6.1 Light & Matter
Why do we sometimes see different things when looking at the same object?
Lesson 1 - Day 1
Lesson Slides
Run Down
10 Min
INTRODUCE A PUZZLING PHENOMENON
Play the Music Lesson video, showing a student who can see only his reflection in a one-way mirror while the teacher on the other side can see through the one-way mirror. Have students record noticings and wonderings.
10 min
SHARE NOTICINGS AND WONDERINGS FROM THE VIDEO
Share noticings and wonderings from the video with a partner. Lead a class discussion to record these observations and questions on a class chart.
15 min
IDENTIFY PARTS AND INTERACTIONS TO DIAGRAM OUR THINKING
Through partner talk and class discussion, co-construct a list of the important parts in the video phenomenon and a diagram of the parts’ interactions that should be included in initial explanations. This diagram can be used as a pre-assessment.
5 min
COMPARE DIAGRAMS WITH A PARTNER
Arrange students into partners to share their diagrams and note similarities and differences.
5 min
NAVIGATION
Brainstorm ideas for making a scale model that represents the system in the video to investigate the phenomenon in the classroom.
Assessment Opportunities
Pre-Assessment
What to look/listen for:
Agreement on key components or parts to include, such as two rooms or sides, a mirror-window between the sides, one side being lit, one side being dark;
Uncertainty or disagreement on whether the people or eyes are an important part; and (3) use of a "path of light" model, "line of sight" model, or combination, which can be indicated by the way students use or do not use arrows in their diagrams:
arrows pointing away from the eyes,
arrows pointing away from the source of the light and bouncing away from objects, and arrows pointing into the eyes, or
a combination of the above
Arrows pointing away from the light source may be a representation of the "path of light" (POL). If students also include an arrow entering the eyes, this may indicate a clear understanding of the 4th-grade model of light, tracing the light from a source, then bouncing off objects and into our eyes. Arrows pointing away from the eyes may be a representation of what is seen, or the "line of sight" (LOS). A combination of arrows may map partially onto both POL and LOS models.
What to do:
Ask questions to probe students' understanding about how the individuals in the video are able to see what they see. Use these diagrammatic models as a pre-assessment of the ideas your students bring to this unit, and to make sense of and highlight their range and diversity. In Lesson 2, you will problematize the need to agree on conventions for using arrows in our models and what the arrows mean. Until that moment, it is OK that students use arrows in different ways.
Einstein Project is a 501(c)(3) non-profit STEM resource center driven to empower educators and inspire learners.