Fundamental Learning Experiences in Science
Prism’s Rainbow Teaching Guide Grade K
Interdisciplinary Connections
See pages 34-38 for complete wording of the Texas Essential Knowledge & Skills for each
content area TEKS addressed in this learning experience.
Language Arts TEKS Mathematics TEKS
Listening & speaking Patterns of sound, Vocabulary movement, and development objects Reading Relative positions of objects comprehension Connecting reading, Characteristics of writing, and inquiry shapes
Social Studies TEKS Art TEKS
Relative location of Identification of objects colors Oral and visual Properties, Information from communication Patterns, & environment using five senses Systems Creation of artworks
Music TEKS Physical Education TEKS
Fundamental Identification of steady beat patterns of movement Relationship of music to other subjects
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Prism’s Rainbow Teaching Guide Grade K
Overview of Learning Experiences
K.5 The student knows that objects and events have properties and patterns. The student is expected to: (A) describe properties of objects; (B) observe and identify patterns and predict what happens next; and (C) recognize and copy
patterns. K.6 The student knows that systems have parts and are composed of organisms TEKS and objects. The student is expected to: (D) identify parts that, when separated from the whole, may result in the part or the whole not working.
To read complete TEKS student expectations for K.5 and K.6, see page 34.
e
g
a Ê Students observe and describe the properties of color and shape in given
g objects.
En
Ê Students manipulate various materials to observe the separation of white light lore p into its component colors.
Ex
Ê Students communicate and analyze their results for patterns. Ê Students observe, identify, and predict patterns in given examples based on lain
p color and shape (circle, square, triangle).
Ex Ê Students recognize and copy the pattern of colors (ROYGBV) demonstrated by
the separation of white light.
Ê Students identify the parts needed to observe the colors that make up white light.
Elaborate
SUMMATIVE ASSESSMENT Ê The student uses drawings and multiple-choice items to demonstrate his/her ability to identify shapes, colors, and patterns and to analyze the parts of a
system that can cause white light to form a pattern of colors.
Evaluate
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Prism’s Rainbow Teaching Guide Grade K
MATERIALS (details p. 28) NGAGE E 1. Gather students into a reading circle and discuss their For the class: prior experiences with rainbows. Display photos or slides photos or slides of natural showing actual rainbows in the sky. Ask those rainbows ENGAGE who have seen a rainbow to share information book, What Makes a Rainbow? with the class such as the following: 6 markers (red, orange,
What colors did you see? yellow, green, blue, violet) purple-colored object What shape was the rainbow? water prism What was the weather like that day? overhead projector Was it cloudy, sunny, rainy, etc.? How long did you get to see the rainbow? For each student: How did the rainbow make you feel? 6 pieces of yarn or pipe cleaners per student (red, What are some questions you have about orange, yellow, green, rainbows? (compile student questions on class blue, violet)
Questioning Strategies Strategies Questioning chart)
2. Tell students you are going to share with them a beautiful book titled What Makes a Rainbow written by Betty Ann Schwartz. Ask students to listen carefully and be ready to talk about the colors that are in a rainbow. After reading the book aloud and sharing the illustrations, ask students the following types of questions:
What was the weather like in the story? (rainy, followed by sunshine) What were the colors that Little Rabbit learned make up a rainbow? (record on class chart using matching colors of markers) Look around our room. Can anyone find an object that is the color of purple? (Point out object(s)) What’s another color that is like purple? Questioning Strategies Strategies Questioning (students may or may not know of violet; point out on Crayola™ crayons, purple is labeled with violet in parentheses)
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Prism’s Rainbow Teaching Guide Grade K
3. Discuss with students that color is one example
of a property of objects. As a formative Teachers of science need to assessment and reinforcement of the recognition help students recognize the properties of objects as of the colors red, orange, yellow, green, blue, and violet, play emphasized in grade-level a game of “I Spy” based upon the 6 colors. content standards. ENGAGE
National Science Education Standards, p. 116 4. Give each student 6 pieces of yarn or pipe cleaners. To check for each student’s individual recognition of the 6 colors, call out the name of a color and have each student hold up the corresponding yarn or pipe cleaner. Ask students to place the colors in the order described in the book. Have students check their answers as you read the book aloud again.
Do we need to change any of our answers? (Discuss as needed; have students compare their work and rearrange pieces of yarn or pipe cleaners as needed.) I noticed that some of you placed your yarn into a curved shape. Why did you decide to do that? (rainbows in sky are curved) In the book, is the rainbow shown as a shape that is curved or straight? (on last page curved; on ribbon page straight)
Questioning Strategies Strategies Questioning Show pages in book of colors placed in straight lines vs. curved shape. Which shape is like the one in our photos of natural rainbows in the sky? (curved)
5. Discuss with students that so far we have used two properties to describe rainbows: color and shape. As a formative assessment and reinforcement of student recognition of the two properties, play a quick game of “I Spy” based upon objects having a particular color and shape with curved vs. straight sides. For example, “I Spy” something that is green and has a curved shape.
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Prism’s Rainbow Teaching Guide Grade K
6. Ask students if they think it is possible to make the colors of the rainbow appear in the classroom. In small groups, have students discuss and then report to other groups their thoughts about if and how this can be done.
