unit 1: matter! from atoms to electricity unit 1: matter! from atoms to electricity...

Lesson 2: Light Energy (Unit 1: MATTER! FROM ATOMS TO ELECTRICITY)

U1.L6

UNIT 1: MATTER! FROM ATOMS TO ELECTRICITY

LightEnergy LE

SSON 3

uw

U1.L3

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Light travels in a straight line unless something blocks, bounces, or bends it. Students learn how different materials interact with light.

UNIT 1: MATTER! FROM ATOMS TO ELECTRICITY

LightEnergy LE

SSON 3

tU1.L3Hawaii Coral Reef Initiative * U1.L3.A * www.reefpulsehawaii.com

DRAFT

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Table of Contents

4 Launch!Light and dark. Light and dark are opposites.

6 Line of LightA1: Straight. Light energy travels in a straight line.

12 Follow the LightA2: Reflection. You see when objects reflect light back to your eyes.

20 Block the LightA3: Transmission. Scientists classify materials based on how much light passes through them.

26 Mirror MirrorA4: Refraction. Light bends when it passes between transparent materials.

32 Covering ColorsA5: Light Affects Color. Day, night, and in-between coral reef animals have different colors.

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yLaunch!

(Light/Dark)

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Materials:Nothing to gather

Hawaii

Standards:SC.K.6.1

Ready?Nothing to prepare.

Set?Unit 1-Lesson 3-Activity 1: • Line of Light (Straight)Unit 1-Lesosn 3-Activity 2: • Follow the Light (Reflection)Unit 1-Lesson 3-Activity 3: • Block the Light (Transmission)Unit 1-Lesson 3-Activity 4: • Mirror Mirror (Refraction)Unit 1-Lesson 3-Activity 5: • Covering Colors (Light Affects Color)

Go!Develop Know-Wonder-Learn chart with students.

Light and dark are opposites.

Energy!

What is Light?

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Launch!Chant and clap to the Opposites Cheer as a class.

I say hot, you say __________. Hot! ______! Hot! _______![Cold]

I say on, you say __________. On! ______! On! _______![Off]

I say dark, you say __________. Dark! ______! Dark! _______![Light]

How it worksLight! Light is a source of energy. We use it every day!

Reading ResourceAll About Light by Lisa Trumbauer (J 535 Tr)

Did You Know?Light and heat often go hand-in-hand. Think about incandescent light bulbs, the sun, or a toaster’s coils glowing red hot.

Just for funCreate your own opposite cheer.

NOAA LinkNOAA’s Environmental Technology Laboratory scientists use light to determine information about far-away objects.

www.noaa.gov Search “Light Beams”

Think about it...What is the opposite of dark?

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Reef Pulse - U1 L3 Launch!

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yLine of Light

(Straight)

Ready?EngageRemind class to bring small, non-LED flashlight to school.

ExploreUse hole punch to cut a hole in center of index cards (three per group).

Tape a piece of black paper to wall (one per group). Place an X on the black paper with masking tape at eye level.

ElaboratePosition overhead projector or light to shine onto whiteboard or wall at students’ eye level.

Set?Unit 1-Lesson 2-Activity 5:• Making Changes (Changing States)Unit 1-Lesosn 3-Activity 2: • Follow the Light (Reflection)Unit 1-Lesson 3-Activity 3: • Block the Light (Transmission)Unit 1-Lesson 3-Activity 4: • Mirror Mirror (Refraction)Unit 1-Lesson 3-Activity 5: • Covering Colors (Light Affects Color)


MaterialsFlashlight (1 per pair)Hole punchIndex cards (3 per group)Masking tapeConstruction paper (black)Overhead projectorScissorsTapeWhite paperGluePencilCardstockChopsticksSheet (white)

Hawaii StandardsSC.K.2.1

SC.1.1.1

SC.2.1.1 SC.2.1.2

how does light travel? straight!

Light energy travels in a straight line.

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EngageSense light in pairs.

WARNING: Do NOT shine light directly into anyone’s eyes!

Partner 1: Close eyes. • Keep them closed throughout activity!

