ALEX Resources

   View Standards     Standard(s): [SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

Throughout this lesson, students will discover how the lens in your eye helps focus light. First, students will discuss the parts of the eye and how these parts work together to allow us to see. Then, students will use a clear plastic bag filled with water to create a model of an eyeball to investigate how the lens in your eye helps focus light.

This lesson results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

In this lesson, students will investigate how light rays reflect from the surface of an object and allow us to see the object by viewing several small items inside a black bag with and without the use of a light source. Students will work collaboratively on an online simulation to control the path of light in order to illuminate objects. Students will construct a model to describe how an object can be seen when light reflected from its surface enters the eye.

This lesson results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

How does light affect sight?  In this lesson, students will observe how light reflects off objects and into the eye so we can see.  They will learn how the pupil controls the amount of light entering the eye, how we perceive color by sensing different wavelengths of light, and why objects look different in bright and dim light.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [SC2015] (1) 2 :

2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).

[SC2015] (1) 3 :

3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).

[SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

[SC2015] PS8 (8) 18 :

18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

Light is a very important energy source that keeps us warm and lets us see the world. Light travels in waves in bundles of energy called photons. Those photons contain all seven colors in the rainbow. Grab a prism and check them out!

The classroom resource provides a video that describes light, how it moves, and how it helps us see. This resource can provide background information for students before they construct their own models and carry out their own investigations. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] (1) 2 :

2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).

[SC2015] (1) 3 :

3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).

[SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

[SC2015] PS8 (8) 18 :

18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

Light always travels in a straight line until something gets in its way. When that happens, light can be absorbed, reflected (bounced off), or refracted (bent), depending on what kind of surface it hits.

The classroom resource provides a video that will explain how light can move on and through different surfaces. This resource can provide background information for students before they create their own models or conduct their own investigations. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

Light is energy and color is a part of the light. In this video, students will learn more about how light behaves and why we see red.

   View Standards     Standard(s): [SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

In this media-rich lesson, students conduct simple experiments to investigate how light travels. They examine the paths that light takes with different materials and observe shadows, reflection, and refraction.

   View Standards     Standard(s): [SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

The Sun is a natural source of visible light waves. Our eyes see the reflection of the sunlight off the objects around us. Check out the simulation to learn more about scattering light.

   View Standards     Standard(s): [SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

This classroom resource provides a video that will describe the parts of the eye and how they work to allow sight. After utilizing this resource, the students can complete the short test to assess their understanding. This resource will provide background information to students before they create their own models. 

   View Standards     Standard(s): [SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 6 :

6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

[SC2015] PS8 (8) 17 :

17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

This lesson focuses on the idea that we can see objects because they either emit or reflect light. This lesson will lead to a  discussion about the way light is reflected, absorbed, and scattered to allow certain wavelengths to reach the eye, leading to a perception of different colors. There are three Science NetLinks lessons in this series on light.

   View Standards     Standard(s): [SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

This lesson includes an Internet exploration that focuses on the roles of the eye and brain in the perception of color. It includes an introduction to the anatomy of the eye, including the functions of rods and cones. There are three Science NetLinks lessons in this series on light.