We are going to see if we can make the rainbow ENGAGE colors appear using our overhead projector and this object. Hold up water prism and allow students to observe it from different sides.
Sketch the prism on class chart. prism What are two properties that we can use to describe this object? (color and shape; acknowledge other responses as well) In T-chart labeled “color” and “shape” discuss
and record student suggestions for describing Questioning Strategies Strategies Questioning color shape the two properties. (ends are blue, middle is white or no color, etc.; shape has straight sides; two ends are shaped like a triangle, etc.)
7. Ask students if they can see the colors of the rainbow in the prism. (no) What else do we need to make the colors appear? (light from overhead projector)
Prediction is the use of Before I turn on the projector, let’s make some knowledge to identify and predictions based on what we know so far. What explain observations, or changes, in advance. colors do you think we will see? Why? (acknowledge responses) National Science Education Standards, p. 116 Do you think we will see colors in a curved shape or in straight lines? Why? (acknowledge responses) Questioning Strategies Strategies Questioning
8. Using the water prism on the overhead, demonstrate the colors of the rainbow. Explain to students that it is necessary to move the prism around until you can see as many colors as possible on the ceiling or wall. Help students realize that it is important to try many different ways of allowing the light to pass through the prism.
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Prism’s Rainbow Teaching Guide Grade K
Once a spectrum of colors is visible, discuss the following:
What colors do you see? (record colors in order of appearance) How would you describe the shape of colors? (varies depending upon angle light enters prism) ENGAGE If I turn the projector off, do you think we will still see the colors? Why not? What is coming out of the projector? (light; turn projector off) When I turn the projector on again, do you think we will see the colors? If we do see the colors again, which ones will we see? Do you think the colors will be in the same order? (turn projector on) Questioning Strategies Strategies Questioning Can you see the same colors as before? Are they in the same order? Are the colors in the light or in the prism? How do you know? (acknowledge answers; concept will be revisited)
9. Ask students if they think there are other ways to make light show the colors of the rainbow. Some students may bring up observations from past experiences such as oil on water puddle, glass ornaments hanging in a window, etc. Ask students if they would like to make light show the colors of the rainbow and what materials they think they might need. During the discussion, make certain students do not leave out the fact that they will need light.
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Prism’s Rainbow Teaching Guide Grade K
EXPLORE MATERIALS (details p. 29)
1. Provide each group of students a container of objects For the class: including a prism, diffraction grating, CD, bottle of bubble overhead projector solution, flashlight, and data sheets. Explain to students transparency of Looking for Rainbow Colors Data EXPLORE that their job is to use the objects in the container to find Sheet, Master A out the best way to see as many of the colors of the rainbow as possible. Let students know that it may not be For each group of students: possible to see all 6 colors; however, they are to try and prism see as many colors as possible with each of the objects diffraction grating compact disc provided. Also point out to students that light is available bubble solution with wand from the ceiling fixtures, the flashlight, and, if applicable, flashlight from the windows. For each student:
crayons SAFETY Looking for Rainbow FIRST Colors Data Sheet, ALERT Master A
Emphasize safety concerns including the following:
* Never, ever look directly into the Sun. The Sun is so bright that it can hurt your eyes even if you are wearing sunglasses. However, it is okay to look in other parts of the sky. * Do not drink the bubble liquid or blow the bubbles into someone else’s eyes. * If you get the bubble liquid in your eyes, tell your teacher immediately so that your eyes can be washed out.
2. Using an overhead transparency, discuss the format of the data sheet. In each box, students will use crayons to draw lines representing the colors and the order of the colors that they observe using that object.
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Prism’s Rainbow Teaching Guide Grade K
3. Allow ample time for students to manipulate materials, K through Grade 2: look for colors of the rainbow, and discuss observations. Monitor as needed and encourage An important part of students’ exploration is students to try various methods of investigation telling others what they rather than just one. see, what they think, and what it makes them EXPLORE wonder about. Children should have lots of time to talk about what they 4. Have students complete their data sheets by using observe and to compare crayons to record the colors they observe and the their observations with order in which they appear. those of others. Benchmarks for Science Literacy, p. 10
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Prism’s Rainbow Teaching Guide Grade K
Looking for Rainbow Colors (See Master A) Data Sheet
Use crayons to record what you see.
EXPLORE What colors did you see? What colors did you see?
What colors did you see? What colors did you see?
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Prism’s Rainbow Teaching Guide Grade K
MATERIALS (details p. 30)
EXPLAIN
For the class: 1. Have students communicate their findings from markers the Explore activity by demonstrating and pictures and concrete describing the procedures they used to find the objects to form patterns picture of prism and EXPLAIN colors of the rainbow. As students share their colored streamers results, use matching colors of markers to record laminated color cards, on the class chart the order of the colors Master F-K observed for each of the tested objects. story, Prism, the Rainbow Pony, Part 1 p. 14-15 transparency, Rainbow
Data Sheet, Master B 2. Analyze compiled results with students. Did overhead projector everyone see the same 6 colors with each object? Which object made the brightest display of colors? Did you see For each student: the same colors if you were using different kinds of light? crayons Rainbow Data Sheet, (sunlight vs. flashlight vs. room lighting, etc.) Master B
3. To reinforce the property of shape, ask students which of the objects they tested was shaped like a circle? Shaped like a rectangle? Shapes Shaped like a triangle? Which of the objects has curved sides? Has straight sides? Record discussion on class circle rectangle triangle chart. (curved) (straight) (straight)
4. Based on students’ prior experiences, either introduce or reinforce the concept of patterns by discussing the following information with students:
Have you ever heard of the word pattern? (Write the word “pattern” on class chart if K through Grade 2: students are at stage for written words to Students should know that be appropriate.) shapes such as circles, Can you give an example of a pattern? squares, and triangles can If students are unable to give examples, provide be used to describe many things that can be seen.
