After watching a unique video that Mrs. Brinza found between a music student and their teacher, sixth graders are curious as to how this window-mirror (or one-way mirror as some would suggest works)!
Students saw some pretty intriguing things, but are thinking a lot about the mirror itself, along with the fact that it's obvious the music student room is well lit, but the music teacher is out in a darkened hallway.
Students suggested we figure out more about the mirror-window by turning our class into a similar setup as the music room. However, we determined our classroom space might be too big and getting our hands on an actual window-mirror might be tough!
So we turned to using a scale model from some copy paper boxes, and used some flashlights to be the presence of a light source. We didn't have miniature people, so we used gluesticks and dry erase markers to be the music student and teacher!
Students saw some pretty intriguing things, but are thinking a lot about the mirror itself, along with the fact that it's obvious the music student room is well lit, but the music teacher is out in a darkened hallway.
Students suggested we figure out more about the mirror-window by turning our class into a similar setup as the music room. However, we determined our classroom space might be too big and getting our hands on an actual window-mirror might be tough!
So we turned to using a scale model from some copy paper boxes, and used some flashlights to be the presence of a light source. We didn't have miniature people, so we used gluesticks and dry erase markers to be the music student and teacher!
Students were asked to try and explain what they were seeing from light on the music student's side and darkness on the teacher's side. Here were some initial models students developed!
We had so much to compare as we were trying to explain:
1. Why the music student could only see himself--i.e. his reflection (his room was lit up).
2. Why the music teacher couldn't see herself, but COULD see the student on the other side of the mirror (her room was dark).
We sat in our first REAL scientist circle and did our best to come to consensus on our class' initial explanation. Check out the three different models to explain these phenomena!
1. Why the music student could only see himself--i.e. his reflection (his room was lit up).
2. Why the music teacher couldn't see herself, but COULD see the student on the other side of the mirror (her room was dark).
We sat in our first REAL scientist circle and did our best to come to consensus on our class' initial explanation. Check out the three different models to explain these phenomena!
We recognized that we've got lots of questions (since we couldn't agree)! We've got questions regarding light, reflections (or refractions or deflections), how we actually see things, and the mirror-window itself. We also began making connections to other parts of our lives, recognizing how we've seen similar things in our own worlds! Check out our related phenomena lists!
Next steps...going public with all our questions as we set up our Driving Question Board, along with our Investigation Ideas as to how we're going to answer all our questions!