Light and Objects

Learning Target

I can explain how light behaves when it shines on different types of objects, such as wax paper, white paper, mirror, black paper, a jar, and foil,
by observing and describing how light is transmitted, reflected, or absorbed by these materials.

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Standards Alignment

Next Generation Science Standards (NGSS) – 6th Grade, Physical Science

• MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
• Science and Engineering Practices: Planning and carrying out investigations, Analyzing and interpreting data.
• Disciplinary Core Ideas: Wave properties (PS4.A).
• Crosscutting Concepts: Patterns (recognizing patterns in behavior of light with different materials).

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Materials Needed

• Flashlight (1 per group)
• Wax paper sheets
• White paper sheets
• Black paper sheets
• Small mirrors
• Transparent jars (empty, clean)
• Aluminum foil sheets
• Worksheets for recording observations (included in the lesson)
• Safety goggles (optional, for light safety)

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Time Breakdown

Activity	Duration	Description
Introduction & Learning Target	5 minutes	Engage students & share objective
Demonstration & Predictions	5 minutes	Show light shining on different objects and predict
Group Investigation	20 minutes	Students rotate stations testing light behavior
Class Discussion & Modeling	10 minutes	Share observations & create a class model
Exit Ticket/Reflection	5 minutes	Short assessment for understanding

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Lesson Procedure

1. Introduction & Learning Target (5 minutes)

• Begin with a bright flashlight in the darkened classroom. Ask: What happens when light hits different objects? Does it always do the same thing?
• Share the learning target using the “I can” statement:
  "I can explain how light behaves when it shines on different types of objects by observing whether light is reflected, transmitted, or absorbed."
• Write the target on the board and have students repeat it aloud to promote ownership.

2. Demonstration & Prediction (5 minutes)

• Teacher demonstrates shining flashlight on each type of object briefly: wax paper, white paper, mirror, black paper, jar, and foil.
• Ask students to make quick predictions: Will the light pass through? Will it bounce off? Will it be absorbed?
• Record their predictions on a class chart for reference.

3. Group Investigation (20 minutes)

• Divide the class into four groups (5 students each). Each group rotates through six stations (one for each object).
• At each station, students will:
  • Shine the flashlight and carefully observe what happens to the light.
  • Record observations using a guided worksheet with questions like:
    • Is the light passing through, reflecting off, or being absorbed?
    • How bright is the light on the other side or reflected?
  • Use terms: reflection, transmission, absorption.
• Circulate and support groups, prompting with questions if needed.

4. Class Discussion & Modeling (10 minutes)

• Regroup to discuss investigations. Use student observations to identify patterns.
• Facilitate the creation of a simple model on the board:
  • Draw arrows showing light reflecting off mirrors and foil.
  • Light transmitted through wax paper and jars.
  • Absorption by black paper.
• Reinforce scientific vocabulary and link back to NGSS concepts of waves and matter interaction.

5. Exit Ticket / Reflection (5 minutes)

• Students complete a brief reflection:
  • Which objects reflected the most light?
  • Which allowed light to pass through?
  • Which absorbed light and made it disappear?
• Optionally, have students write one sentence on how these light behaviors might impact everyday life (windows, sunglasses, shiny clothes).

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Assessment and Differentiation

• Formative Assessment: Use observation notes, group discussion contributions, and exit tickets to gauge understanding.
• For Struggling Learners: Provide sentence starters and visual aids (icons for reflection, transmission, absorption).
• For Advanced Learners: Challenge to explain why different materials cause different light behaviors using particle/wave ideas.

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Teacher Reflection & Extensions

After the lesson, consider:

• Did the students connect behavior of light with materials correctly?
• Were the stations effective in allowing independent discovery?
• Could a follow-up activity involve exploring shadows or refraction for deeper inquiry?

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This lesson is designed to be hands-on and inquiry-based, encouraging 6th graders to actively engage in scientific practices aligned with NGSS MS-PS4-2 and fostering a conceptual understanding of light as waves interacting with matter.