Questioning Strategies Strategies Questioning some appropriate examples for them. (abc, abc, Benchmarks for abc) (boy, girl, boy, girl) (day, night, day, night) Science Literacy, p. 223 (123, 123)
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Prism’s Rainbow Teaching Guide Grade K
5. Display examples of patterns based upon colors and shapes K through Grade 2 using pictures or concrete objects. (red, yellow, blue, red, yellow From the earliest blue) (circle, square, triangle, triangle, circle, square, triangle, grades, students should be asked to triangle, etc.) Allow students opportunities to make their own look for regularities patterns and ask another student to predict what would come next in events, shapes, in the sequence. Circulate through the student groups conducting designs, and sets of EXPLAIN numbers. formative assessments and reteaching as needed. Benchmarks for Science Literacy, p. 217 6. Ask students to examine the information collected on the class chart about the colors they observed and conduct the following discussion:
Do you notice anything special about our data? (acknowledge all responses) Do you see any patterns in our data? (acknowledge all responses) If we tried this same activity tomorrow, do you think we would see these same colors? Why or why not? (acknowledge all responses) If we took these materials to New York (or some other location) and tried this same activity, do you think we would see these same colors? Why or why not? (acknowledge all responses) If it rains tomorrow and we see a real rainbow in the sky, Science assumes that the do you think we would see these same colors? Why or behavior of the universe is not capricious, that nature why not? Emphasize to students that in nature there are is the same everywhere, many beautiful patterns that we can observe, rely upon, and that it is predictable
Questioning Strategies Strategies Questioning and understandable. and appreciate.
National Science In our activity, where did the beautiful colors come Education Standards, p. 116 from? (lead students to the answer of light) In a real rainbow in the sky, where do the beautiful colors come from? (light from sun) Remember when we used the water prism to see the colors in the light from the overhead projector? Let’s talk about how that happened.
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Prism’s Rainbow Teaching Guide Grade K
7. Use a graphic display of a prism and colored streamers to model the separation of white light into the 6 colors of red, orange, yellow, green, blue, and violet. Have students compare how the light looked before it went into the prism vs. how it
looked after it came out of the prism. EXPLAIN
8. Make a “student rainbow” using large laminated color cards labeled with red, orange, yellow, green, blue, and violet. Give students one card each and have them join with 5 other students to arrange themselves in the correct color pattern.
9. Prior to reading the story about Prism, the Rainbow Pony, ask students to help list facts they know about rainbows that form in the sky on the class chart. This pre-reading activity will activate prior knowledge and allow the teacher to identify student misconceptions. Possible student responses may include: Rainbows are made up of colors. Colors of the rainbow can be seen in bubbles. Rainbows in the sky have a curved shape.
10. Read aloud Part 1 of Prism, the Rainbow Pony. Explain that you will finish reading the story tomorrow. Children are curious about things Discuss the following: from birth. By fostering student
What were some of the things that Amanda’s curiosity, teachers can reinforce the trait of curiosity generally and class used to make the colors of the rainbow? show that there are ways to go (prism, CDs, plastic slides, bubbles) about finding answers to questions about how the world works. Why did Amanda have so many questions? Students will gradually come to Why did Amanda’s mom take her to the see that some ways of satisfying one’s curiosity are better than library? What else could Amanda do to find others and that finding good answers to her questions about rainbows? answers and solutions is as much fun as raising good questions. (Internet or other sources such as talking to Benchmarks for a relative) Science Literacy, p. 284 Questioning Strategies Strategies Questioning Can you name the pattern of colors that make up a rainbow? Let’s all say those colors aloud. (red, orange, yellow, green, blue, violet)
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Prism’s Rainbow Teaching Guide Grade K
11. Have students turn to a neighbor and discuss why they think the pony in the story is named Prism.
12. As a formative assessment, have students complete the Rainbow Data Sheet using crayons or markers in the colors of the rainbow. EXPLAIN
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Prism’s Rainbow Teaching Guide Grade K
Prism, the Rainbow Pony
Part 1 “I had fun at school today,” Amanda announced when her mother picked her up from kindergarten. “First, we read a EXPLAIN story called What Makes a Rainbow? Then, my teacher made a rainbow for us on the ceiling with the light from her overhead projector and a big, clear triangle-shaped container of water called a water prism. We found colors of the rainbow everywhere--on CD’s, on some slides with plastic in the middle, and in bubbles! I know a lot about rainbows now, but I still have some questions. Can I catch a rainbow and hold it? Where do the colors come from? Why do we see a rainbow only sometimes after it rains? Why can’t we see rainbows all the time? Are there any rules for seeing rainbows?”
