Lesson 56 covers:

• Elementary Level: Light and Shadows
• Mid Level: Heat and Temperature
• High Level: Heat Transfer (Conduction, Convection, Radiation)

Elementary Level (Kinder to Grade 2)

Subject: Light and Shadows

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • 1-PS4-3: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
• Common Core State Standards (CCSS) ELA:
  • CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations.
  • CCSS.ELA-LITERACY.SL.1.5: Add drawings or visual displays to descriptions.
• Common Core State Standards (CCSS) Math:
  • CCSS.MATH.CONTENT.1.MD.A.1: Order objects by length (shadow measurement).

Lesson Objectives:

By the end of the lesson, students will be able to:

1. Define light and shadow in simple terms.
2. Explain how shadows are formed when light is blocked.
3. Conduct hands-on experiments using flashlights to observe shadow changes.
4. Create a shadow tracing artwork.

Materials Needed:

• Flashlight (or smartphone with flashlight feature)
• Small toys or objects (plastic animals, blocks, etc.)
• White paper (for shadow tracing)
• Pencils or markers
• A dark room (or dimmed lighting)
• Ruler (optional, for measuring shadows)
• Chart paper or whiteboard for recording observations

Lesson Activities:

1. Introduction (10 minutes)

• Engage: Ask the student:
  • “What happens when you stand outside on a sunny day? Do you see a dark shape under your feet?”
  • “Why do you think that happens?”
• Explain:
  • Light travels in straight lines. When an object blocks light, it creates a dark area behind it called a shadow.
  • Show a simple diagram (or draw one) of light hitting an object and casting a shadow.

2. Shadow Exploration Activity (15 minutes)

• Experiment with Flashlights:
  • Darken the room and shine a flashlight at a toy.
  • Move the flashlight closer/farther—ask: “What happens to the shadow?” (It gets bigger/smaller.)
  • Tilt the flashlight—ask: “Does the shadow change direction?”
• Record Observations:
  • Draw or write findings on chart paper (e.g., “Closer light = bigger shadow”).

3. Shadow Tracing Art (15 minutes)

• Place an object (like a toy dinosaur) on white paper.
• Shine the flashlight so the shadow falls on the paper.
• Trace the shadow with a pencil.
• Repeat with different objects and compare shapes.

4. Wrap-Up Discussion (5-10 minutes)

• Review Key Concepts:
  • “What makes a shadow?” (Light + object blocking light)
  • “How can we change a shadow?” (Move light, change object position)
• Real-World Connection:
  • “When do you see shadows outside?” (Sunny days, streetlights at night)

Assessment:

• Informal: Observe participation in experiments.
• Art-Based: Check shadow tracings for accuracy.
• Verbal: Ask the student to explain shadows in their own words.

Extensions/Modifications:

• For Advanced Learners: Measure shadows with a ruler at different times of day.
• For Struggling Learners: Use larger objects for clearer shadows.
• Outdoor Activity: Trace shadows with sidewalk chalk at different times.

Mid Level (Grade 3 to 5)

Subject: Heat and Temperature

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by heat (conduction, convection, radiation).
  • 4-PS3-4: Apply scientific ideas to design and test a device that converts energy from one form to another.
• Common Core State Standards (CCSS) ELA:
  • CCSS.ELA-LITERACY.SL.4.1: Engage in collaborative discussions.
  • CCSS.ELA-LITERACY.W.4.2: Write informative/explanatory texts (lab observations).
• Common Core State Standards (CCSS) Math:
  • CCSS.MATH.CONTENT.4.MD.A.1: Measure temperature in degrees Celsius/Fahrenheit.

Lesson Objectives:

By the end of the lesson, students will be able to:

1. Define heat and temperature and explain the difference.
2. Describe the three types of heat transfer: conduction, convection, and radiation.
3. Conduct experiments demonstrating each type of heat transfer.
4. Record and analyze data from hands-on activities.

Materials Needed:

• Conduction Experiment:
  • Metal spoon, plastic spoon, wooden spoon
  • Cup of hot water
  • Butter or small wax pieces
• Convection Experiment:
  • Clear glass bowl
  • Cold water + red food coloring (for “hot” water)
  • Blue food coloring (for “cold” water)
  • Dropper
• Radiation Experiment:
  • Lamp with incandescent bulb (or sunlight + magnifying glass)
  • Thermometer
  • Dark vs. light-colored paper
• General Supplies:
  • Thermometer (digital or analog)
  • Science journal/notebook
  • Chart paper or whiteboard for recording observations

Lesson Activities:

1. Introduction (10 minutes)

• Engage: Ask the student:
  • “Why does a metal spoon feel hotter than a plastic one in soup?”
  • “Why does warm air rise?”
• Explain Key Concepts:
  • Heat: Energy transferred between objects due to temperature differences.
  • Temperature: A measure of how hot/cold something is.
  • Three Heat Transfer Types:
    1. Conduction: Heat moving through solids (e.g., spoon in hot water).
    2. Convection: Heat moving through fluids (liquids/gases; e.g., boiling water).
    3. Radiation: Heat traveling as invisible waves (e.g., sunlight warming skin).

2. Hands-On Experiments (30 minutes)

A. Conduction Experiment (10 min)

1. Place butter on the tips of metal, plastic, and wooden spoons.
2. Rest the spoons in a cup of hot water.
3. Observe which butter melts first (metal conducts heat fastest!).

