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Light Energy Science And STEAM | Reflection And Diffraction Of Waves | Grade 4 5

Rated 5 out of 5, based on 2 reviews
5.0 (2 ratings)
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Kimberly Scott Science
854 Followers
Grade Levels
4th - 7th
Standards
Formats Included
  • PDF
Pages
35 pages
$7.00
$7.00
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Kimberly Scott Science
854 Followers
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device.  Easel by TPT is free to use! Learn more.

What educators are saying

This was a great scientific investigation to use with my 5th graders as we began our unit on light. The students were very engaged and intrigued by it.
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Description

Students will immerse themselves in the properties of light and how we see colors with an investigation, exploration, and STEAM activity. Students investigate how white light can be reflected, diffracted, and dispersed. They will use what they learn to create a spectroscope. Teachers can use it as a complete science unit. It uses simple supplies and includes a comprehensive teacher guide.

Students will follow the scientific method to answer the question: Does the CD color affect the number of colors that reflect and disperse off the CD? They will describe and classify white light as containing all the colors of the visible light spectrum. Students will focus on the mirror-like surface of a CD and how it can diffract and separate light to form a rainbow. Students will explore further to discover that an object's color is a mixture of light waves entering our eyes. Students will use their knowledge from the activities to make connections and think creatively in a STEAM challenge to create a spectroscope. We do not include directions for the spectroscope because students will research ideas for their own design.

This Science and STEAM Unit meets the Next Generation Science Standards

  • NGSS Waves and their Applications in Technologies for Information Transfer 4-PS4-2, PS3.B, PS4.A, PS4.B, ETS1.C
  • Grade 3-5 Science and Engineering Practices

Teachers will enjoy immersing students in the scientific method and watching them make educated decisions based on their observations and data. Teachers will find that students begin to better understand the science around them. Teachers like the ease of use, background information, simple supplies, and ability to differentiate.

If you perform everything, we estimate two weeks for the unit depending on how in-depth you go and class time. It also depends on how much you meet with students. If you only meet once a week (Like Kim does.), she plans 5 weeks (5-6 class periods) with the classroom teacher possibly providing extra time.

This Hands-On Unit and Teacher Guide Includes

  • Teacher video explanation of the pages. (Link provided in the download.)
  • Correlation to NGSS
  • Teacher Background and Tips
  • Detailed preparation pages to help guide set-up.
  • Activity 1: 6-Page Investigation Journal: "My Rainbow Color Creation Investigation."
  • Investigation Rubric
  • Reading Passage: Why does a CD Disperse Light?
  • Reading Passage: Why do Astronomers Study the Light in the Universe?
  • Activity 2: Further Exploration for exploring different colors of CDs. Observation and CER Worksheets
  • Activity 3: 6-Page Spectroscope STEAM Challenge Journal
  • "Why does a CD Disperse Light? Anchor Chart: 3 Differentiated Versions
  • Sample images of Spectroscopes
  • Answer Keys

The file is a PDF but can be used with Easel by TPT. It can be added to your digital classroom as an assignment. We felt some reading materials and worksheets might work well in a digital format. Click "Open In Easel" to get started. You can make modifications and add text boxes for students. If you don't have Google Classroom, you can send it as a link to Google accounts. If you don't have Google, you will need a program like Kami extension to create an online version with text boxes.

Supplies Needed

a darkened room, flashlights, CDs, black permanent markers, glue sticks, hot glue, and random materials for STEM Challenge, like paper towel tubes, cardstock, tape, boxes, cardboard, lenses, and things they find in their research. You may need a copy paper box.

This investigation is part of a series. This is the 4th/5th-grade investigation. K/1st, 2nd/3rd, and 6/7/8th are also available. Each version is differentiated for abilities and the Next Generation Science Standards. K/1st grade tests a plain and black CD. 2nd/3rd-grade tests a plain, black, and purple CD. 4th/5th grade will test a plain, black, purple, and green CD. It expands to 3 trials and increases the writing. 6/7/8th grade completes 5 trials and raises the expectation. All include a further exploration and an age-appropriate STEAM challenge. Do you teach multiple grades? Save with the bundle.

The STEAM challenge for grades K-1 and 2-3 is entirely different than the older grade levels. We find the spectroscope is more appropriate for 4th grade and higher.

Light Energy Science And STEAM | Rainbow Discovery | Grades K And 1

Light Energy Science And STEAM | Rainbow Discovery | Grades 2 And 3

Electromagnetic Spectrum Science And STEAM | Wave Properties | Grade 6 7 8

Get the BUNDLE

Light Energy Science and STEAM | Properties Of Waves | Multi Grade Bundle

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Great for science fairs, classrooms, homeschools, STEM clubs, and scout groups.

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Please contact us with any questions! We are here to help.

Yours in Science,

Kimberly Scott

All parts are copyrighted. Please see the Terms of Use in the download.

Total Pages
35 pages
Answer Key
Included with rubric
Teaching Duration
2 Weeks
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Standards

to see state-specific standards (only available in the US).
NGSS4-PS4-2
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.
NGSSMS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
NGSS3-5-ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
NGSSMS-ETS1-4
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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