Partner 2: Shine flashlight on partner’s ear. • Partner 1: Say whether you can hear light.

Partner 2: Shine flashlight on partner’s tongue. • Partner 1: Say whether you can taste light.

Partner 2: Shine flashlight on partner’s nose.• Partner 1: Say whether you can smell light.

Partner 2: Shine flashlight on partner’s arm. • Partner 1: Say whether you can feel light.

Partner 2: Shine flashlight on partner’s chest.• Partner 1: Put chin on chest and open eyes. Say whether you can see light.

Switch, and repeat activity.•

Interesting FactThere are many types of light energy: radio waves, microwaves, infrared rays, ultraviolet rays, x-rays, and gamma rays. Humans cannot see these types of light.

Invention centerConrad Hubert invented the flashlight. He called it an electric hand torch.

Just for FunShine a flashlight through a comb and into a two-liter soda bottle partially filled with water. Observe the light. Squeeze bottle. What happens to the light energy?

Think about it...Which sense uses light?

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ExploreConduct the Light Line activity in groups of four.

Three students hold an index card upright in a single file line resting on top a • flat surface.Position line in front of black paper.

Fourth student: Shine flashlight through holes. • The holes in each card will let the ray of light shine through them and onto theblack paper.

Shift middle card slightly to the right.• The holes no longer align.

Shine flashlight through all holes again. • Does the light hit the black paper?

**Activity Extension for Older Students**Make activity into an experiment!

Ask a question.• Does light travel in a straight line?

Do background research.•

Construct a hypothesis.• “If (I do this), then (this) will happen.”

Make a prediction.•

Test with an experiment. • Create control: Line up cardboard pieces with holes aligned. Create variables: Position cardboard piece so holes do not lie fully align with each other. Test how light shines through the holes in each set of cardboard pieces.

Analyze data.•

Communicate results.•

Line of Light

Think about it...Does light travel in a straight line?


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ExplainWithout light energy, we could not see. The sun provides the main source of light energy to our planet.

Which sense uses light?Sight! We cannot see without light. Our eyes can see shapes and outlines with only a nightlight. But we need at least some light to see! Uncle says instead of nightlights, many nocturnal fish have huge eyes to catch as much light energy as they can!

Does light travel in a straight line?Yes! Think of when the light got through to the black paper. All the holes rested in a line! What happened when you moved an index card? Something blocked the line of light, so the light could not travel through the holes.

Scientists say......optics for the study of light.

What’s in a Word?Optics comes from the Greek word optikos, “having to do with sight.”

Invention CenterNight-vision goggles allow you to see when it is dark. How? Night-vision goggles detect and enhance small amounts of visible light, as well as infrared light.

Career CornerOptometrists check the health of people’s eyes. How does the word itself give you a clue to what optometrists do?

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ElaborateMake silhouette cards.

Switch on projector.• Shine onto white paper taped to a whiteboard at students’ eye level.

Partner 1: Stand sideways in light beam.• Close eyes! Do NOT look into beam.

Partner 2: Place partner so their head’s shadow falls entirely onto paper. • You might need to adjust light or paper.

Trace shadow onto paper.•

Switch roles with new paper.•

Tape white paper lightly to a sheet of black.• Cut silhouette from both sheets at same time.

Fold new sheet of black paper into card shape.• Connect new half sheet of white paper to one side at fold.

Glue black silhouette onto white side of card.• Face toward center.

Glue white silhouette onto black side of card. • Face toward center.

How it worksBlocks light! We observe blocked light as shadows. When you see your shadow, you blocked light!

Think about it...What happens when something gets in the path of light?

Line of Light


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EvaluateHow does light travel?

Answer by creating a Wayang Kulit puppet show in small groups.

Create characters for your puppet show.• Draw on an 8.5 x 11-inch cardstock. Cut. Tape each to a chopstick.

Set up an Indonesian style theater.• Hang a white sheet across the stage area. Stand behind the sheet. Shine a bright light from behind the back of the sheet.

Have your character tell the class something you learned about light. • Characters move between light and sheet. Audience sits in front of the sheet and see only shadows.

What examples of light-generating technologies do you see around the room?

