Prisms and shadows Shadows Rational and core concepts

Rational and core concepts of Shadows 1. understanding the process of creating shadows. 2.

SETTING OF THE CLASS: Work in groups. Student / student, mentor, mediator and facilitator

1. Matching the number of light sources and shadows Children match light sources with

2. Parallel lines remain parallel Children place the chair in a bright room and

• Target Group: 12 -15 year olds • Materials Required: glass blocks of

Key Concepts 1. The path that a ray of light travels is changed when

$Description of Activities 1. Introduction to Refraction • • Give the students a glass$

2. Glass Block Maze • Students are given a number of glass blocks and

3. Investigation of Prisms • Students are asked to predict what will happen this

References Plakitsi, K. (2007). Didactic of Natural Sciences in Pre-primary and Primary Childhood: Contemporary

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Prisms and shadows

Shadows

Rational and core concepts of Shadows 1. understanding the process of creating shadows. 2. understanding the unchanged position of the light sources, obstacles and shadows. 3. Changing the shape of shadows

SETTING OF THE CLASS: Work in groups. Student / student, mentor, mediator and facilitator of learning. MATERIALS White Sheet -Light source (lamp, lamp by IAS) -Torch -Various objects to create shadow -White Paper target group: 5 -9 years old Space and time: 40/50 minutes class can take place in the classroom

1. Matching the number of light sources and shadows Children match light sources with shadows We ask them to produce one shadow. We ask them to produce more shadows. Proceedings of Scientific Method: Prediction, experiment, mathematical expressions.

2. Parallel lines remain parallel Children place the chair in a bright room and turn it over. Then we ask them to observe the lines of the chair. Children move the chair and realize that the object is the same as the shadow. Furthermore the parallel lines of the object remain parallel in the shadow Proceedings of Scientific Method: Prediction, experiment, mathematical expressions.

• Target Group: 12 -15 year olds • Materials Required: glass blocks of different sizes monochromatic light source white light source prism • Setting of the class: groups of 2 or 3 • Space and time: 40/50 minutes class can take place in the classroom one desktop per group

Key Concepts 1. The path that a ray of light travels is changed when it passes from one medium into another (e. g: glass) -> refraction 2. When light travels through a prism, it is separated into its spectrum of colours -> diffraction

$Description of Activities 1. Introduction to Refraction • • Give the students a glass$

Description of Activities 1. Introduction to Refraction • • Give the students a glass block and light source Ask them to predict what will happen when they shine the light through the block Students check their predictions Introduce the term refraction Rationale: this is an inquiry based approach to the topic of refraction

2. Glass Block Maze • Students are given a number of glass blocks and a light source • Students have to guide a ray of light through a maze using the blocks Rationale: knowledge learnt from the previous activity is reinforced

3. Investigation of Prisms • Students are asked to predict what will happen this time when they shine light through the prism • They see what happens • Ask the students when if they have seen this before Rationale: • This is an inquiry based approach to diffraction • The topic is related to the students everyday lives

References Plakitsi, K. (2007). Didactic of Natural Sciences in Pre-primary and Primary Childhood: Contemporary Trends and Prospective, Athens: Patakis, (in Greek). Driver R. , Squires A. , Rushworth P. , Wood. Robinson V. «Οικοδομώντας τις Έννοιες των Φυσικών Επιστημών» , εκδ. Τυπωθήτω, Αθήνα 1998.

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