B. Convection Experiment (10 min)

1. Fill a clear bowl with room-temperature water.
2. Add blue cold water (with ice) to one side and red warm water to the other.
3. Watch how the colors move (warm rises, cold sinks).

C. Radiation Experiment (10 min)

1. Place a thermometer on dark paper and another on light paper under a lamp.
2. Record temperatures after 5 minutes (darker colors absorb more heat).

3. Data Recording & Discussion (15 minutes)

• Science Journal Prompts:
  • “Which spoon conducted heat best? Why?”
  • “How did the warm and cold water move? Draw it!”
  • “Did the dark or light paper get hotter? Why?”
• Real-World Connections:
  • “How does conduction help cook food?” (Pan heating).
  • “Where do we see convection in nature?” (Weather patterns).
  • “How does radiation keep Earth warm?” (Sun’s rays).

4. Wrap-Up (5 minutes)

• Review: Ask the student to summarize the three heat transfer types.
• Exit Ticket: “Design a house that stays cool in summer using what you learned!”

Assessment:

• Lab Participation: Did the student follow procedures and ask questions?
• Science Journal: Accuracy of observations and explanations.
• Verbal Explanation: Can they describe conduction/convection/radiation?

Extensions/Modifications:

• For Advanced Learners: Test insulation materials (e.g., cotton vs. foil) to block heat transfer.
• For Struggling Learners: Use pre-made videos (e.g., boiling water for convection).
• Project-Based: Build a solar oven using radiant heat!

High Level (Grade 6 to 8)

Subject: Heat Transfer (Conduction, Convection, Radiation)

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • MS-PS3-3: Apply scientific principles to design, construct, and test a device that minimizes or maximizes thermal energy transfer.
  • MS-PS3-4: Plan an investigation to determine the relationships among energy transfer, temperature change, and specific heat of materials.
• Common Core State Standards (CCSS) ELA:
  • CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments.
  • CCSS.ELA-LITERACY.WHST.6-8.1.B: Support claims with logical reasoning and relevant evidence.
• Common Core State Standards (CCSS) Math:
  • CCSS.MATH.CONTENT.7.RP.A.2: Analyze proportional relationships (e.g., temperature change rates).

Lesson Objectives:

By the end of the lesson, students will be able to:

1. Explain the molecular-level differences between conduction, convection, and radiation.
2. Design and conduct experiments to compare heat transfer rates in different materials.
3. Analyze data to determine which materials are best conductors/insulators.
4. Apply knowledge to real-world scenarios (e.g., home insulation, cooking methods).

Materials Needed:

Conduction Experiments:

• Various materials (copper wire, aluminum foil, wood, plastic, glass rod)
• Hot plate or mug of boiling water
• Thermometer (digital)
• Wax or butter (to observe melting points)

Convection Experiments:

• Clear glass tank or large beaker
• Red and blue food coloring
• Ice cubes + warm water
• Dropper

Radiation Experiments:

• Infrared thermometer (or regular thermometer)
• Black vs. white construction paper
• Heat lamp or sunlight

General Supplies:

• Lab notebook/graph paper for data recording
• Stopwatch/timer
• Safety goggles & gloves

Lesson Activities:

1. Introduction (15 minutes)

• Engage: Show a video clip (e.g., frying an egg on a hot car hood) and ask:
  • “How is heat moving in this scenario?”
• Direct Instruction:
  • Conduction: Heat transfer through solids (e.g., metal spoon in soup).
  • Convection: Heat transfer through fluids (e.g., boiling water, weather systems).
  • Radiation: Heat transfer via electromagnetic waves (e.g., sunlight, microwaves).

2. Hands-On Experiments (60 minutes)

A. Conduction Race (20 min)

1. Attach small wax pieces to different materials (copper, wood, plastic).
2. Place one end in hot water and time how long each takes to melt.
3. Data Analysis: Rank materials by conductivity.

B. Convection Currents (20 min)

1. Fill a tank with room-temperature water.
2. Add blue ice water to one side and red warm water to the other.
3. Observe and sketch current patterns.

C. Radiation Absorption (20 min)

1. Place thermometers on black vs. white paper under a heat lamp.
2. Record temperature changes every 2 minutes for 10 minutes.
3. Discussion: Why do dark colors absorb more radiation?

3. Data Analysis & Engineering Challenge (30 minutes)

• Graph Results: Create bar graphs comparing conduction rates or radiation absorption.
• Design Challenge:
  • “Using what you learned, design a lunchbox that keeps food cold for 4 hours.”
  • Sketch and label materials (e.g., aluminum foil lining for reflection).

4. Wrap-Up & Real-World Connections (15 minutes)

• Discussion Questions:
  • “Why are pots made of metal but handles made of plastic?”
  • “How does convection cause ocean currents?”
• Exit Ticket:
  • “Describe one way engineers use heat transfer principles in technology.”

Assessment:

• Lab Report Rubric:
  • Hypothesis (10%)
  • Data Collection (30%)
  • Analysis/Conclusion (30%)
  • Real-World Application (30%)
• Participation: Engagement in discussions and safety practices.

Extensions/Modifications:

• Advanced Learners: Calculate heat transfer rates using Q = mcΔT (simplified).
• Struggling Learners: Pre-cut materials or use digital simulations (e.g., PhET Energy Forms).
• Project-Based: Build and test a solar water heater with recycled materials.