Light is the only thing we see, but what exactly is light and how are rainbows created? How does light differ from sound and how does light travel so fast? My students want to know! In fact, they want to know first hand by using equipment themselves, not waiting for others to finish.
I teach high school level physical science to 7th and 8th graders in an urban middle school in Washington state.
My students are a diverse group of learners both ethnically and economically. Over 50% of our school population qualifies for free and reduced lunch. When students enter my science class, we all work together to unravel the mysteries of the Universe.
My Project
This project includes additional equipment to allow students to explore optics while working in pairs instead of groups of four. More hands-on time with equipment means more student learning! When students work in groups of four, two students usually take over while the other two students have to wait around and are not fully engaged in the activity. With this equipment, students will be able to study the electromagnetic spectrum in a series of hands-on/minds-on labs. Specifically, students will use their inquiry skills to discover how eyeglasses enable people to see, how mirrors work, why the sky is blue, why sunsets are red, and how rainbows are created. My students need lenses, mirrors, and optical benches.
Without these materials, all of my students will not have the opportunity to fully explore light, color, and optics.
Instead, they will have to rush through their labs so that other students can use the equipment.
More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Beckman and reviewed by the DonorsChoose team.