Positives

• These two experiments are simple but effective in demonstrating how light interacts with objects.
• Students will love the hands-on and inquiry-based nature of these experiments.

Additional Prerequisites

• This resource is part of the 37-page document and is only on pages 15-17.
• Students should understand what light is and that it can come from the sun or manufactured sources, such as a flashlight.
• It may benefit students to have the words transparent, opaque, and reflective defined before beginning the experiments.

Differentiation

• Some students may need more guidance on how to get light to travel around corners. Pair these students with those who are more experimental, or assist them and provide them with tips.
• Provide students with translucent objects and discuss the difference between transparent and translucent objects.
• Ask students to label objects around the room as either transparent or opaque, then have them test their items with a flashlight.
• Have students practice writing sentences using the structure; "The (object) is (transparent/opaque) because it (does or doesn't) make a shadow.
• Take students outside to observe shadows cast by the sun.