Maine Grade 1 Science

What changes when a material crosses a beam of light?

Compare clear plastic, wax paper, and cardboard in a worked light investigation, then use Maine Grade 1 science references and related lessons.

The Maine science standards directory identifies the standards adopted in 2019 as current. It states that the proposed later revision was not authorized. The linked PDF used here presents that 2019 Learning Results framework; its 2026 file date does not establish a new adoption. Use the Maine Science, Technology, and Engineering Standards (2019 Learning Results) for the selected performance expectation and its complete supporting information. This activity selects a Grade 1 expectation. It is one part of a science course, not a complete curriculum.

A flashlight, three materials, and one screen

A teacher points a flashlight toward a white screen and marks where to hold a material between them. Students first describe the bright patch with nothing in the way. They then compare a clear plastic sheet, wax paper, and cardboard, one at a time. The table records illustrative observations, not measurements collected from a real class. Predict what the screen might look like before each trial, then compare the prediction with the reported observation. Keep the flashlight, screen, and material position the same so the material is the intended change.

Explain the evidence or model

The clear plastic lets much of the light pass through, so the patch remains visible. The wax paper lets some light through but scatters it; the screen’s patch looks less distinct. The cardboard blocks the direct beam and makes a dark area on the screen. Use those observations to explain what each tested sample does rather than guessing from its color alone. A useful response connects material and result: when the cardboard is put in the beam, the bright patch is blocked at that position. Removing it and seeing the patch return helps check that the flashlight has not simply stopped working.

What to check in the explanation

This comparison does not show that all plastics behave alike. A colored or thick sheet may transmit a different amount of light, so name the sample actually tested. Less distinct is an observation about the patch’s appearance, not a numerical measurement of brightness. Cardboard blocks the direct path but does not remove every other light source in the room. Keep language tied to the screen and the controlled beam. An adult sets up and supervises the tabletop activity with an ordinary flashlight pointed toward the screen, away from people’s eyes. Students can draw what they see before learning the words transparent, translucent, and opaque.

Plan the next activity

1. Describe the baseline patch before adding a material.
2. Change one sample while keeping the marked positions fixed.
3. Draw the result and explain how it differs from the baseline.

Repeat a trial and check whether the same pattern appears. If it changes, inspect the position and flashlight before changing the explanation. For a next question, compare two teacher-selected plastic samples and record their differences. The aim is to plan and describe an investigation using evidence; memorizing the three material words alone does not demonstrate that practice. Continue with the light lesson and choose only practice that matches the observations being studied.