Julie Hawkins MASC-475-500 12/03/2018 Page |1

5E Lesson Plan
Light and Color – 5th Grade

ENGAGE
Narrative:
Everyday Physical Science Mysteries by Richard Konicek-Moran
Chapter 14 – Color Thieves
Narrative Summary:
In the “Color Thieves” narrative, a young student wanted to decorate the cover of
a project for school. The project was for science and revolved around what causes
balloons to rise and fall. The student’s favorite part was the colorfully decorated
hot air balloons, all with elaborate designs and shapes. The student decided to
draw a large hot air balloon on the cover with a star pattern made up of green,
purple and blue diamonds on it, and later added reds and yellows. Once the
student finished their design, their mother let them use a see-through colored
plastic cover to put over their cover. There were green, red, yellow, blue, green-
blue, and colorless folders. The student first tried the red cover and noticed that
the cover “stole some colors”, or that some of the colors appeared black, and
some could not be seen at all. The student tried all the other folders and noticed
that this happened every time. The student wondered how colored folders could
make her work appear differently, and if a page could be created that would not
change when put in a colored folder.
How to Use with 5th Graders Learning about Light Properties:
This narrative can be used get 5th graders interested in how light and color works.
This narrative starts to introduce the properties of color mixing but does not
provide a clear answer where students will want to solve this mystery. This
narrative allows students to begin to explore with the idea that light is made up of
multiple colors and mixing colors changes how we see them. This narrative also
helps students understand that no matter how bright or colorful something is, light
is reflected from the objects into our eyes. Therefore, we can start to connect this
narrative to the other basic properties of light.
This lesson plan involves using evidence to construct reasonable explanations and
demonstrating that light travels in a straight line until it is reflected or refracted
which is laid out as 5th grade TEKS. Students will also at how color works
alongside light and affects how it is reflected or absorbed. First students will get
to follow along with the story to start forming their own ideas, and discussion
should be encouraged at this time. Have students discuss whether they think if
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light only reflects off shiny things or if it reflects off of dull things, like a rock, as
well. Through this discussion, students also will need the chance to see that light
is made up of many different colors. Students can see this through a video, a
hands-on experiment, and they can explore more on their own in the Extend phase
through the PhET Simulation.
This narrative is great to use with 5th graders because it brings up the idea of light
and color. To truly understand this narrative, students have to start learning about
the properties of light. This narrative not only connects to the activity of putting
light through colored filters, but it also challenges the students to do what could
not be accomplished in the story. From there, students can explore with how light
is made up of colors and how light interacts with other objects.

