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A WebQuest for 6th Grade Science

stage lighting

Introduction

The purpose of this lesson is to assist students in identifying and applying the basic concepts of light and color. At the completion of this lesson, students should have an understanding of the basic properties of light and color, including how waves behave as well as how to apply these concepts to solve practical problems.

Learners

This lesson was adapted to support the Sikeston R-6 Public Schools' 6th grade Science Curriculum. The lesson also involves some language arts connections. Before beginning this lesson students will need to be familiar with the use of internet sources for research purposes.

Curriculum Standards

Missouri Grade Level Equivalent knowledge standards -

6th grade SCIENCE 1.2.A.a-h

1.2.A.a. Identify sources of visible light (e.g., the Sun and other stars, flint, bulb, flames, lightning)
1.2.A.b. Describe evidence (i.e., cannot bend around walls) that visible light travels in astraight line, using the appropriate tools (i.e., pinhole viewer, ray box, laser pointer)
1.2.A.c. Compare the reflection of visible light by various surfaces (i.e., mirror, smooth and rough surfaces, shiny and dull surfaces, Moon)
1.2.A.d. Compare the refraction of visible light passing through different transparent and translucent materials (e.g., prisms, water, a lens)
1.2.A.e. Predict how different surfaces (transparent, translucent, opaque) and lenses (convex, concave) affect the behavior of visible light rays and the resulting image of an object
1.2.A.f. Identify receivers of visible light energy (e.g., eye, photocell)
1.2.A.g. Recognize and explain that an object is"seen" only when the object emits or reflects light to the eye
1.2.A.h. Recognize differences in wavelength and energy levels within that range of visible light that can be seen by the human eye are perceived as differences in color.

Missouri performance standards -

1.2 conduct research to answer questions and evaluate information and ideas
1.4 use technology tools and other resources to locate, select, and organize information
1.5 comprehend and evaluate written, visual, and oral presentations and works
1.6 discover and evaluate patterns and relationships, information, ideas, and structure
1.8 organize data, information, and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
2.1 plan and make written, oral, and visual presentations for a variety of purposes and audiences
2.2 review and revise communication to improve accuracy and clarity
3.7 evaluate the extent to which a strategy addresses the problem
3.8 assess costs, benefits, and other consequences of proposed solutions
4.1 explain reasoning and identify information used to support decisions
4.6 identify tasks require a coordinated effort and work with others to complete those tasks

Process

TEACHER TIPS:
Step 1: Assigning Roles
The "Reflection Specialist" role is the most complex in terms of the problem to be solved and the application of scientific concepts. This role might be designated for higher ability level students.
The roles of Lighting Specialist and Color Technician are of approximate equal difficulty.

Steps 2 and 3- Research
It is optimal that each student be assigned his/her own computer in the lab for research. If this is not possible, have students pair-up with another student who has been assigned the same role in order to share computer resources.
You can either have printed copies of the "Printable Background Questions" for students to write on or have students save their own copy of the "Printable Background Questions" and type their responses to these questions directly on the computer.
Continually remind students to record bibliographical information for each site they visit.

Step 4: Discussion Groups
Encourage collaboration among students by building in time for students with the same roles to meet to discuss possible solutions to the problems.

Step 5: Writing the Plan
Encourage students to use their peers as editors of their written plans before final submission.

Time-Line
Activity	Time-Frame	Location
Introduction to Task	35 minutes	Classroom
Research and Background Questions	4-45 minutes sessions	Computer lab
Group Discussion and Plan Outlines	2-45 minute sessions	Classroom

Resources Needed

Science Textbooks - to be used as an additional resource
Computer Login Accounts / Internet Access For All Students
Computer For Each Student In The Class
Student Handouts - Background Questions
If your browser won't open the Word documents click here for another version of them.
Appropriate Internet Resources

Website	Description
How Stuff Works: Light	Examines 16 topics on light including: How light works, What is light?, Frequencies, Making Colors, When Light Hits an Object, and Reflection.
How Stuff Works: Rainbows	Examines 5 topics on Rainbows including: How Rainbows Work, Light Bends, and Making a Rainbow.
The Tech: Make A Splash with Color	Check out color topics such as: Talking About Color, The Lighter Side of Color, and An Eye on Color.
Patterns in Nature	Learn about Light & Optics with submodules on Light, Reflection, and Refraction; Lenses, Mirrors, and Prisms; Color and the Spectrum; and Optics in Nature.
The Physics Classroom: Waves	*An in depth series of lessons on waves. Lesson 1 The Nature of a Wave* is especially helpful as is Lesson 2a The Anatomy of a Wave.**
The Physics Classroom: Light Waves & Color	*An in depth series of lessons on light waves and color. Lesson 2 Light Waves and Color* is especially helpful.**
The Physics Classroom: Reflection	An in depth series of lessons on reflection including Reflection, Plane Mirrors, Concave Mirrors, and Convex Mirrors.
The Physics Classroom: Refraction	An in depth series of lessons on refraction. Lessons 1, 4, 5, & 6 are especially helpful.
Optics for Kids	Learn about Light and Lenses with simple explanations, pictures, and graphics.
Teachers' Lab: The Science of Light	Check out Light In Color and Laws of Light. This site has great interactive labs for color mixing and shadows.
Exploratorium: Mix 'n' Match Colors	Practice mixing light colors in a fun color matching challenge.
Exploratorium: Other Optical Illusions	Try these fun illusions and learn how they work.
BBC: Physical Processes	Fun online activities. Be sure to try How We See Things, Light & Dark, and Light & Shadows.
Color Mixing	An excellent site. Be sure to visit Color Vision.
Molecular Expressions: Color Filters	This interactive activity lets you drag filters over different colored light to see the changes that occur.
Molecular Expressions: Color Separation	Move the images on top of each other to see how a photographic image is made.
Molecular Expressions: Reflection of Light	This interactive site shows how light is reflected. Manipulate the wavelength and angle to change the reflected light.
Molecular Expressions: Moire Patterns	Moire patterns occur in print when printing plates aren't aligned. Play with these interactive images and see how moire patterns can be used in illusions.
Color Cube: Prismology	Learn the difference between color made from light and color used for printing.
Color Cube: Color Fun	Try these challenging color games.
Ishihara Test for Color Blindness	Are you color blind? Take the test and find out.
Brain Pop: Vision	Learn how the human eye works. Password required.
NOVA Online: The Light Stuff	Can you slow down light?
Explore Science	Add color until you get white. Subtract color until you get black. Try the Simple Prism too.
Explore Learning	Check your reflexes as you respond to sound and light.

Evaluation

Each group's final plan will be assessed using the Grading Rubric provided. A discussion of the contents of this rubric should take place at the beginning of the project so that students are aware of the expectations for their final plans.

Conclusion

At the completion of this lesson, students will have gained a great deal of knowledge about how light and color work, as well as some real world applications of these concepts. Students will have an understanding of how reflection and refraction of waves can cause the waves to be redirected. They will also understand how we see certain colors and how to mix colored light to produce white light. The value of using real world problems to learn these concepts will make them much more memorable for students.

Credits

Webquest Edited by Carrie Wideman - Spring 2009

Special Thanks to Kelley Ross for her original editing

Carrie Wideman-Sikesont R-6 Sikeston, MO

email: cwideman@sikeston.k12.mo.us

Images from: Microsoft FrontPage Clip Art Gallery

Original webquest created by
Carla Beasley
Julius West Middle School
Spring 2002
carla_beasley@fc.mcps.k12.md.us

Based on a template from Kelley Ross

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