lesson1_UV beads

Lesson 1- Scientific Thinking with UV Beads

Instructional Objectives- Students will make observations about the behavior of "beads" they wear as a wristband for a day. From their observations, they will make inferences about what causes color changes in the beads.
Time Required- 45 min. period plus discussion on the next day
Advanced Preparation and prerequisite knowledge/skills-purchase UV beads, and binding materials.
Materials- Writing Prompt on board, Beads observation sheet.
3-6 UV beads per student. Pipe cleaner, rawhide, ribbon, yarn, or string to string beads and make simple wristband/bracelet.

Steps:
1. General discussion, basic vocab (sun=solar, its energy is apparent.... give some examples for context... such as the feel on your face, a car closed in the sun, hot pavement)

2. Give the pre-assessment writing prompt- Suggestion- give little instruction or assistance, as this is an "uninstructed" baseline. Just tell them to think about it and do their best. 30 minutes as maximum, turn in, and save for future comparison.

"Some people say that energy on earth all begins with the sun."

Write 3 paragraphs that tell what YOU think the sun has to do with moving energy through other things on the earth. Use specific examples and descriptive language to support your ideas.

3. Quick inquiry- Make UV bead bracelets, all day and overnight students wear, wonder, record observations and questions about what conditions make them change color. Again, give them no input as to what to expect, just supply the observations record sheet, and show them what the bracelet will look like when finished.

4. Post-Activity Discussion- The next day, facilitate a discussion based on sharing of observations. (ideally, first choice to talk for those who WROTE their observations).
Mind-map the observations around the key observation "beads changed color".
Make one list or map center that is "Observations", and a separate list or center that is inference.
Example: Beads didn't change inside, but changed outside really fast. (observation)
"I think it's because the light inside is different than sunlight" (inference)

5. Extensions- Brainstorm (and try out) various ways to test the inferences, such as different kinds of light bulbs, different colored coverings, sunscreens* And if interested, follow up with research on ultraviolet light and it's effects on humans. http://www.fsec.ucf.edu/ed/sm3/index.htm or other resources.

Lesson #2- Light into Heat?