Lesson 3
Part 2

Lighten Up: Designing Lighting Systems

Shedding Light on It (2) / Grade 5 / Fall River, MA

EiE - Lighten Up: Designing Lighting Systems , L3P2


The EIE Curriculum

Students experiment with reflecting light using mirrors and learn about light intensity.

Reflection Questions

What evidence do you see that Jessica spent time preparing for the lesson?

Jessica has assembled a tomb box for each group and has prepared viewing tools. To avoid confusion later, she also spends time demonstrating and discussing details on the vulture hieroglyph.

  • Copy-paper boxes with viewing holes cut, hieroglyphs mounted on the walls, and grids laid out on the floor and ceiling have been prepared for each group. (0:37)
  • Jessica enlarges a copy of the vulture hieroglyph on the overhead and explains what it means to be able “see detail.” This discussion is preparation for understanding how to use the intensity meter. (0:52)
  • As outlined in the preparation section of the guide, Jessica has printed and cut up light intensity meters (on transparency film) for each group. (3:26)

What evidence do you see that students are having trouble using the light intensity meters? How does Jessica address this?

Some students are reading the light meter properly, but some have trouble with the inverse relationship between darkness of the hieroglyph and darkness of the square on the meter.

  • Group 2 seems to be judging the amount of “shade” that each hieroglyph is in and then comparing that with the boxes on the meter. (4:48)
  • When Jessica collects class data, the scores for each hieroglyph range from 0 to 3. (6:41)
  • In her interview at the end of Lesson 4, Part 2, Jessica explains how one of her students had “flipped” the meter scale because it was counterintuitive to her that the hieroglyphs that were the hardest to see in the tomb would score zero, the clearest block on the light meter. (10:47)