-Lesson 3-
Absorption

Name: Cassandra King
Grade Level: 3rd
School: Arlington Elementary School
Date: November 2001
Time:
 
BACKGROUND, CONTEXT, AND PURPOSE: 

    Absorption, in science terms, means to stop light.  Light does not bounce off a surface such as a wall, it is for the most part, taken in or absorbed.  Different colors also absorb more light then others.  In this experiment the students will determine which colors absorb more light and how much the temperature differences are.


Lesson Goal (s):

1.      1.  Make specific predictions and observations concerning a situation or phenomenon. 
         (3rd grade Nature of Science Standard  #5)   


2.      2.  Gather, chart, and graph data. (3rd grade Nature of Science Standard #6)


3.      3.  Communicate results of scientific experiments. (3rd grade Nature of Science Standard
         #8)

 

4.      4.  Listen and respond thoughtfully and respectfully to others. (Listening and Viewing
         Language Arts Standard #1)


5.      5.  Use descriptive words when responding to the actions of others in problem-solving/
         conflict resolution situations. (Listening and Viewing Language Arts Standard #5)  


6.      6.  Express knowledge, ideas, and requests clearly using appropriate vocabulary and
         sentence structure (Speaking Language Arts Standard #6)

L 
Lesson Objectives:

  Students will:

  1. When given materials, observe the concept of  absorption and conduct experiment according to directions.

    2.  Discover which colors absorb the most light and increase the most in temperature.


    3.  Be able to orally explain the concept of absorption using real life examples or examples 
         from the experiment.    

 

 

Materials Needed:

-2 thermometers per group
-1heat lamp per group
-paper and pencil
-red, blue, green, and yellow construction paper for each group

A.  The Lesson:                                             


1.  Introduction  
      
    Ask the class if they ever feel warmer in the sun when they are wearing different colors.  Have them give examples.   Explain that since the unit has been on light today they are going to discuss what is known as absorption.  Does anyone know what that is?  Define it.  Explain that what they wear out in the sun can determine how warm or cool they feel. 


2.  Methods:

1.     1.   Ask the class what they think will happen when a heat lamp is shined on pieces of black
        and white construction paper.  The suggestions will be written on the board.  Then ask
        the students what factors could be changed in the experiment to get varying results. 
        E.g. different colors of paper, amount of time heat lamp is on them, temperature of the
        heat lamp etc…  Next ask the class to make a hypothesis that will answer their question.
        Write it on the board.

   2.  The class will operationally define the two variables in their hypothesis.  Color of paper,
        amount of time, in minutes, heat lamp is shined on paper.  (2minutes) Twice.

   3.  The class will then develop the procedure to test their hypothesis.

   4.  Next split the class up into groups of two or three.  Each group will then send a member
        to collect the materials. 

   5.  Help them set up by having them lean their thermometers against some books so they
        will stand up.  Then have them record the temperature of their thermometer before they
        start.  Have them lean a piece of construction paper against each thermometer.

   6.  Inform them that they should do two sheets of paper at a time and that when shining the
        heat lamp on the paper it should hit the two pieces equally.  The heat lamp should be at 
        least 50 centimeters away from the paper.

   7.  Make sure they shine the light on each colored piece of paper for two minutes and that
        they do it twice for each color.  When changing colors they should let the thermometer
        cool down. 

   8.  Remind them to record their data.

   9.  While they are working draw a chart on the board so that, when finished, the students
        can record data as a class and compare. 

 
3.  Closure:

    Discuss how the experiment went.  Were their hypotheses correct?  What seems to be the general consensus on what colors absorb the most light and how hot do they get?  What changes do they see between the first and last temperature readings for each color?  Have a few of the students explain what absorption is? 


B.  Assessments Used

     Assessment is in the closure which checks to see if students have a firm grasp and understanding of the concept of absorption.  They will also turn in their data sheets to me.


C.  Extensions and Adaptations

  1. Have the students experiment with a wider variety of colors.  They could also do this experiment by going outside in the sunshine and having a thermometer measure the temperature of their clothing.  Is their clothing appropriate for the weather?

  2. To integrate math, students could draw graphs from the data they collected.

D.  Resources

Atwater, Mary., et al. Sound and Light-Teachers Planning Guide.  New York: 
   Macmillan/McGraw-Hill, 1995. (Activity Cards in the back of the book)

 

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