EXPLORE
TEKS:
TEKS Process Objective:
§112.16. Science, Grade 5, Beginning with School Year 2010-2011.
(b) Knowledge and Skills.
(2) Scientific investigation and reasoning. The student uses
scientific methods during laboratory and outdoor
investigations. The student is expected to:
(D) analyze and interpret information to construct
reasonable explanations from direct (observable)
and indirect (inferred) evidence;
TEKS Content Objective:
§112.16. Science, Grade 5, Beginning with School Year 2010-2011.
(b) Knowledge and Skills.
(6) Force, motion, and energy. The student knows that energy
occurs in many forms and can be observed in cycles,
patterns, and systems. The student is expected to:
(C) demonstrate that light travels in a straight line until
it strikes an object or travels through one medium to
another and demonstrate that light can be reflected
such as the use of mirrors or other shiny surfaces
and refracted such as the appearance of an object
when observed through water;
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Materials:
• Narrative Exploration:
o See-Through Colored Binder Dividers – One pack of five colors per 8
students
o 5 – 8 Pictures that differ in terms of colors and brightness
o Colored Pencils
o White Paper
• PhET Simulation and Videos:
o Computer, Internet, and Projector Screen Access
o Computer and Internet Access for Every Student
• Make a Rainbow Experiment:
o 1 Clear Glass (Or Plastic) Cup per 4 Students
o White Paper
o Sunlight
o Flashlights
• Further Exploration:
o Flashlights
o Mirrors
o Red Light Lasers
o See-Through Colored Binder Dividers
• Websites and Videos:
o Colored Filter Video:
▪ https://www.youtube.com/watch?v=0PyxLVXDkeY&t=0s&lis
t=WL&index=5
o PhET Simulation:
▪ https://phet.colorado.edu/en/simulation/color-vision
o Rainbow Experiment Video:
▪ https://www.youtube.com/watch?v=3yxp2LDn8AA&index=2
&list=WL&t=0s
o Reflection and Refraction Video:
▪ https://www.youtube.com/watch?v=k0eGjaEWpPU&t=0s&list
=WL&index=3
▪ https://www.youtube.com/watch?v=JRh0CGfX7dQ&t=0s&list
=WL&index=2
Safety Considerations:
• What students need to do to behave responsibly:
o Always follow safety operating procedures.
o Always wait for the teacher’s directions before touching any lab
materials.
o Listen to and follow all instructions given by the teacher.
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o Tell the teacher if you see anything that might not be safe, including
unsafe behavior.
o Behave in a responsible manner in the science classroom and in
outdoor settings.
o Report any accidents, spills, or broken equipment to the teacher
immediately.
o Do not shine flashlights or lasers into the eyes of other students.
• What students need to do for their own safety:
o Wear personal safety equipment (goggles, gloves, aprons) as indicated
by your teacher. When my teacher’s safety equipment is on, mine will
be on. When my teacher’s safety equipment is taken off, I can then
take mine off!
o Never taste, eat, or drink anything in science class.
• What students also need to do:
o Use science equipment the way you have been taught.
o Keep your workplace neat and clean up when the activity is
completed.
o Keep books, book bags, etc., off the floor and away from the area
where the science activity is being performed.
o Know the location of all safety equipment, such as the fire blanket, fire
extinguisher, first-aid kit, etc., in or near your classroom/laboratory.
Inquiry Questions:
• What happens when you place a colored filter over a colorful picture?
Explain.
• What color(s) make up light? Explain how you know.
• How does light help us see objects and colors? Explain.
Activity Description:
Students will be working through three different activities in this lab to explore
the properties of light. These activities will allow students to learn about how light
and color interact, how light is made up of color, how light refracts through water,
and how light reflects off of mirrors.
Once the narrative is finished, students will get an opportunity to test the
experiment for themselves. Students will get access to colored binder covers and
colorful pictures. Have them test these objects and discuss what they notice.
Encourage group and class discussion in this time, and have students try to
explain what they see happening. If students cannot see clear results, show the
“Colored Filter Video” to make sure everyone can see what happens. After
discussion, have students take on the challenge from the narrative. Students will
have some time to try and come up with a design that would not change when put
into a colored filter. Discuss where they succeed and where they fail, and why.
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Have the students observe the PhET simulation. This can either be done on their
own, or as a class on a projector screen. Explore how filters work with light and
observe the scientific aspects we cannot typically see with our eyes, like white
light being made of many colors.
After some exploration, the students will get to try to see how light is made of up
many colors. Each group will get a cup with water, a flashlight, and a white sheet
of paper. This can also be done outside with sunlight if it is sunny. Have the
students explore with shining the light through the water and onto the white paper.
Students should observe a sort of rainbow. Have the students explore for some
time and try to explain why they see a rainbow. If some groups are struggling to
see a rainbow, you can show the “Rainbow Experiment Video”.
Once groups have managed to make a rainbow and have come up with an idea on
why this works, allow them to use the flashlights and lasers around the classroom.
Have them experiment with different objects, water, and mirrors to see how light
travels.
Procedures:
Narrative Exploration:
• After the narrative is read aloud to the students ask a few to
hypothesize on why they think some colors seemed to
disappear with the filters.
• Hand out a pack of five see-through colored binder dividers
and a few colored pictures to each group of students.
• Tell the students to follow the situation in the narrative and test
the different pictures underneath the colored dividers.
• Have them make some notes about what they see and move
onto other objects around the classroom.
• Encourage group and class discussion during the process, and
have students try to explain what they see happening.
• If students cannot see clear results, show the “Colored Filter
Video” to make sure everyone can see what happens.
• Have a whole class discussion about the results and the
student’s ideas on why everything occurred.
• After discussion, have students take on the challenge from the
narrative.
• Give all students some white paper and colored pencils.
• Students will have some time to try and come up with a design
that would not change when put into a colored filter.
• When some students have finished, have them show their
design in front of the class and with the colored filters.
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• Discuss where they succeed and where they fail, and why.
PhET Simulation:
• Have all students move onto a computer.
• Have all students open up their internet browser and go to the
PhET Simulation website.
• If students do not have access to individual computers, this can
also be demonstrated on a projector in front of the classroom.
• Demonstrate the basics of the simulation and how the students
can manipulate different factors.
• Allow students some time to experiment with the options.
• First have them experiment with single colored lights through
different colored filters.
• Then have them switch the light to white.
• Encourage them to use different filters and look at the white
light as scattered into different colored particles.
• Then have the switch to RGB Bulbs and try controlling the
brightness the different colors.
• Have a class discussion about what they noticed was different
on the simulation with the filters compared to in real-life.
Rainbow Experiment:
• Now that students have some ideas of light and color, they will
get to explore these ideas on their own.
• Give each group a cup with water, a flashlight, and a white
sheet of paper.
• This can be done inside with a flashlight or also outside with
sunlight if it is sunny.
• Have the students explore with shining the light through the
water and onto the white paper.
• Let the students explore with different distances, angles, and
surroundings.
• Students should observe a sort of rainbow.
• Have the students explore for some time and try to explain why
they see a rainbow.
• If some groups are struggling to see a rainbow, you can show
the “Rainbow Experiment Video”.
• While students are discussion their theories, make sure to add
in the scientific concepts such as refraction and different
wavelengths of light.
Testing Light with Different Objects:
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• Once groups have managed to make a rainbow and have come