AssessSC.K.2.1 Identify different types of technologies at home, in the classroom,

and/or in the world.

SC.1.1.1 Collect, record, and organize data using simple tools, equipment, and techniques safely.

SC.2.1.1 Develop predictions based on observations.SC.2.2.2 Conduct a simple investigation using a systematic process safely

to test a prediction.

Keiki StorytimeWhat Makes a Shadow? by Clyde Robert Bulla (J 535 B)

Cultural NoteWayang Kulit is Indonesian theater that uses light and shadow. Traditional puppets are made of water buffalo skin and bamboo sticks. The puppet master controls all the characters and narrates the story.

NOAA LinkUse your shadow to learn more about the seasons in this NOAA JetStream activity.

www.weather.gov Search “Shadow Knows”


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yFollow the Light

(Reflection)

Ready?ExploreAsk students to bring in a flashlight and small mirror from home.

ElaboratePrepare periscope (U1.L3.A2-page 18) (one set per group).

Set?Unit 1-Lesson 3-Activity 1: • Line of Light (Straight)Unit 1-Lesson 3-Activity 3: • Block the Light (Transmission)Unit 1-Lesson 3-Activity 4: • Mirror Mirror (Refraction)Unit 1-Lesson 3-Activity 5: • Covering Colors (Light Affects Color)


MaterialsRubber ball (3 per group)Flashlight (1 per student) Pocket mirrors (flat, square) (1 per student) Milk cartons (quart) (2 per group)PencilPacking tape

Hawaii StandardsSC.K.2.1SC.K.6.1

SC.1.1.1

SC.2.1.1 SC.2.1.2


You see when objects reflect light back to your eyes

What is reflection?

bounced light!

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EngageBounce balls in small groups.

Sit down in a line several feet away from the wall.• Face wall. Give student in middle of line a ball.

Student with ball: Roll ball to wall so it bounces back to another • student.Name the student before you roll.

Add more balls to the line so several roll at a time.•

Keiki StorytimeThe Magic School Bus Gets a Bright Idea by Nancy White (J 535 Wh)

What’s in a Word?Reflection comes from the Latin word reflexionem, meaning “a bending back.”

NOAA LinkNOAA satellites in space reflect light!

www.noaa.gov>>Satellites

Think about it...How does bouncing light move?



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ExploreBounce light off a mirror individually.

Darken room.•

Shine a flashlight onto a mirror. • Take care not to point mirror into anyone’s eyes.

Move mirror around.• Observe what happens to light.

Follow the Light

Think about it...How can you observe bouncing light?


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ExplainScientists sort things by whether or not they make their own light. The sun, stars, and light bulbs all make their own light. Most things do not. How can you see them? They bounce (reflect) light back to your eyes!

How does bouncing light move?In a straight line! Your ball went in a straight line until it hit something (the wall). Then it bounced back in another straight line.

How can you observe bouncing light?Mirror! You can see light hitting something reflective and bouncing back, just like the bouncing balls!

Reading ResourceExperiments with Light and Mirrors by Robert Gardner (J 535.2 G)

Did You Know?When light energy reflects, it always bounces off of the surface at the same angle it hit the surface.

Interesting FactDuring the day, land heats up more than oceans. Why?

Answer: Water reflects more sunlight. This prevents light and heat energy to raise the water temperature as much as it raises the land temperature.


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Follow the Light

Think about it...What is the best reflective surface?

ElaborateMake a periscope in small groups.

Slide mirrors into prepared milk carton slots • (U1.L3.A2-page 18). Use one mirror per carton. Reflective side should face hole. Tape loosely.

Look through each carton’s hole.• You should see the ceiling in mirror. If ceiling looks tilted, adjust mirror.

Stand one carton on your desk.• Hole should face you.

Hold second carton above first carton.• Hole should face away from you.

Slide upside-down carton into standing carton.• Pinch sides of top carton to fit. Cartons should overlap one-half inch and stand straight. Tape together. Look through your periscope! • Look through the bottom hole to see over things. Look through top hole to see under tables. Hold sideways to see around corners.