“You certainly do have a lot of questions about rainbows!” said her mother. “We’ll go to the library on our way home today to find some books that can help us learn more about rainbows.”
Amanda was excited about going to the library because she liked to find new books to read. She especially enjoyed going to Story Hour at the library to listen to stories read by Miss Emmy, the children’s librarian. When they got to the library, Amanda asked Miss Emmy if she knew of any books about rainbows.
“Why, I certainly do know of a wonderful book about rainbows!” said Miss Emmy. “In fact, I’m going to be reading a book called Prism, the Rainbow Pony during Story Hour today. It has the most beautiful pictures of rainbows I have ever seen! We will have a very special visitor with us to help make rainbow banners after the story so we can have a rainbow parade next week in the children’s library.”
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Prism’s Rainbow Teaching Guide Grade K
Amanda and her mother went to find a seat close to the front of the children’s reading room. She wanted to be able to see all of the beautiful pictures of rainbows clearly when Miss Emmy held up the book to show each page. Maybe she could ask the special visitor some of her rainbow questions! EXPLAIN
All of the rest of the children came quietly into the children’s reading room, and found places to sit. Soon Miss Emmy began reading the story, which began with a little girl seeing beautiful stripes of color across the sky after a rainstorm. When the little girl in the story asked, “What is that beautiful thing made out of stripes of color?” Amanda whispered that it was a rainbow! Miss Emmy smiled and turned the page.
On the next page, a beautiful pony appeared. It was silvery white and had a rainbow-colored mane and tail. Amanda was amazed to see that the colors of his mane were in the exact pattern that they had seen at school--red, orange, yellow, green, blue, and violet. There was a red band of color at the top of his mane near his ears. The violet band of color was at the bottom of his mane, near his back. His long, flowing tail was also in the rainbow pattern.
The rainbow pony said, “ Hello, my name is Prism, the Rainbow Pony. As you can see, I have the same pattern of colors that you see in the sky, which is called a rainbow. Some people say that you can find a pot of gold at the end of a rainbow, but it has never been found by anyone. The true treasure of a rainbow is in its pattern of beautiful colors.” Amanda noticed that the pony’s name was the same as the triangular-shaped container of water on her teacher’s overhead, and wondered why…….
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Prism’s Rainbow Teaching Guide Grade K
Rainbow Data Sheet (See Master B)
the rainbow in the correct pattern of colors.
EXPLAIN
Which color is on TOP? ______
Which color is on BOTTOM? ______
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Prism’s Rainbow Teaching Guide Grade K
LABORATE MATERIALS (details p. 31) E
For the class: 1. Congratulate students on a job well done while viewing story, Prism, the Rainbow their displayed Rainbow Data Sheets from yesterday. Pony, Part 2, pp. 20-22 Have everyone review the pattern of colors by saying them necklaces, Colors of the aloud together. Rainbow, Masters L-T
book, The Eye Book CD or tape player ELABORATE 2. Ask students if they remember the name of the story song, Rainbow Connection from yesterday. Group students together and continue reading Part 2 of the story. For each group of students: card sets, Colors of the 3. After the story, discuss the following: Rainbow Cards, Master U-V Can you catch a rainbow that’s in the sky? Why spray bottles of water or why not? What are the 3 parts that we need to see a For each student: paper plates rainbow in the sky? (use pictures of sun, water, paper streamers (red, and eye) orange, yellow, green, Why do we need the sun? (gives the light) blue, violet) Why do we need the water drops? (bends light glue to make pattern of colors) Why do we need our eyes? (to see the colors) Do we have to be standing in a certain place to
see a rainbow in the sky? (sun has to be behind you, and it has to be raining in front of you to see a rainbow) Which color is at the top of a rainbow? (red) Which color is at the bottom of a rainbow? Questioning Strategies Strategies Questioning (violet) Why was the Rainbow Pony named “Prism”? What is the same about a prism and water drops in the sky? (both can bend light into colors) What is different about a prism and water drops in the sky? (water drops are natural, prism is manmade; water drops are liquid, prism is solid; shapes are different, etc.)
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Prism’s Rainbow Teaching Guide Grade K
4. Go back to the pre-reading list of rainbow facts and K through Grade 2: add new items based on students’ suggestions. Students in the elementary grades acquire the 5. Using the Colors of the Rainbow necklaces, have experiences that they will use students arrange themselves into a sequence that would in the middle grades and beyond to develop an model the parts necessary for the colors of light to form. understanding of systems. Have each student tell the name of his/her part and why it Students should practice is needed. Explain to students that all the parts of the identifying the parts of things ELABORATE and how one part connects to “system” are necessary for us to see the rainbow of colors. and affects another. Students Have students predict what would happen if certain parts should predict the effects of removing or changing parts. were removed from the system. (Remove the light, there Benchmarks for will be no colors; remove the eye, we can’t see the colors; Science Literacy, p. 264 remove the water drops or prism, nothing bends the light into colors so it just looks white.)
6. Read aloud The Eye Book by Dr. Seuss. Discuss with students the importance of our eyes and why they are a necessary part of the system that allows us to see colors of the rainbow.