up with an idea on why this works, allow them to use the
flashlights and lasers around the classroom.
• Along with the materials they already have, give each group of
students a laser pointer, access to mirrors, and freedom to move
about the classroom.
• Have them experiment with different objects to see how light
travels and interacts with objects.
Observations:
Narrative Exploration:
Color of
Color on the Pictures
Filter
Red Orange Yellow Green Blue Purple
Light Not
Red Red Black Black Black
Red Visible
Dark
Blue Black Black Green Green Blue
Blue
Green Red Red Yellow Green Black Black
Orange Red Orange Orange Black Black Black
Orange/
Purple Black Black Black Purple Purple
Black

PhET Simulation:

Color of Light Color of Filter Color Seen

Red Red Red
Violet Red Black/ No Color
Violet Violet Violet
White Red Red
White Orange Orange
White Yellow Yellow
White Green Green
White Blue Blue
White Indigo Indigo
White Violet Violet
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Red Green Blue Color Seen

100% 100% 100% White
Black/ No
0% 0% 0%
Color
Light Blue/
0% 100% 100%
Aqua
100% 100% 0% Yellow
100% 0% 100% Purple
50% 50% 50% Light Gray
25% 25% 25% Dark Gray

Rainbow Experiment:
• When the flashlight went through the water, you could see a
rainbow come on the white paper.
Testing Light with Different Objects:
Type of Light Object Result
Flashlight Water Created a rainbow
Shown back brightly, reflected
Flashlight Mirror
onto the ceiling
Made book easier to see, created
Flashlight Book
a shadow behind the book
Light bent through water, dot
Laser Water
came out other side
Reflected off the mirror onto the
Laser Mirror
ceiling
Laser Book Dot of laser was on the book

Claim:
When a colored filter was placed over a colorful picture, some colors seemed to
disappear. When a colored filter is placed over a picture, light of that color is the
only one that can be seen. So, when you put a red filter over a picture, some
colors disappear and the only colors you can see are red and black.
While light looks white, it is actually made up of many different colors. Light is
made up of red, orange, yellow, green, blue, indigo, and violet. We know this
because if light is bent, you can make a rainbow and see all the different colors of
light. We also saw this in the simulation and how filters only allow one color of
light through.
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Light is what lets us see. Without light, we would not be able to see. Light reflects
off of everything to let us see it. When light hits an object, one color is reflected
and that is the color we see.