How it worksMirrors! Smooth objects, like glass or water, reflect a picture of what appears in front of them. Tutu says paper, for example, has a lot of bumps. All those little bumps make light reflect in different directions, it does not reflect images.


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EvaluateWhat is reflection?

Answer by bouncing light in groups of four.

Choose one student to hold flashlight.• Rest of students hold mirrors. Go into a darkened room.

Flashlight student: Shine light at one mirror.•

Mirror students: Position your mirror so light bounces to another • mirror.

Continue bouncing light.•

Choose a specific place you want to shine light and use mirrors • to bounce it there.

Why do you think people invented the periscope?

AssessSC.K.2.1 Identify different types of technologies at home, in the classroom, and/or

in the world.SC.K.6.1 Classify objects by their attributes (e.g., physical properties, materials of

which they are made).


SC.2.1.1 Develop predictions based on observations.SC.2.2.2 Conduct a simple investigation using a systematic process safely to test a

prediction.

What’s in a Word?Periscope comes from the Greek words peri (around) and scope (instrument for viewing).

Invention CenterSubmarines use periscopes so they can see what is going on above water.

Historical NoteAncient Egyptians used metals, like copper, as reflective surfaces. Romans invented glass mirrors.

More InventionsMirrors are used in so many different things: telescopes, televisions, cars, and for decorations.

Follow the Light


Cut and remove top “roof” of milk cartons.

Cut square hole in bottom of one side, with a 1/4-inch border around.

Set carton on its side so the side with the square hole is on the right.

On the side now on top, mark the spot 2-3/4 inches up the left edge. Draw diagonal line from marked point to the bottom right corner.

Cut just long enough to fit mirror. You may need to make the slit wider for the mirror.

Slide mirrors into milk carton slots. Use one mirror per carton. Reflective side should face hole. Tape loosely.

Slide upside-down carton into standing carton. Pinch sides of top carton to fit. Cartons should overlap one-half inch and stand straight. Tape together.

Making a PeriscopeU1.L3.A2: Follow the Light (elaborate)

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Intentionally Left Blank


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Ready?EvaluateGather transparent, translucent, and opaque objects.

Set?Unit 1-Lesson 3-Activity 1: • Line of Light (Straight)Unit 1-Lesosn 3-Activity 2:• Follow the Light (Reflection)Unit 1-Lesson 3-Activity 4: • Mirror Mirror (Refraction)Unit 1-Lesson 3-Activity 5: • Covering Colors (Light Affects Color)


MaterialsClear glassWaterTransparency sheetsTissue paperCardstockColored markersProjectorClear shrink plastic (1 per person)White shrink plastic (1 per person)Colored pencilsToaster ovenBowl WaterVarious objects

Hawaii StandardsSC.K.1.3SC.K.3.1SC.K.5.1SC.K.6.1

SC.1.1.1SC.1.5.1

SC.2.1.1

Block the Light(Transmission)


Scientists classify materials based on how much light passes through them.

what categories do we sort materials

based on how much light passes

through?

transparent, translucent,

opaque!

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EngageDescribe the color of water.

Look at water in a clear glass.•

Describe what you see.•

Scientists Say......transmit for light passing through an object.

Brain BenderDo transparent objects cast shadows?

Think about itWhy does the ocean look blue when water in a glass is clear?

Answer: It reflects the blue sky above it!

Think about it...What does something look like when light passes through it?



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ExploreDo Color and Shine in small groups.

Draw on transparency sheets.• Use colored markers.

Draw on tissue paper.• Use colored markers.

Draw on cardstock.• Use colored markers.

Turn on projector.•

Place transparency sheet on projector.• Observe.

Place tissue paper on projector.• Observe.

Place cardstock paper on projector.• Observe.

Block the Light

Think about it…How can you tell if something lets light pass through it?


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ExplainLight energy does not always reflect off of objects. Sometimes it passes through them!

What does something look like when light passes through it?Clear! Think of the water. Light energy passes right through it. Aunty says you can see beautiful reefs when you go snorkeling because light energy passes through the water!

How can you tell if something lets light pass through it?You can see through it! Scientists sort objects by how much light they pass. Transparent things let all light pass through them. Opaque (rhymes with cake) things let no light through them. Translucent things let some light through them.

