This lesson plan teaches 5th grade students about light refraction through experiments with prisms and water. In the engagement, students observe a prism refract light from a projector and record their predictions. For the exploration, students are split into groups and use mirrors, water, and a white board to observe the visible light spectrum and rainbow formation. In the explanation, students share their observations and learn about Isaac Newton's experiment, the visible light spectrum, and how refraction causes the rainbow effect.

1. Rob Schupbach
Lesson Plan
Topic: Light
NSES: 6.2 Physical Science: Motion and Forces Date: September 23, 2011
SOL: 5.3 The student will investigate and Grade level: 5
understand basic characteristics of visible light Subject: Refraction of Light
and how it behaves. Key concepts include: a) the
visible spectrum and light waves; b) refraction of
light through water and prisms
Daily Question: Can you find the rainbow connection?
Procedures for Learning Experience Guiding Questions Materials Needed Evaluation Approximate
(Assessment) Time Needed
Engagement: Turn on the projector and pull down the Students will be 5-7 minutes
white screen. Show the class the prism. Ask students to What will happen when writing in their science
write down in their science journals their predictions I place the prism in front  Projector journals.
about what will happen when the prism is placed in the of the light?  White Screen
path of the light on the projector. Place the prism in  A glass or
front of the light. Students will observe what happens plastic prism
to light as it passes through the prism. What colors do you see?
Exploration: Split the class into groups of four. Give What is the mirror and  5 bottles for Observation of 15 minutes
each group a bottle for water, a pan, and a mirror. Have water doing to the light? water participation in
one group member fill up the bottle of water. Escort the  5 small experiment.
children outside with their supplies and their science What do you see on the mirrors
journals. Have each group pour water into their pans. white surface? What  5 Students followed
Remind students to NEVER look directly at the sun or colors do you observe? cake/cooking directions.
into the mirror. Then have them face the mirror pans (at least
towards the sun. Students are to place the mirror What happens to the 3 inches deep) Students will be
upright against the pan’s inside rim and slowly tip back colors on the white  White foam writing in their science
the mirror. Light must strike the mirror below the board if you stir the core board (at journals.
water’s surface. Go around to each group and hold the water lightly? least 2ft x 2ft)
white form core board in front to reflect the colors of  Sunshine
the rainbow. Have them record their observations in
their science journals.

2. Explanation: Gather students and have them dump the  Slide show Observe student 25-30 minutes
water out of their pans and collect all equipment. What did the experiment with pictures reactions and
Return to the classroom. Congratulate them on show us? of Issac participation in
performing an experiment that Sir Issac Netwon first Newton, the discussion.
performed. Ask the students what the experiment Where else have you ROYGBIV
actually showed. Have them share their observations seen theses colors? color No formal assessment.
from their journals. Explain that when light passes spectrum
through a material such as glass or water that the colors Which has a longer  Student’s
of the visible spectrum are visible. Define the visible wavelength: Orange or science
spectrum in terms of ROYGBIV. Explain that each Indigo? journals
color has a wavelength of its own. Since red has the
longest wavelength it is at one end of the spectrum and
violet has the shortest wavelength and it is at the
opposite end of the spectrum. The red light at one end
of the spectrum travels faster than the violet light at the
other end of the spectrum. This change of direction is
called refraction, and is greater for violet light than for
red light. The speed of light in the glass depends on the
color; thus we get a continuous band as in the rainbow.
Extension: Have students draw a rainbow. Instruct Can you remember the  Student’s Students will draw 10 minutes
them to use colored pencils and/or crayons to correctly last time you saw a science their own rainbow in
design a rainbow that accurately shows visible rainbow? journals their science journals.
spectrum of color. While students are working, play  Colored
video of Kermit the Frog singing “Rainbow Can you correctly design pencils Collect science
Connection.” and draw your own  Video of journals at the end of
rainbow? Kermit the lesson. (see rubric for
Frog singing scoring)
“Rainbow
Connection”
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3. Notes:
This lesson is a continuation of the Organizing Topic—Investigating Light (5.1, 5.3).
Caution students at the beginning of Exploration to NEVER TO LOOK AT THE SUN OR ITS
REFLECTION IN THE MIRROR BECAUSE IT CAN PERMANTELY DAMAGE THEIR EYES!!
Be cognizant of any student that might be color-blind. Color-blind individuals cannot see all of the
colors in the spectrum. Prepare a sheet that shows the label visible spectrum. Color-blind students
can also be grouped with students who can assist them with understanding the spectrum.
Bosak, S.V. (1998). Science is…a source book of fascinating facts, projects and activities. Markham,
Ontario: Scholastic Canada.
Peters, J.M. & Peter, G.C. (2002). Concepts and inquires in elementary school science. Upper Saddle
River, NJ: Merrill Prentice Hall.
http://www.nasa.gov/pdf/58258main_Optics.Guide.pdf
http://www.optics4kids.org/osa.ok4/media/optics4kids/teachersparents/classroomactivities
http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopeseq_science5.pdf
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