--- title: Observing How Materials Interact with Light | 1st Grade Science description: In this lesson, students carry out two investigations to observe how materials with different properties interact with light in various ways. --- More Lessons for Your State Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington Washington DC West Virginia Wisconsin Wyoming Other NGSS # Materials and Light In this unit, students explore the science phenomena of light and the relationship between sight and light. In this lesson, students carry out an investigation to observe how materials with different properties interact with light in various ways. They analyze how much light passes through different materials, and then investigate how the path of a flashlight’s beam of light changes when it comes into contact with a mirror. This page showcases each component of this lesson. 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Whether a material is opaque, transparent, or translucent depends on its properties, which in turn depends on its atomic structure. Most objects reflect light off of their surface and into our eyes. To reflect means to bounce off of. This is how we see. Sight is a sense that uses the eyes to take in light information about an object’s position, shape, and color. Without light reflecting off of different objects and into our eyes, we cannot see. This is why cave explorers such as Dave Bunnell bring their own light, including headlamps and flashlights, as they descend deep underground. If these explorers were to turn off their light sources, they would be completely in the dark and therefore unable to see anything around them. The eye, which is the part of the body used for sight, turns the light that has reflected off of different objects into images that allow us to pinpoint objects in space and to identify their colors and shapes. The difference between materials that are transparent, translucent, or opaque has to do with how light reflects off of a surface and into the eyes. #### Supports Grade 1 ![Sneak Peek Seal with Arrow](https://www.knowatom.com/hubfs/Sneak%20Peek%20Seal%20with%20Arrow.svg) ## Science Lesson: Considering Materials and Light In this lesson, students carry out two investigations to observe how materials with different properties interact with light in various ways. [Download a Sample Unit ](https://www.knowatom.com/stem-curriculum#state) ## Science Big Ideas - What are sources of light? - Does light pass through materials the same way? - What has to happen to be able to see the walls of a dark cave? - Why aren’t windows made of opaque materials? - How are transparent materials different from translucent materials? - Why can you see your image in a mirror?   - How do mirrors change the light beam from a flashlight? ![sample unit-k8 science curriculum-knowatom](https://www.knowatom.com/hs-fs/hubfs/Sample%20Unit%20CTA-2.png?width=327&height=264&name=Sample%20Unit%20CTA-2.png) ###### Discover Complete Hands-on Screens-off Core Science Curriculum for K-8 Classrooms Prepared hands-on materials, full year grade-specific curriculum, and personalized live professional development designed to support mastery of current state science standards. [Click Here to Learn More](https://www.knowatom.com/talk-to-knowatom-sales) ## Science Essential Questions - What happens to people as we grow? - How is the way that people grow different from how butterflies grow? - How did the plants in the last unit grow? - How is a caterpillar connected to a butterfly? - What has to happen before a caterpillar can turn into an adult? - How does the caterpillar change during the pupa stage? - How does a butterfly look different from a caterpillar? ## Common Science Misconceptions ![close-circle-red](https://www.knowatom.com/hubfs/Icon%20ionic-ios-close-circle-red-1.svg) **Misconception:** As long as we have eyes, we can see. ![checkmark-circle-green](https://www.knowatom.com/hubfs/Icon%20ionic-ios-checkmark-circle-green.svg) **Fact:** For an object to be seen, it must reflect light. We see different colors and textures because of how light bounces off of