Did You Know?Some material, like glass, has no effect on visible light, yet blocks ultraviolet light.

Invention CenterX-ray machines take pictures of your bones. How do they work? Bones block x-rays (a form of light energy), but your skin does not!

Field TripGo to your local aquarium and see if you can identify any transparent or translucent animals.

(CORAL REEF SCENE WITH LIGHT DESCENDING)


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ElaborateMake translucent and opaque fish individually.

Cut one fish from clear shrink plastic and one from white shrink plastic.• Remember they will shrink so make them big.

Color both fish yellow with colored pencil.• Optional: Poke a hole in plastic so you can use it as a key chain later.

Teacher: Bake fish in a toaster oven as directed for shrink plastic.•

Float fish in a bowl of water.• Observe fish in water for similarities and differences.

How it worksSometimes! Yellow tang change from translucent when first emerging out of the plankton to opaque a few days later. Uncle says scientists swimming underwater use this characteristic to tell their age! They have yellow coloring, but some light can actually pass through the juvenile yellow tang.

Think about it...Can light pass through fish?

Block the Light


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EvaluateWhat categories do we sort materials based on how much light passes through?

Answer by creating a transparency chart individually.

Look at the selected objects.• Classify as transparent, translucent, or opaque.

Make a chart of various objects.• Sort by transparent, translucent, and opaque.

How do you think transparency or translucency might help an ocean animal?

AssessSC.K.1.3 Collect data about living and non-living things.SC.K.3.1 Identify similarities and differences between plants and animals.SC.K.5.1 Identify ways in which some offspring are very much like their

parents, although not exactly.SC.K.6.1 Classify objects by their attributes (e.g., physical properties,

materials of which they are made).


SC.1.5.1 Identify ways in which the same kinds of plants and the same kinds of animals differ.

SC.2.1.1 Develop predictions based on observations.

What’s in a Word?Translucent comes from the Latin words trans (through) and lucere (to shine).

On a Related NoteOpaque comes from the Latin word opacus (shaded, dark).

Web ResourceThere are interesting ocean animals that have translucent bodies.

www.nationalgeographic.com Search “translucent creatures”


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(Refraction)

Ready?Nothing to prepare.

Set?Unit 1-Lesson 3-Activity 1: • Line of Light (Straight)Unit 1-Lesosn 3-Activity 2: • Follow the Light (Reflection)Unit 1-Lesson 3-Activity 3: • Block the Light (Transmission)Unit 1-Lesson 3-Activity 5: Covering Colors (Light Affects Color)•


MaterialsNewspaperClear cup (1 per student)Pencil (1 per student) Pitcher of waterPaperSmall objects (paper clip, button, toys)Plastic wrapRubber band (1 per student) Aluminum pie plate (1 per group)Penny (1 per group)PaperMagnifier (1 per student)

Hawaii StandardsSC.K.1.3SC.K.2.1

SC.1.1.1

SC.2.1.1


What is refraction? bent light!

Light bends when it passes between transparent materials.

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EngageBend a pencil individually!

Put a pencil into a clear cup.•

Look at pencil through side of cup.• Draw what you see.

Fill cup halfway with water.•

Look at the pencil through side of cup.• Draw and describe change in your pencil’s appearance.

Scientists Say......refraction when talking about bending light.

What’s in a Word?Refraction comes from the Latin word refractionem (breaking up).

Did you Know?Rainbows are a result of sunlight being refracted by drops of water in the atmosphere.

Think about it...When does light bend?



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Mirror Mirror

Think about it…How does water change what you see in tide pools?

ExploreMake a water magnifier individually.

Put a few small objects into empty plastic cup.•

Cover cup loosely with plastic wrap. • Secure with rubber band.

Push down on plastic wrap gently.• It should lie concave (not flat).

Pour a little water onto plastic wrap.• Water should pool in the middle.

Look downwards into the container.• Describe what you see.


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Mirror Mirror

ExplainYou know light moves in a straight line. Tutu Kane says light can bend in certain situations.