7. Provide a set of Colors of the Rainbow cards to small groups of students. Have students take turns selecting cards from the set that represent the parts needed for one example of a system that can form colors of the rainbow. After explaining his/her system to the group, the student returns the cards to the set and allows the next student to come up with a different combination of parts that could be used to form a pattern of rainbow colors. Circulate through the groups while conducting formative assessments and reteaching as needed.
8. Ask students if they can think of a way to see a rainbow up in the sky when it is not raining. What else, besides rain, could be used to make water drops? (water spraying out of a sprinkler, a water fountain, or a waterfall, etc.)
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Prism’s Rainbow Teaching Guide Grade K
9. On the playground, emphasize the spatial relationships such as behind, over, right, left, in front of, etc. by playing a simple game of “Follow Me”. Have students use their bodies to demonstrate positions in space as you call out the instructions such as “place your hands above your head, put your right hand behind your back, put your back to the sun, etc.” Speed up the pace
as students become more familiar with the game. ELABORATE Give each small group of students a spray bottle filled with water. Ask them to follow the rainbow rule of “The sun behind you and water drops in front of you” as they make spray bottle rainbows. This activity will work best in the early morning or late afternoon when the Sun is positioned lower in the sky.
SAFETY Emphasize the importance of the sun in this FIRST activity but caution students that it is harmful ALERT to look directly into the sun.
10. Have students make models of rainbows out of crepe paper streamers, glue, and paper plates. Stapling each streamer prolongs its attachment to the plate.
11. Play the song Rainbow Connection for students. Ask students to move their bodies to the beat of the music. Help students identify the pattern they hear. Hold a “rainbow parade” by having students move through the room waving their paper plate models with streamers to the musical beat. Ask students how the pattern they are hearing in the music is like the pattern they are seeing in the rainbow-colored streamers. How are the patterns different?
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Prism’s Rainbow Teaching Guide Grade K
Prism, the Rainbow Pony
Part 2 Amanda looked around the room at all the students who were at Story Hour. It was easy to tell that the boys and girls were enjoying the book that Miss Emmy was reading.
ELABORATE The Rainbow Pony smiled and gave a small whinny of amusement. “A rainbow is beautiful,” he said, “but it’s really a system made of three parts: light, drops of water, and the eyes of a person looking for a rainbow. In fact, you can only catch a rainbow with your eyes!”
On the next page, the Rainbow Pony showed a picture of the parts of a rainbow system and explained each part.
“A rainbow is formed by light. All of the colors are in the light. Most of the time, light looks white, like my white coat. We can’t see the colors unless something causes the light to bend and separate into the colors of red, orange, yellow, green, blue, and violet. Light can be bent into the rainbow colors by things such as bubbles, CDs, special plastics called diffraction gratings, and prisms. I was named after the science tool called a prism. A prism is shaped like a triangle and is see-through. A famous scientist named Isaac Newton discovered many years ago that prisms cause white light to change into a pattern of rainbow colors.
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Prism’s Rainbow Teaching Guide Grade K
Amanda was glad to have many of her questions answered, and to understand why the pony had the same name as the triangle- shaped container of water on her teacher’s overhead projector. As Miss Emmy turned to the next page, Amanda saw the raindrops on the page, and was relieved to hear the little girl’s last question, “Why don’t we see rainbows every time it rains?”
“I am glad you asked that question,” said Prism, the Rainbow ELABORATE Pony. The parts of a rainbow system have to be in a special order to work. If a part of the rainbow system is missing, you won’t be able to see a rainbow. Here are some rules to follow when looking for a rainbow:
1. Stand with the sun behind you and water drops in front of you when looking for rainbows. The water drops can be from rain, a sprinkler, or a water fountain.
2. The best time to look for a rainbow is early in the morning or late in the day after a rainstorm.
3. Rainbows always appear opposite from the Sun. (You cannot see a rainbow by looking into the Sun, and it is not good for your eyes to do so.)
On the last page of the book, Prism galloped off toward the next rainbow after thanking the children for their courteous behavior during Story Hour.
After the story, Miss Emmy introduced a special guest, Miss Suzy, who had come to help the children make paper plate rainbows. She asked them to decorate their plates with pictures about rainbows while she handed out six crepe paper streamers in the colors of the rainbow. Of course, Amanda’s was very beautiful, because she drew a picture of Prism the
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Prism’s Rainbow Teaching Guide Grade K
Rainbow Pony on the plate. She couldn’t wait for the Rainbow Parade after next week’s Story Hour. It would be a really special day, because it was going to happen on her birthday!
On the morning of her birthday, light shining in the window woke Amanda up very early. Sitting in the middle of the beam of light was a beautiful toy pony all her own! He had a soft white coat and a mane and tail of rainbow colors. (Can you guess what she ELABORATE named him?) Her mother said she could take him to school to show her teacher and to the library to show Miss Emmy. It was a very special day for Amanda. Her mother brought rainbow sprinkle cupcakes and rainbow sherbet for her party at school. Miss Emmy and all of her friends decided to let Amanda and Prism lead the rainbow parade at the library.
