Subject: Science

Grade: 6

Duration: 1hour x 2

Unit title: Energy, Forces, and Matter

Attainment Target(s): Recognize the importance of energy to life processes, everyday

life, and the relationship between energy and matter.

Focus Question 1: How does light behave?

Objectives: students should

1. Tell what light is

2. distinguish between luminous and non-luminous objects/organisms

key vocabulary: Light, reflect, refract, luminous, non-luminous

Resources/Material: NSC Mission Science

Skills: communicate, collaborate, communicate, classify, Investigate, communicate,

think critically (analyze, infer), manipulate, record, observe, collaborate

Content Outline
Light is a form of energy that enables vision or helps us to see things.
Some materials/objects create their own light. These are sources of light. The sun, an
electric light bulb, and candles are good examples of this. The sun, volcanoes and
lightning are natural sources of light. The moon looks bright but it is not a source of
light. It appears bright because light from the sun bounces off the surface of the
moon.
When light bounces off an object, we say the object reflects light.
Some objects such as black paper do not look bright. These objects take in or absorb
light. Objects that look dark even when the torch is shining on them are good at
absorbing light.
Objects that give out light are sources of light and are said to be luminous. Those that
do not are described as non-luminous
Some objects can be (lit up) by luminous objects.

Prior Learning
Check that students:
Know that light is a form of energy and that light enables vision.
 Day 1

Teaching/Learning Activities

Engage

As a class, the teacher will ask students what they know about light. (Teacher should
lead the discussion to review that light is a form of energy, and light enables vision.)

Explore

Students will identify the earth’s main source of light as well as other objects which
give off light or produce their own light. List these objects in groups.
Students will in groups, be given various objects/organisms (or pictures) to group into
those that produce light and those that do not. Tabulate the information (digital/non-
digital) and present it to the class. (Teacher should introduce the terms luminous and
non-luminous/illuminated.)

Explain

Students will be questioned to find out if they have ever heard the terms before and
say what they think it means. Students will then read notes from the textbook about
luminous and nonluminous light sources. The information read will be discussed with the
teacher.

Elaborate

Students will use a box to investigate light in a darkened room.

 Write down what the objects look like.

 Are any of the objects sources of light?
 Shine a torch on the objects and say
a. Which objects are good at reflecting light from the torch?
b. Which objects look dark even when

The teacher will clarify all misconceptions regarding luminous and non-luminous objects,
e.g. the misconception that the moon is luminous

Extended/Homework

Research other organisms that are luminous

Evaluate
Students will be asked to

 Name three luminous objects

 Name two objects that are easily illuminated
 Explain any use of an object that reflects light.
 Day 2

Objectives: students should

1. investigate the properties of light

Content outline
Light travels in a straight line. This is an important property of light.
It is not possible for the light to move or turn to enable it to travel through the middle
card when it is moved and is no longer lined up. Light from the sun takes 1.355 seconds
to reach the moon. The speed of light is about 300 million meters per second.

Engage

Students and teacher will review lessons done in the previous class. Students will be
shown a beam of light and asked to describe how the light is behaving.

Explore

Students will in groups, use a straight straw to look at an object, then bend the straw
at a slight angle (less than 45o), and check whether the object can still be seen.
(Teacher should emphasize fair testing by ensuring students use the same straw at the
same distance from the object being viewed).

Explain

Students will discuss their findings, giving reasons for their observations (e.g., explain
why the object was/was not seen) and record findings.

Elaborate

Students will Punch identical holes in the center of three cardboard sheets of similar
size (roughly 10 cm by 10 cm). Arrange the boards so that they are 15 cm apart from
each other and the holes are aligned. Place a light source (e.g. flashlight) at one end and
view it from the other end through the holes in the cardboard. Record their
observations. While looking through the hole, slightly shift the middle cardboard so
that the holes are no longer aligned. Record and explain their observations in a simple
report (digital/non-digital), outlining the steps of the investigations.

Evaluate

The report should contain accurate information on the investigation.

Correct inferences should be made that light travels in a straight line

Evaluation