When does light bend?Traveling from one transparent material (air) to another (water)! Light travels at a different speed in air than in water. When the light hits the water in the cup, the change in speed causes the direction of the light ray to change.

How does water change what you see in tide pools?Bends light! This can make animals appear larger than reality. Or, it can make them appear to be in a different place than actuality.

Scientists Say......convex if items curve outward and concave if they curve inward. Lenses have convex, concave, or a mixture of the two shapes. The shape determines how they bend light.

Invention centerMany credit Dutchman Hans Lippershey with the invention of the telescope. As the story goes, he noticed some children playing with a few of his shop’s eyeglass lenses. By lining up two of them, they could see a stork’s nest on a far away steeple.

Just for FunScientists call the illusion of the broken pencil (U1-L3-A4-page 27), refraction.


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ElaborateFind the hidden penny in small groups!

Put a penny in the middle of a pie plate.• Place pie plate on desk.

Kneel so you cannot see the penny.•

Carefully pour water into pie plate until the penny appears.• Take care not to overflow the pie plate!

How it worksTrick on your eyes! They make things look different than reality. Water bends light, so the penny suddenly appears. Tutu says magicians and other performance artists use optical illusions, like what you just did, to wow audiences.

Think about it...What is an optical illusion?

Mirror Mirror


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EvaluateWhat is refraction?

Answer by playing with a magnifying glass individually.

Look at the world through a magnifying glass. •

Change the distance between the magnifying glass and your eyes.• Observe.

Explain why things look bigger through a magnifying glass. • (Hint: Think of tide pools.)

How do you use refraction everyday?

AssessSC.K.1.3 Collect data about living and non-living things.SC.K.2.1 Identify different types of technologies at home, in the classroom, and/

or in the world.



Did You Know?Have you ever thought you saw a puddle of water on the road on a really hot day, only to have it disappear when you got closer? This is a mirage! Warm air and cold air bend light slightly different ways. The brain interprets it as a puddle of water. You can actually take pictures of a mirage!

What’s in a Word?Mirage comes from the Latin word mirare meaning “to appear.”

Invention CenterMany inventions bend light, such as eyeglasses, magnigying glasses, telescopes, and microscopes!

On a Replated NoteMagnifying glasses work by gathering light from a wide area and focusing the light at the center so the other side appears sharp and bright.

Mirror Mirror


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yCovering Colors

(Light Affects Color)

Ready?ExploreMake a slot and eye hole in shoebox.

Cut one-by-five-inch rectangular slot in shoebox lid (two-inches from back edge). Cut eye hole in front side of shoebox (U1.L3.A5-page 32 for illustration).

ElaborateMake bubble solution.

Mix one tablespoon of glycerin, one gallon of water, and one cup of dishwashing detergent. Pour into container.

EvaluateBlow up balloons (one per student).

Set?Unit 1-Lesson 3-Activity 1: • Line of Light (Straight)Unit 1-Lesosn 3-Activity 2: • Follow the Light (Reflection)Unit 1-Lesson 3-Activity 3: • Block the Light (Transmission)Unit 1-Lesson 3-Activity 4: • Mirror Mirror (Refraction)


MaterialsShoebox (1 per group)Construction paper (red, blue, white, yellow)ScissorsGlue Craft sticks (4 per group) Glycerin (1 Tbsp)Water (1 gallon)Dishwashing liquid (1 cup)Container (bigger than a gallon)Cups (1 per pair)BalloonsStrawFlashlightIndex cardDrawing materials

Hawaii StandardsSC.K.1.3SC.K.3.1SC.K.6.1

SC.1.1.1SC.1.1.2SC.1.3.1SC.1.5.2

SC.2.1.1

Day, night, and in-between coral reef animals have different colors.

why do animals look a different color

during the day than at night?

light!


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EngageCompare colors in light and dark as a class.

Look around the classroom.• Name different colors you see.

Turn off the lights.• Leave curtains (or equivalent) slightly open. Observe any differences in the colors you see.

Close curtains (or equivalent) completely.• Observe any differences in the colors you see.

Think about it...How does color change with light?