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Prism’s Rainbow Teaching Guide Grade K
MATERIALS (details p. 31) EVALUATE 1. After reading and discussing the story, creating spray For the class: transparencies, Colors of bottle rainbows, and participating in the rainbow parade, the Rainbow Assessment add to the class list of what students know about rainbows. sheets, Master C-E Class discussion will clarify any misconceptions before students complete the summative evaluation. For each student: Colors of the Rainbow EVALUATE Assessment sheets, 2. Have students complete the summative assessment Master C-E sheet. In most cases, the teacher will need to read and crayons explain the instructions and format as students mark and draw answers. In other cases, the teacher may need to read the questions and record the student’s oral responses. To assist the kindergarten students’ orientation on the sheet, small icons have been added to some lines. For example, prior to reading the instructions for the first item, the teacher can direct the students’ attention to the box with the flower beside it. It is often helpful to have the student place the index finger of the hand they do not write with on top of the icon (left or right depending upon their handedness). After allowing ample time for students to mark their answer, the teacher can then direct attention to the box with the bunny beside it, and so on.
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Prism’s Rainbow Teaching Guide Grade K Colors of the Rainbow (See Masters C-E) Assessment
Color the circle red, the square green, and the triangle violet.
EVALUATE
Put an X on the shape with curved sides.
Which part comes next in the pattern? Draw your answer.
Which part comes next in the pattern? Draw your answer.
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Prism’s Rainbow Teaching Guide Grade K
Draw a picture of a rainbow. Use colors to make
the right pattern. EVALUATE
Which part do we use to see? Circle your answer.
Which part gives us light? Circle your answer.
Which part can bend light into colors? Circle your answer.
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Which of the following boxes best shows the parts that can make a rainbow? Circle your answer.
EVALUATE + + =
+ + =
+ + =
Draw the part in the box that is missing to make a pattern of rainbow colors.
+ + =
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Colors of the Rainbow Assessment Scoring Rubric
LEVELS OF PROFICIENCY
TASK CRITERIA BEGINNING MEETING EXCEEDING EVALUATE LEARNER EXPECTATIONS EXPECTATIONS
Identifies all 3 Identifies less Identifies all 3 shapes and colors Identifies properties than 2 shapes shapes and plus recognizes and colors colors shape with curved TEKS K.5 sides
Does not Identify Identifies next Identifies next identify next Properties Identifies patterns part in 1 given part in 2 given part in either & Patterns pattern patterns given pattern
Includes less Identifies pattern of Includes 5 Includes all 6 than 5 colors in colors in dispersed colors in correct colors in correct correct light (ROYGBV) sequence sequence sequence
Identifies what given Matches less Matches 2 parts Matches all 3 TEKS K.6 parts contribute to than 2 parts to to function parts to function the system function Analyze Identifies parts Does not mark Marks item Marks item parts of a working together as item correctly correctly OR correctly AND system system (eye, sun, AND does not draws missing draws missing object to disperse draw missing part part light) part
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Materials Detail Sheet
ENGAGE For the class: photos or slides of natural rainbows Use photos from clip art, books, or personal collection that depict an actual rainbow in nature. book, What Makes a Rainbow? by Betty Ann Schwartz ISBN 158117076-9 Currently available in the book section of popular discount stores. ($8.95) 6 markers red, orange, yellow, green, blue, violet overhead projector water prism Available from vendors of science teaching supplies by catalog order. ($25) OPTIONAL: If water prism is not available, use the following setup.
On a sunny day, fill a dish with water and rest a flat mirror against the inside. Use clay to hold the mirror still. Place the dish so that sunlight falls directly onto the mirror. Hold a sheet of white paper in front of the mirror and move its position until a rainbow of colors appears on it. You may need to adjust the positions of the mirror and the paper several times to get the desired results. The wedge of water between the mirror and the surface of the water acts as a prism and separates the white sunlight.
For each student: 6 pieces of yarn or pipe cleaners per student (red, orange, yellow, green, blue, violet) Cut each piece into approximate lengths of 15 centimeters. Place each set of 6 into plastic bag.
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Materials Detail Sheet
EXPLORE For the class: overhead projector transparency of Looking for Rainbow Colors Data Sheet, Master A
For each group of students: prism, acrylic (For safety reasons, use acrylic not glass.) Available from vendors of science teaching supplies by catalog order. ($4) diffraction grating Available from many vendors of science teaching supplies by catalog order. Also sold as novelty items at some museums and toy stores. One of many sources: “Rainbow Peepholes” by Wren Enterprises 1-800-223-9080 (30 for $8.95) Compact disc Any compact disc will work including the free “throw away” items received in the mail. bubble solution with wand Available at toy and discount stores. (2 for $1) flashlight Available at discount stores.
