So seeing a model of the electromagnetic spectrum, students gathered that much of the light on the earth is non-visible light.  Our eyes can only detect visible light, as the frequency of waves is "just right" for our eyes to see.  While infrared and UV's wavelengths are close to those of visible light, they are just out of the range of what our eyes are able to detect.

UV light carries more energy than both visible and infrared light, and therefore, is more dangerous.  The sun emits UV light, and thank goodness the ozone layer blocks out the majority of the sun's harmful UV rays.  The ozone layer does have some places where it is compromised, as a result, more of the UV rays are hitting the earth's surface.

Regardless of this, chemical engineers have developed sunscreen to protect our skin from UV light, but it doesn't block 100% of the UV light.  We did an experiment in class to detect the percentage of UV light a typical 30 SPF sunblock absorbs, using mathematics to support our study.  Thanks to Adam for letting us borrow his family's black light since the experiment didn't work through the windows in our classroom!

Using this tone generator, students were able to see that there's sound they can't hear that registers both lower and higher than they're able to hear.  Students recognized that there must be the same reasoning for light--there's light that has a higher and lower frequency than they're able to see.  We also used a wave generator (must use Java) to compare light waves to water waves.  When we changed the source frequency in the wave generator, we saw a difference in each wave's wavelength.  We then mapped out the electromagnetic spectrum, acknowledging that there's types of light that we can't see because their frequency is capable of being received by our eyes. Great work today, 6th graders!

Sixth graders showed what they understood about seeing a hidden message with various filters by completing an alternative assessment based on their choice.  Students had to meet the following criteria in their assignment:

• Includes the conditions for how we see an object
• Considers how light interacts with materials
• Includes the role color plays in seeing the hidden message
• Explains the phenomenon with accurate science principles
• Everyone participates in production and in presentation

Students could show these criteria using any mode of their choice, from creating a drawing, to rewritting lyrics, to performing a skit.  What an amazing job they did explaining the phenomenon of how we can see a hidden message through a colored filter.

Here is video compiling much of their work throughout the unit, and below are examples of student work!

After careful discussion (as all scientists do!), sixth graders are working on revising their models to show how we can see a hidden message.  We had a chance to critique one another to see exactly what each group said explained the phenomenon of how we saw a hidden message.  Students were given the chance to ask another group questions about their models, offering insight into how their model could be revised.  Students worked on making edits to their models and will work in teams to showcase their improved model after winter break.  Check back soon for their creative work!