Becoming Scientists
Pioneer Valley Regional School District

Description of Activities (Light Unit)

• Students received classroom instruction on the properties of light.
• The whole class reviewed techniques and procedures for using handhelds.
• The whole class was introduced to the use of light probes.
• Students began the light investigation scenario [PDF], in which they needed to determine the best color for Ms. Bruno's greenhouse.
• Teams of three students recorded lux levels reflected from black, green, blue, and three additional colors of construction paper. The teachers interviewed [MOV] students as they conducted the experiments. (Note that student responses have not been edited or fact-checked by the Department of Elementary and Secondary Education.)
• The whole group analyzed and discussed their results and the variables affecting each team's data.
• Students used AppleWorks spreadsheet to chart and graph their data.
• For the culminating activity, students analyzed and reported their findings by writing a friendly letter [PDF] to Ms. Bruno indicating their choice for interior paint color and three justifications for their choice, two of which were based on a scientific principle and collected data.

   View movie - Interviewing Students [MOV]

  View accessible movie - Interviewing Students [SML]

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Additional activity for light and sound units
Do sound and light waves pass through solids? In this scenario Ms. Bruno has invented a contraption that can shrink students! She shrinks a student and places the student inside a box. When in the box, can the student dance to the music being played outside of the box? Can that student read a book using the light from a flashlight being shined at a box? To discover the answer, a sound sensor is placed inside a box and then taped securely so that waves are not be able to" sneak" in through cracks. Music is played and the sound level readings are projected for the class to view as the data is recorded. The same is done with a light sensor and flashlight. Given this authentic evidence, students are generally delighted that their original hypothesis, about which they were not totally certain, is confirmed to be true: sound waves pass through solids, while light waves do not.

Universal Design/Inclusion
A task analysis of each investigation was completed to ensure that all students would be able to master the skills needed to successfully complete these investigations. Tasks were then grouped and given job Description titles: Palm Pilot Operator, Sensor Supervisor, and Investigation Manager. The technology integration specialist provided direct instruction to small groups of students on all tasks for each job Description until mastery of skills was achieved. A FlexCam document camera was used during large group instruction to ensure that all students benefited from instruction. During training sessions as well as during each investigation, students were directed to "Show with words, not hands." This policy was essential in making sure that every student had an opportunity to practice the technology skills.

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