For each student: crayons (red, orange, yellow, green, blue, and violet) Looking for Rainbow Colors Data Sheet, Master A
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Materials Detail Sheet
EXPLAIN For the class: markers pictures and concrete objects to form patterns Gather collection of beads, blocks, dyed macaroni noodles, paper cutouts, seeds, beans, etc. that can be used by students to practice making patterns. picture of prism and colored streamers Use large white poster board or foam board to cut out triangle to model prism. Use single white paper streamer to represent white light entering prism. Use ROYGBV streamers to represent the pattern of colors exiting the prism.
laminated color cards, Master F-K Use large 8 ½ x 11 sheets in ROYGBV. story, Prism, the Rainbow Pony, Part 1 Teaching Guide, pages 14-15 transparency, Rainbow Data Sheet, Master B overhead projector
For each student: crayons, ROYGBV Rainbow Data Sheet, Master B
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Materials Detail Sheet
ELABORATE For the class: story, Prism, the Rainbow Pony, Part 2 Teaching Guide, pages 20-22 necklaces, Colors of the Rainbow Copy Master L-T. Punch holes in each side of diagram and secure loop of yarn for hanging over neck book, The Eye Book, by Dr. Seuss ISBN 0-375-81240-7 Currently available in the book section of popular discount stores. ($4.95) CD or tape player song, Rainbow Connection
For each group of students: card sets, Colors of the Rainbow Cards Copy Masters U-V. Cut apart the 8 cards and place in plastic bags. spray bottles of water
For each student: paper plate Available from local supermarket or discount store. ($1 for package of 50) paper streamers (red, orange, yellow, green, blue, violet) Available from local supermarket or discount store. ($1 per roll) glue
EVALUATE For each student: Colors of the Rainbow Assessment sheets, Masters C-E crayons, ROYGBV
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Background Information for Teachers In nature, many fascinating patterns and systems can be observed and studied. For example, to see a natural phenomenon such as a rainbow requires a specific set of parts to be present and to be arranged in a particular manner. These parts when combined as a whole actually make up a system. By studying systems, the properties of their parts, and how those parts are arranged and interact, we learn to make some sense of our world.
Sir Isaac Newton was the first scientist to explain how a rainbow forms. He used a small piece of glass with triangular sides (called a prism) to bend light and form a natural arrangement of colors (called a spectrum). This pattern occurs because each one of the colors contained in white light is bent or refracted inside the prism by a different amount. Red light is bent the least amount while violet light bends the most. The colors in a spectrum are commonly identified by using the acronym “ROY G. BIV” which stands for red, orange, yellow, green, blue, indigo, and violet. Many scientists now believe that indigo should not be included in the description of the spectrum because it is too hard to distinguish from blue and violet. In this learning experience for kindergarten students, the color of indigo is not addressed.
During a rain shower, you may get to see a spectrum in the sky if the necessary parts of a rainbow system are present and are arranged in a particular manner. For the rainbow to form, the sun must be located behind the observer while the air in front of the observer must contain an adequate amount of water drops. These water drops act like millions of tiny prisms that bend and separate the light into the colors of the spectrum before it enters the observer’s eyes. Red is located on the top arc of the rainbow, violet is on the inside bottom arc, and yellow is found in the middle. The other colors may be hard to distinguish, because they tend to blend with one another. Each person sees his/her own rainbow every time a rainbow appears, depending on which raindrops bend the light into rays that ultimately enter that person’s eyes.
Other objects besides prisms and raindrops can cause light to form a pattern of colors. Everyday examples include soap bubbles, oily water, glass ornaments, CDs, and the edges of beveled mirrors. In laboratory and fieldwork, scientists analyze light using a product called diffraction grating, which is a thin slice of plastic, glass, or metal etched with fine, parallel lines. Diffraction grating has become popular in the use of some toys such as “rainbow” glasses and viewers.
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It is important to realize that the primary colors of light (red, green, and blue) are not the same as the primary colors of pigment (red, yellow, and blue). It should also be noted that adding the primary colors of light results in white but this is not true when mixing pigments.
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Targeted Texas Essential Knowledge & Skills
Science TEKS
K.1 The student participates in classroom and field investigations following home and school safety procedures. The student is expected to: (A) demonstrate safe practices during classroom and field investigations
K.2 The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to: (A) ask questions about organisms, objects, and events; (B) plan and conduct simple descriptive investigations; (C) gather information using simple equipment and tools to extend the senses; (D) construct reasonable explanations using information; (E) communicate findings about simple investigations.
K.3 The student knows that information and critical thinking are used in making decisions. The student is expected to: (C) explain a problem in his/her own words and propose a solution.
K.4 The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to: (A) identify and use senses as tools of observation; and
K.5 The student knows that organisms, objects, and events have properties and patterns. The student is expected to: (A) describe properties of objects and characteristics of organisms (B) observe and identify patterns including seasons, growth, and day and night and predict what happens next (C) recognize and copy patterns seen in charts and graphs
K.6 The student knows that systems have parts and are composed of organisms and objects. The student is expected to: (D) identify parts that, when separated from the whole, may result in the part or the whole not working, such as cars without wheels and plants without roots
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Language Arts TEKS
K(1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (A) determine the purposes for listening such as to get information, to solve problems, and to enjoy and appreciate (B) respond appropriately and courteously to directions and questions (C) participate in rhymes, songs, conversations, and discussions (D) listen critically to interpret and evaluate (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works
K(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: (C) ask and answer relevant questions and make contributions in small and large group discussions
K(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: (A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (B) uses vocabulary to describe clearly ideas, feelings, and experiences (C) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (D) retell a spoken message by summarizing or clarifying
K(8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to: (A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud
K(9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts
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(B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained
K(10) Reading/literary/response. The student responds to various texts. The student is expected to: (A) listen to stories being read aloud (B) participate actively(react, speculate, join in, read along) when predictable and patterned selections are read aloud (C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (D) describe how illustrations contribute to the text
K(12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to: (A) identify relevant questions for inquiry such as “Why did knights wear armor?” (B) use pictures, print, and people to gather information and answer questions (C) draw conclusions from information gathered
K(16) Writing/inquiry/research. The student uses writing as a tool for learning and research. (B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas
Mathematics TEKS
K(5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.