EXPLAIN
Vocabulary:
• Light – A type of energy. The visible part of the electromagnetic spectrum. It
is a wave and a form of electromagnetic radiation.
• Color – The aspect of things that is caused by differing qualities of light being
reflected or emitted by them. A reflected wavelength of light. The shade or
pigment in which we see an object to be.
• Reflection – Light bounced back from a surface. Light always bounces off an
object at the same angle it hit it. Reflection is what causes objects to see to be
that color, since those light waves reflect off of it.
• Refraction – The change in direction of a wave. Seen when a wave passes
from one medium to another. Caused by a change in a wave’s speed. Light
“bending”. When light refracts, its “bends” towards the normal, and changes
its angle of movement.
• Absorption – Taking in light energy and converting it to heat. The light waves
are instead used as energy by the object and is not seen. When an object is
seen, all colors that it is not are absorbed.
Science Concepts:
• Reflection
• Refraction
• Light Waves
• Energy Spectrum
• Mixing Colors
• Absorption
• Energy
• Amplitude
• Frequency
• Visible Light
• Electromagnetic Spectrum
• Photons
• ROYGBIV
Scientific Explanation for the EXPLORE activity:
When a colored filter is placed over a colorful picture, some of the colors can no
longer be seen. Light travels on a wavelength and different colors have a different
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frequency and amplitude. When light passes through a red filter, the only
wavelength that is able to pass through is red, while all others are absorbed. Since
these wavelengths are absorbed, they are not reflected where we can then see
them. This is why all the colors now look a shade of red, as red is the only color
that is reflecting back to our eyes. We can still see variation in shades and make
out shapes, but everything has a red hue.
White light is made up of many different colors. Light is the visible part of the
electromagnetic spectrum. These colors are known by the acronym ROYGBIV.
Therefore, the colors that make up white light include red, orange, yellow, green,
blue, indigo, and violet. By looking at the electromagnetic spectrum, we can see
that all these colors fall within the visible light category and operate on different
wavelengths. We can also see this occurance in rainbows. Therefore, when we
shine light through water and it is refracted, we can see a rainbow. A rainbow can
be seen at this time because the white light is refracted. However, since each color
has a different wavelength, each wave is refracted at a different angle. Since every
color is now traveling and exists the water at a different angle, we are able to see
all the colors that make up white light.
Light waves are what allows us to see everything around use. If light was absent,
we would not be able to see anything. The absence of light would make
everything black. Light travels in a straight line from its source and hits objects,
making them able to be seen. Light not only allows us to see our surroundings,
but it is solely responsible for the color we see. If there is a blue binder on a table,
when light rays hit it, all colors, except blue, are absorbed and converted to heat
energy. Blue light is reflected off of this object and enters our eyes where we are
then able to see the object and its color. Light waves reflect off of every object
that we see, and the wavelength that is reflected determines what color we
perceive the object to be.

EXTEND
Materials:
• Computer and Internet Access
• 2 of the Exact Same Glass Cups
• Water
• Thermometer
• 2 Rubber Bands
• White Paper
• Black Paper
• Straw
Safety Considerations:
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• What students need to do to behave responsibly:

o Always follow safety operating procedures.
o Always wait for the teacher’s directions before touching any lab
materials.
o Listen to and follow all instructions given by the teacher.
o Tell the teacher if you see anything that might not be safe, including
unsafe behavior.
o Behave in a responsible manner in the science classroom and in
outdoor settings.
o Report any accidents, spills, or broken equipment to the teacher
immediately.
o Do not shine flashlights or lasers into the eyes of other students.
• What students need to do for their own safety:
o Wear personal safety equipment (goggles, gloves, aprons) as indicated
by your teacher. When my teacher’s safety equipment is on, mine will
be on. When my teacher’s safety equipment is taken off, I can then
take mine off!
o Never taste, eat, or drink anything in science class.
• What students also need to do:
o Use science equipment the way you have been taught.
o Keep your workplace neat and clean up when the activity is
completed.
o Keep books, book bags, etc., off the floor and away from the area
where the science activity is being performed.
o Know the location of all safety equipment, such as the fire blanket, fire
extinguisher, first-aid kit, etc., in or near your classroom/laboratory.
Inquiry Questions:
• From the games, what do you notice about how light reacts with different
objects? Use examples.
• Which glass had the higher temperature? Why do you think this is?
• What does the straw look like when placed in water? Why do you this this
happened?
Summary of Activity:
First students will extend their learning on the Science Kids Website. This
website has many different activities, games, videos, and experiments to explore.
Encourage students to go on and play the games. The games will help them be
interested in the subject material while learning about other properties of light.
The first game “Lights and Shadows” allows students to explore with shadows
and reinforces the idea that light travels in a straight line. In “How We See”
students get to play with mirrors and the reflection of light. Finally, in “Light
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Sources and Reflections” students get to explore light and dark, while also
looking at color and reflection.
Next students will have their own experiment to see how color and light affects
heat. Students will first wrap the white paper around one of the glasses using a
rubber band. Students will repeat with the black paper and the other glass. They
will then fill the glasses with the exact same amount of water. Finally, they will
leave the glasses out in the sun for a couple of hours before returning to measure
the temperature of the water in each. Students will notice a temperature difference
in each cup of water due to the paper.
Next students will use similar materials to observe refraction. Students will take
one glass and fill it halfway with water. Then they will place the straw into the
glass of water. Observe the straw from all angles: top, bottom, and side. Students
should focus on where the straw enters the water.
Finally, after finishing the labs, students will be encouraged to create their own
experiment with light. Have students think about the properties they learned
about: color, reflection, and refraction. Students should use the materials they
have, to create another way to test the properties of light. Have them write a
procedure as well as a hypothesis.
Observations:
Games:

Light Sources and

Lights and Shadows How We See
Reflections

The lamp, the signal,

The closer the light The mirrors make the pumpkin, the
is to the object, the the light go straight candle, and the
larger the shadow. in another direction. flashlight all give off
light.

