Light and Reflection

Grade Level

6th Grade

Duration

45 minutes

Unit

Mirrors and Light Magic (Lesson 1 of 3)

---

NGSS Standards Addressed

Performance Expectations:

• MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Science and Engineering Practices:

• Developing and Using Models (Practice 2)
• Planning and Carrying Out Investigations (Practice 3)

Disciplinary Core Ideas:

• PS4.A: Wave Properties — Light can be reflected, absorbed, or transmitted. Reflectance depends on the nature of the surface.

Crosscutting Concepts:

• Patterns: Different surfaces produce different reflection patterns (diffuse vs. specular).

---

Learning Objectives

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

• Describe how light behaves when it hits surfaces, including reflection.
• Differentiate between types of reflection (specular vs. diffuse) through observation.
• Use basic vocabulary related to light and reflection correctly (light source, reflection, mirror, surface, angle).
• Engage in scientific inquiry through hands-on experimentation with mirrors and other materials.

Learning Target (I Can Statement):
I can describe how light reflects off surfaces.

---

Materials Needed

• Small handheld mirrors (one per pair of students)
• Flashlights (1 per group)
• White paper sheets
• Aluminum foil (shiny and crumpled to show different textures)
• Cardboard or construction paper
• Light properties vocabulary worksheet (includes reading passage and fill-in-the-blank questions)
• Chart paper or whiteboard for vocabulary and notes

---

Lesson Outline

1. Engage (5 minutes)

Activity:

• Begin with a curiosity question: “What happens when light hits a shiny surface like a mirror? What about a rough surface like paper?”
• Shine a flashlight on teacher-held mirror and a crumpled piece of foil to demonstrate quick visual differences in reflection.
• Have students turn and talk with a partner: “What did you notice about the light on these surfaces?”

Purpose:

• Activate prior knowledge and prepare students for investigation.

---

2. Explore (15 minutes)

Activity:

• Students work in pairs, each with a flashlight, a mirror, and various materials (foil, paper).
• Instructions: Shine the flashlight on each object and observe what happens to the light.
• Students record observations on a simple chart: Surface Type | Reflection Observed? (Yes/No) | Type of Reflection (if able to tell)

Teacher Role:

• Circulate and prompt students to think about angles, brightness, and patterns of reflection.
• Ask guiding questions: “Does the light reflect in one clear beam or scatter?” “What kind of surface causes this difference?”

---

3. Explain (12 minutes)

Activity:

• Bring the class together to discuss findings.
• On chart paper, create a K-W-L style anchor chart:
  • What We Know about Light and Reflection
  • What We Wonder
  • What We Learned Today
• Introduce and explain key vocabulary: reflection, light source, surface, mirror, angle, specular reflection, diffuse reflection. Use student observations to anchor definitions.
• Distribute the light properties vocabulary reading worksheet. Students spend 5 minutes reading and completing the worksheet individually or in pairs.

---

4. Elaborate (7 minutes)

Activity:

• Quick demonstration of angle of incidence and angle of reflection using a laser pointer (teacher-led), showing that light reflects off mirrors at predictable angles.
• Ask students to predict and explain what would happen if the mirror’s angle changes.
• Optional: For visual learners, draw rays on the board to show light paths.

---

5. Evaluate (6 minutes)

Assessment:

• Collect and review vocabulary worksheets for understanding.
• Informal questioning: call on students to describe reflection in their own words.
• Ask students to write a short exit ticket answering: “How does light behave when it hits a mirror? How is this different from light hitting paper?”

---

Differentiation Strategies

• Provide vocabulary cards with pictures for English Language Learners or students needing support.
• Pair higher-level readers with peers for reading worksheet.
• Use visual aids extensively to support comprehension.

---

Reflection & Teacher Notes

• Gauge student engagement during hands-on activity to plan differentiated instruction for next lessons.
• Consider follow-up activities to explore refraction and absorptive properties in later lessons.
• Monitor misconceptions, especially around the directionality of light reflection.

---

Note: This lesson aligns with NGSS by integrating scientific practices with core ideas about wave properties of light and engaging students in exploration and explanation. The hands-on activity promotes inquiry and observation skills appropriate for 6th graders.