Reading ResourceCoral Reef: A City That Never Sleeps by Mary M. Cerullo (J 574.91 Ce)

Just for FunObserve red cars at night. What color do they look? (Black!)

On a Related NoteFire departments paint their engines yellow now. Red appears black at night, making them hard to see.

NOAA LinkDeep in the ocean, light cannot travel through the water. Watch some videos from the deep sea.

www.oceanexplorer.noaa.govSearch “Celebe Sea 2007” >> Photo and Video Log



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ExploreSee how colors look different at night in small groups.

Cut out red, blue, white, and yellow fish shapes from construction paper.• Glue each to an end of a craft stick.

Put yellow fish through slot in prepared shoebox. • Look through eye hole. Note how the color looks in the dark box.

Repeat with other colors. • Record which fish is hardest to see in the dark box and which is easiest.

Covering Colors

Think about it...Why are daytime herbivorous fish brightly-colored and nighttime ones red?


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ExplainMarine critters depend on light energy to know when to sleep, hunt, and eat. Some animals stay awake during the day and sleep at night. Others sleep during the day and stay awake at night. Still others hunt mostly at dawn or dusk. You can often tell by their coloring which animals sleep when!

How does color change with light?Disappears! The less light, the fewer color you can see.

Why are daytime herbivorous fish brightly-colored and nighttime ones red?

Amount of light. Tutu says daytime animals, like yellow tangs, often have bright colors because they move around when the sun provides plenty of light energy to showcase them. The red color of many nocturnal animals, such as mempachi, helps them to remain hidden in the nighttime darkness when they look for prey and avoid predators.

Scientists Say......diurnal for daytime animals, nocturnal for nighttime animals, and crepuscular for those active at dawn or dusk.

What’s in a Word?Diurnal comes from the Latin word dies (day). Nocturnal comes from the Latin word nox (night).

NOAA LinkColor daytime and nighttime pictures of Hawaii’s coral reef from Papahanaumokuakea National Marine Monument.

www.hawaiireef.noaa.gov >> Education >> For Kids


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ElaborateDo the Disappearing Color activity in pairs!

Blow a bubble with a straw.• Dip straw into prepared bubble solution and drip on table. Blow slowly so bubble rests on table.

Shine strong flashlight onto bubble.• Observe rainbows.

Slide index card slowly between light and bubble.• Watch as each color disappears.

How it worksWavelength! Red has the longest wavelength. Violet (purple) has the shortest. The other colors fall in between them. Aunty says colors with longer wavelengths disappear first at night, which explains why nocturnal fish are red. They want to disappear from their predators!

Think about it...Why is red so hard to see at night?

Covering Colors


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EvaluateWhy do animals have a different color during the day than at night?

Answer by making and sorting balloon fish individually.

Turn different color balloons into fish.• Use markers or construction paper to draw or tape body parts.

Explain if your fish is a daytime fish or nighttime fish.• How does their color help them survive in their environment?

Why are sharks grey?

AssessSC.K.1.3 Collect data about living and non-living things.SC.K.3.1 Identify similarities and differences between plants and animals.SC.K.6.1 Classify objects by their attributes (e.g., physical properties, materials of

which they are made).


SC.1.1.2 Explain the results of an investigation to an audience using simple data organizers (e.g., charts, graphs, pictures).

SC.1.3.1 Identify the requirements of plants and animals to survive (e.g., food, air, light, water).

SC.1.5.2 Describe the physical characteristics of living things that enable them to live in their environment.


Scientists Say......visible spectrum for the range of color and their wavelengths.

Interesting FactColors in a rainbow are organized in order of wavelength! Red has the longest wavelength and is always on the top. Violet is always on the bottom.

Did You Know?You can remember the colors of the rainbow in order by memorizing “ROY G. BIV.” It stands for “red, orange, yellow, green, blue, indigo, and violet.”

Hawaii Nei You most often see sharks at dawn or dusk. Their grey skin blends in with the darkening sky.


Launch!A1: Line of LightA2: Follow the LightA3: Block the LightA4: Mirror MirrorA5: Covering Colors

unit 1: matter! from atoms to electricity unit 1: matter! from atoms to electricity...

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