When the light hits

Shadows are much an object that isn’t a The disco ball does
harder to see at mirror, it makes not create light but
night. them brighter and does reflect it.
creates a shadow.

Shadows appear on Light can keep

The lamp is brighter
the opposite side bouncing off mirrors
than the candle.
from the light or sun. and does not fade.
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The candle does not

give off enough light
Clear objects do not
to tell which duck is
show a shadow.
green and which one
is red.
The reflective strip
does not give out
light. Cyclists use it
because it reflects
light and if a car
lights drive by it will
reflect.

Light, Color, and Temperature:

White Paper Cup Black Paper Cup

Temperature Before 68o F 68o F
Temperature After 3
88o F 100o F
Hours

Straw and Water:

The straw looks like it bends when it enters the water. From the
top, the straw just looks curved in the water. From the side, the
straw looks like it gets cut in half by the water and doesn’t connect.
Reasoning:
• Light
• Color
• Reflection
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• Refraction
• Light Waves
• Absorption
• Energy
Claim:
From the games, I saw that light acts very different depending on the object.
With clear objects, light goes through it and does not cause it the have a
shadow. With objects that are not clear, light makes them brighter and gives
them a shadow. When light hits a mirror or something it can reflect off of, like
a mirror, it bounces off at the same angle. When you have the light hit the
mirror when it is tilted, then the light can go a different direction. Light can
bounce off a bunch of different mirrors and not fade. Light can help us see the
color of objects and if the light is too dark, we can only see shapes and not
colors.
The glass wrapped in black paper had the higher temperature. Both glasses
started off at the same temperature and did get hotter in the sun, but the white
paper glass did not get as warm. The black paper glass got warmer because
black objects absorb more light energy. With white paper, all the colors of
light reflect off it to make white. With the black paper, all of the colors are
absorbed to make black. Since more energy is absorbed, there is more energy
to be used for heat.
When the straw was placed in water, it looked bent and broken. This
happened because the straw moved from the air to water, and light moves
differently when going from air to water. The light goes in a straight line
through the air, but when it goes through the water it goes a different
direction. That makes the straw look like it got bent a different way.
Extend Description:
This activity is an “Extend” for multiple reasons. The explore phase is mostly in
the analyze level of Bloom’s Taxonomy. While most of the extend phase is also
in the analyze level, the final activity moves students up to the create level of
Bloom’s Taxonomy. Therefore, this activity is extension since the students must
move to a higher level in Bloom’s Taxonomy. This activity is also an extension
because it requires students to explore another instance of the topic. In the original
lesson we explore color and its relation to light, while briefly touching on ideas
such as reflection and refraction. The online games focus more on the properties
of light such as reflection and refraction. The actual lab still discusses light and
color, but it starts to address absorption of color and the relationship between light
energy and heat energy. Finally, students will see refraction working in front of
their eyes.
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EVALUATE
STAAR Content Objective:
STAAR Grade 5 Science Assessment
Reporting Category 2:
Force, Motion, and Energy
The student will demonstrate an understanding of force, motion, and energy
and their relationships.
Grade 5
(5.6) Force, motion, and energy. The student knows that energy occurs in
many forms and can be observed in cycles, patterns, and systems. The
student is expected to
(C) demonstrate that light travels in a straight line until it strikes an
object or travels through one medium to another and demonstrate
that light can be reflected such as the use of mirrors or other shiny
surfaces and refracted such as the appearance of an object when
observed through water; and Readiness Standard

STAAR Process Objective:

STAAR Grade 5 Science Assessment
Scientific Investigation and Reasoning Skills
These skills will not be listed under a separate reporting category. Instead,
they will be incorporated into at least 40% of the test questions in reporting
categories 1–4 and will be identified along with content standards.
Grade 5
(5.4) Scientific investigation and reasoning. The student knows how to use a
variety of tools and methods to conduct science inquiry. The student is
expected to
(A) collect, record, and analyze information using tools, including
calculators, microscopes, cameras, computers, hand lenses, metric
rulers, Celsius thermometers, prisms, mirrors, pan balances, triple
beam balances, spring scales, graduated cylinders, beakers, hot
plates, meter sticks, magnets, collecting nets, and notebooks;
timing devices, including clocks and stopwatches; and materials to
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support observations of habitats or organisms such as terrariums

and aquariums; and

STAAR Released Test Item:

STAAR Test Year: 2013

STAAR Test Item Number: 23
Reporting Category: 2
Readiness or Supporting: Readiness
Content Student Expectation: 5.6(C)
Process Student Expectation: 5.4(A)
Keyed Answer: A