questions  and  ask  a  few  students  to  elaborate  on  their  
statements/questions.  
• Pick  a  few  focus  topics  for  the  class  to  look  into  more  during  exploration.  
 
Explore  
• Have  students  go  outside  with  different  objects  you  provide  and  explore  how  the  
sunlight  affects  them  (makes  them  shine,  etc.)  or  visa  versa.  
• Make  sure  they  take  their  notebooks  to  write  down  observations  and  any  insight  
into  the  focus  topics  that  were  chosen  in  class.  
• Have  them  find  other  things  outside  that  reflect  light  (this  is  probably  before  most  of  
them  know  that  pretty  much  everything  reflects  light).  
 
Explanation  
• Bring  students  together  to  discuss  what  they  observed  outside.  
• See  if  any  of  their  questions  were  answered  or  if  some  of  their  statements  were  
wrong  based  on  observations  from  outside.  Move  any  post-­‐its  that  have  been  
answered/confirmed  to  the  “Learned”  column  of  the  T-­‐chart.  
• Play  the  video  “Light”  by  Study  Jams!  by  Scholastic  
• See  if  any  of  their  questions  were  answered  or  if  some  of  their  statements  were  
wrong  based  on  information  from  the  video.    
 
Extension  
 Light  Energy  Lesson  Plan  

• Students  write,  draw,  or  create  a  diagram  to  show  what  they’ve  learned  and  still  
have  questions  about  concerning  light  energy  after  the  lesson  today.  
 
Evaluation  
• Formative  Assessment  –  Students  are  formatively  assessed  through  discussions,  
statements,  and  participation  throughout  the  lesson.  
• Summative  Evaluation  –  Students  are  evaluated  by  the  extension  activity.  
 
References  
“Light,”  Study  Jams!  by  Scholastic  
  (http://studyjams.scholastic.com/studyjams/jams/science/energy-­‐light-­‐
  sound/light.htm)  
Texas  Essential  Knowledge  and  Skills