K(7) Geometry and spatial reasoning: The student describes the relative positions of objects. The student is expected to: (A) describe one object in relation to another using informal language such as over, under, above, or below. (C) place an object in a specified position
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K(9) Geometry and spatial reasoning. The student recognizes characteristics of shapes and solids. The student is expected to: (C) describe, identify, and compare circles, triangles, and rectangles including squares
K(13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
Social Studies TEKS
K.4 Geography. The student understands the concept of location. The student is expected to: (A) use terms, including over, under, near, far, left, and right, to describe relative location
K. 16 Social studies skills. The student communicates in oral and visual forms. The student is expected to: (A) express ideas orally based on knowledge and experiences (B) create and interpret visuals including pictures and maps
Music TEKS
K(4) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) identify steady beat in musical performances
K(3) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (B) identify simple relationships between music and other subjects
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Physical Education TEKS
K.1 The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. The student is expected to: (F) demonstrate a variety of relationships such as under, over, behind, next to, through, right, left, up, down, forward, backward, in front of
Art TEKS
K(1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) glean information from the environment, using the five senses (B) identify colors, textures, forms, and subjects in the environment.
K(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks using a variety of colors, forms, and lines
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Reading Connections
The following books are recommended as literary resources for teachers to share with kindergarten students. Teachers are cautioned, however, to remember that “reading about science” is not “doing science.” These books can enhance students’ study of rainbows but cannot replace the learning that occurs by active engagement in the learning experiences.
All the Colors of the Rainbow. Fowler, Allan. Children’s Press, New York, 1998. (ISBN 0-516-20801-2) Explains how rainbows are formed by the colors in sunlight shining through water or a prism.
A Rainbow of My Own. Freeman, Don. Puffin Books, New York, 1966. (ISBN 0-14-050.328-5) A small boy imagines what it would be like to catch and play with a rainbow.
The Eye Book. Dr. Seuss. Random House, New York, 1999. (ISBN 0-375-81240-7) In typical Dr. Seuss verse and friendly illustrations, the eye is celebrated for allowing us to see the many things in our lives.
The Magic School Bus Makes a Rainbow. Cole, Joanna. Scholastic Inc., New York, 1997. (ISBN 0-590-92251-3) Mrs. Frizzle’s class explores the light waves in rainbows using a magic pinball machine.
The Rainbow and You. Krupp, E.C. and Robin. Harper Collins Publishers, Singapore, 2000. (ISBN 0-688-15602-9) A beautifully illustrated explanation of how rainbows are formed by the colors in sunlight shining through raindrops.
Rainbow Colors. Kirkpatrick, Rena. Raintree Children’s Books, Milwaukee, 1985. (ISBN 0-8172-2381-9) Explores how rainbows form, and the colors that make up the rainbow.
Raindrops and Rainbows. Wyler, Rose. Julian Messner Publishers, Englewood Cliffs, New Jersey, 1989. (ISBN 0-671-66350-X) Simple explanations illustrate why it rains, how clouds and rainbows form, and why thunder and lightening occurs.
What Makes a Rainbow? Betty Ann Schwartz. Piggie Toes Press, Santa Monica, CA, 2000. (ISBN 158117076-9) A rainbow of ribbons appears when you turn each page of this beautiful book about rainbows and color.
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References
Benchmarks for Science Literacy. Oxford University Press, New York, 1993.
Broekel, Ray. Experiments with Light. Children’s Press, Chicago, 1986.
Flagg, Ann, and Ory, Teri. Teaching Science with Favorite Picture Books. Scholastic Professional Books, New York, 1998.
Hewitt, Paul G. Conceptual Physics. Little, Brown, and Company, Boston, 1987.
Levenson, Elaine. Teaching Children about Physical Science. McGraw-Hill, New York, 1994.
Levine, Shar, and Johnstone, Leslie. The Optics Book. Sterling Publishing Co. Inc, New York, 1998.
Lind, Karen K. Exploring Science in Early Childhood Education. Delmar Publishers, New York, 2000.
Main, June, and Eggen, Paul. Developing Critical Thinking Through Science. Critical Thinking Books and Software, Pacific Grove, California, 1991.
Martin, David Jerner. Elementary Science Methods: A Constructivist Approach. Delmar Publishers, New York, 1997.
McIntyre, Margaret. Early Childhood and Science. National Science Teachers Association, Washington D.C., 1984.
Nassau, Kurt. Experimenting with Color. Franklin Watts, New York, 1997.
National Science Education Standards. National Academy Press, Washington, D.C., 2001.
Walpole, Brenda. Science Experiments to Amuse and Amaze Your Friends. Random House, New York, 1988.
Whyman, Kathryn. Rainbows to Lasers. Gloucester Press, New York, 1989.
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