different materials and into our eyes. ![close-circle-red](https://www.knowatom.com/hubfs/Icon%20ionic-ios-close-circle-red-1.svg) **Misconception****:** The ability to see is separate from the presence of light. We can sometimes see objects when there is no source of light. ![checkmark-circle-green](https://www.knowatom.com/hubfs/Icon%20ionic-ios-checkmark-circle-green.svg) **Fact:** All sight occurs because of how light reflects off of different objects. Without a source of light, we cannot see. ## Science Vocabulary **Opaque:** a material that blocks all light **Reflect:** to bounce off of **Sight:** the sense that uses the eyes to take in light information about an object’s position, shape, and color **Rransparent:** a material that light passes through completely **Rranslucent:** a material that some, but not all, light passes through ## Lexile(R) Certified Non-Fiction Science Reading (Excerpt) **A Reflective Salt Flat** Luca Galuzzi travels the world. He takes pictures of what he sees. On one trip, he stood on top of a giant salt flat. This is a wide-open area covered with salt. When water covers it, this area becomes the world’s largest natural mirror. **Objects Reflect Light** The sky appears to be on the ground. This is because of how the water in the salt flat reflects light. To reflect means to bounce off of. All objects reflect some light. This is how we see them. Light reflects off of the object and into our eyes. Some objects reflect more light than other objects. Shiny, smooth objects reflect more light than dull or rough objects. Light-colored objects also reflect more light than dark-colored objects. Some objects reflect light in a way that lets you see images on their surface. This is what happens with mirrors. When you look in a mirror, your image reflects back. It is also what happens with the water in the salt flat. ![Light-2](https://www.knowatom.com/hs-fs/hubfs/Light-2.jpg?width=262&height=340&name=Light-2.jpg) ![light1](https://www.knowatom.com/hs-fs/hubfs/light1.jpg?width=266&height=340&name=light1.jpg) ![light2](https://www.knowatom.com/hs-fs/hubfs/light2.jpg?width=257&height=340&name=light2.jpg) ## Hands-on Science Activity This lesson has two investigations. In the first investigation, students plan and carry out an investigation to help them answer the focus question: “Does light pass through all materials the same way?” In the second investigation, students explore the focus question: “How do mirrors change the light beam from a flashlight?” Students work collaboratively as a class to develop a procedure that uses the available materials to test their prediction about the answer to the question. Then, students investigate how a flashlight’s beam of light changes when it comes into contact with a mirror. [ Learn More About KnowAtom ](https://www.knowatom.com/stem-curriculum) ## Science Assessments KnowAtom incorporates formative and summative assessments designed to make students thinking visible for deeper student-centered learning. - Vocabulary Check - Lab Checkpoints - Concept Check Assessment  - Concept Map Assessment  - And More... [Download a Sample Unit ](https://www.knowatom.com/stem-curriculum#state) ![sight](https://www.knowatom.com/hs-fs/hubfs/sight.jpg?width=345&height=472&name=sight.jpg) ![alabama state standard](https://www.knowatom.com/hs-fs/hubfs/Alabama-State-Standards-Alignment-1.png?width=540&height=402&name=Alabama-State-Standards-Alignment-1.png) ###### See How KnowAtom Aligns to NGSS Science Standards Discover hands-on screens-off core science curriculum for student centered K-8 classrooms. KnowAtom supports classrooms with all hands-on materials, curriculum, and professional development to support mastery of the standards. [Download the Alignment to NGSS](https://www.knowatom.com/stem-curriculum) ** Standards Tags: ** [1-PS4-3](https://www.knowatom.com/1-ps4-3) , [1.3.2](https://www.knowatom.com/1.3.2) , [1.3.3](https://www.knowatom.com/1.3.3) , [1.PS4.1](https://www.knowatom.com/1.ps4.1) , [1.PS4.2](https://www.knowatom.com/1.ps4.2) , [2.PS4.2](https://www.knowatom.com/2.ps4.2) , [SKP1](https://www.knowatom.com/skp1) , [S1P1](https://www.knowatom.com/s1p1) , [S2P1](https://www.knowatom.com/s2p1) , [K.P2U1.1](https://www.knowatom.com/k.p2u1.1) , [1.P2U1.1](https://www.knowatom.com/1.p2u1.1) , [3P.1.2.1.1](https://www.knowatom.com/3p.1.2.1.1) , [1P.3.2.2.1](https://www.knowatom.com/1p.3.2.2.1) , [ETS1](https://www.knowatom.com/ets1) , [1.PS4.C.1](https://www.knowatom.com/1.ps4.c.1) , [3.2.1.C](https://www.knowatom.com/3.2.1.c) , [3.5.K-2.L](https://www.knowatom.com/3.5.k-2.l) , [3.5.K-2.K](https://www.knowatom.com/3.5.k-2.k) , [K.PS.1](https://www.knowatom.com/k.ps.1) , [Asking questions and defining problems](https://www.knowatom.com/asking-questions-and-defining-problems) , [Planning and carrying out investigations](https://www.knowatom.com/planning-and-carrying-out-investigations) , [Analyzing and interpreting data](https://www.knowatom.com/analyzing-and-interpreting-data) , [Constructing explanations and designing solutions](https://www.knowatom.com/constructing-explanations-and-designing-solutions) , [Engaging in argument from evidence](https://www.knowatom.com/engaging-in-argument-from-evidence) , [Obtaining evaluating and communicating information](https://www.knowatom.com/obtaining-evaluating-and-communicating-information) , [Electromagnetic Radiation](https://www.knowatom.com/electromagnetic-radiation) , [Cause and Effect](https://www.knowatom.com/cause-and-effect) , [Waves and Their Application in Technologies for Information Transfer 2](https://www.knowatom.com/waves-and-their-application-in-technologies-for-information-transfer-2) , [Waves and Their Application in Technologies for Information Transfer 3](https://www.knowatom.com/waves-and-their-application-in-technologies-for-information-transfer-3) , ### Supports Grade 1 #### Science Standards - [1-PS4-3](https://www.knowatom.com/1-ps4-3) - [1.3.2](https://www.knowatom.com/1.3.2) - [1.3.3](https://www.knowatom.com/1.3.3) - [1.PS4.1](https://www.knowatom.com/1.ps4.1) - [1.PS4.2](https://www.knowatom.com/1.ps4.2) - [2.PS4.2](https://www.knowatom.com/2.ps4.2) - [SKP1](https://www.knowatom.com/skp1) - [S1P1](https://www.knowatom.com/s1p1) - [S2P1](https://www.knowatom.com/s2p1) - [K.P2U1.1](https://www.knowatom.com/k.p2u1.1) - [1.P2U1.1](https://www.knowatom.com/1.p2u1.1) - [1P.3.2.2.1](https://www.knowatom.com/1p.3.2.2.1) - [ETS1](https://www.knowatom.com/ets1) - [3P.1.2.1.1](https://www.knowatom.com/3p.1.2.1.1) - [1.PS4.C.1](https://www.knowatom.com/1.ps4.c.1) - [3.2.1.C](https://www.knowatom.com/3.2.1.c) - [3.5.K-2.L](https://www.knowatom.com/3.5.k-2.l) - [3.5.K-2.K](https://www.knowatom.com/3.5.k-2.k) - [K.PS.1](https://www.knowatom.com/k.ps.1) - [Asking questions and defining problems](https://www.knowatom.com/asking-questions-and-defining-problems) - [Planning and carrying out investigations](https://www.knowatom.com/planning-and-carrying-out-investigations) - [Analyzing and interpreting data](https://www.knowatom.com/analyzing-and-interpreting-data) - [Constructing explanations and designing solutions](https://www.knowatom.com/constructing-explanations-and-designing-solutions) - [Engaging in argument from evidence](https://www.knowatom.com/engaging-in-argument-from-evidence) - [Obtaining evaluating and communicating information](https://www.knowatom.com/obtaining-evaluating-and-communicating-information) - [Electromagnetic Radiation](https://www.knowatom.com/electromagnetic-radiation) - [Cause and Effect](https://www.knowatom.com/cause-and-effect) - [Waves and Their Application in Technologies for Information Transfer 3](https://www.knowatom.com/waves-and-their-application-in-technologies-for-information-transfer-3) - [Waves and Their Application in Technologies for Information Transfer 3](https://www.knowatom.com/waves-and-their-application-in-technologies-for-information-transfer-3) [![New call-to-action](https://no-cache.hubspot.com/cta/default/347944/b5a1446e-d782-4a5f-a019-0b3b98c8304f.png)](https://cta-redirect.hubspot.com/cta/redirect/347944/b5a1446e-d782-4a5f-a019-0b3b98c8304f) Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. 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