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Explorer “Light” in Home Environment: The Little Scientific Concepts Expository Essay

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Updated: Jun 17th, 2019

When Every Step Brings Closer to Another Revelation: Article Rationale

Learning is one of those processes that, once started, never end, and this article will deal with some of the issues of earl learning.

The rationale of the given article is based on the fact that in the modern world, the process of information processing and its further efficient application to practice is crucial, which makes a good case for considering the principles of learning at their earliest stage, i.e., at the age of 5 years, and up to the fifth grade (Siraj-Blatchfor, 2009).

Once understanding the way in which children accept information and further on apply it in their cognition of the world, one can possibly develop the most successful paradigm for teaching children.

Concerning the Project: The Learning Process under the Microscope

As it has been mentioned, the given project deals with the experiences which serve as the pivoting point in children’s interest in a certain area or issue.

Setting the scenarios of children having motivation experiences which will further on enhance their interest in the specified sphere (Hopkins & Markham, 2003, 231), i.e., in optics, the given study is based on the idea that early experiences in a certain field spur the further interest in the specified field and help to reach success in a certain sphere.

Learning Experiences: Cognizing the World Around

It goes without saying that the process in the course of which children cognize the basic properties of the world which they live in is the most essential experience of all.

Hence, it will be quite peculiar to consider the ways in which children learn about the basic issues concerning the physical specifics of their environment, starting with the most general ones like air or light and ending with much more specific ones like what makes leaves to change their color, etc.

Among the issues mentioned above, the basic properties of light seem to be the most successful idea for an educational purpose. Though technological advances are extremely useful in the course of learning (Kim & Nelson, 2000), at home, the only accessible equipment for the given experiments is a prism.

Light as the source of life: the first ideas of the way the world works

The first and the foremost thing a child can learn about light in the household settings concerns the relation between light and life. It can be easily shown that light is an important element for the life of people, animals and plants and that light is necessary for any organism to develop in the correct way (Roberts & Ingram, 2001). To demonstrate the given ideas, any house plant will be quite enough.

With the help of a plant and a beam of light, one can illustrate such notions as nurture and growth. Furthermore, the child can learn the difference between a flower, which derives essential elements for producing chlorophyll from the sunbeams, and people, who cannot. Therefore, it can be concluded that the basic terms which a child can derive from the given lesson are chlorophyll and temperature.

Moreover, with the help of daily observation, the dependency of live organisms on light can be shown. For instance, placing the plant in a less sunny space, the child can observe the plat slowly stretching towards the source of light. Hence, the lesson on the importance of sun radiation will be more graphic.

Without a shadow of a doubt: important lessons about light and darkness

Another phenomenon concerning light which can be taught to an older child, concerns light and shadow. Comparing and contrasting the two, the child can come to a range of important discoveries, which makes a great case for a more detailed observation а light and darkness in the household environment.

The leaning process is supposed to be rather simple. With the help of variously shaped objects and several sources of light, a child will create several shadows and watch the phenomenon of shadows in action.

Speaking of the terms which the child will presumably learn, the most complicated one will be umbra and penumbra (Eisemann, Vimmer, Assarsson & Schwartz, 2011). In addition, the issue of sources of light will be studied.

Thus, it is clear that a child can learn easily the basics about light and its absence; moreover, a child can learn to denote darkness as absence of light, not as another substance which can be split into smaller elements like the light. In addition, the child learns more about optics.

In addition, with the help of the above-mentioned information, more complicated phenomena like solar and lunar eclipses can be explained, not to mention the phenomenon of days changing into nights (Avison, 1989).

The magic of the ordinary: the colors of the light. Prism and its secrets

The last, but definitely not the least, the experience of watching a spectrum must be the brightest one ever. Providing a truly all-embracing explanation about what light is made of, the given phenomenon allows to touch upon a range of essential physical notions. Hence, the terminology for the given experience to include will be prism, spectrum, wave, and wave length (Fullick, 2001).

Furthermore, the process of splitting light into the spectrum is going to be studied. It will be necessary to mention all the factors which are required for the spectrum to appear. Moreover, the phenomenon of rainbow is going to be mentioned.

Hence, some of the properties of water will be touched upon, since it will be necessary to explain that in the case of a rainbow, water in the atmosphere acts as a giant prism, splitting light into a spectrum (Ostdeik & Bord, 2012).

It is necessary to add that, while the above-mentioned phenomena can be easily observed without any specific appliance, the one of spectrum presupposes that the student will use prism. Without the given item, the process of observation will be impossible.

Although there are certain household items which can substitute somehow for a prism, e.g., a kitchen utensil made of glass, or any other glass object, it is still preferable to observe the phenomenon with the help of a laboratory prism.

Unit Planner: Concerning the Expected Outcomes. The Lessons and Their Value

Planning the probable daily experiences and assessing their effect on children’s understanding of the way the world works, one must also keep in mind that these lessons are supposed to have assessable and predictable outcomes.

Calculating the probable results of the experiences which children have in their daily life and checking the impact which these experiences have on children one can possibly offer a detailed account on the efficiency of early practical learning.

Moreover, it is also important to bear in mind that every lesson, once conducted in a correct way, leaves a number of questions which students will be attempting at answering further on. Hence, in every single instance of a motivating learning experience, the consequence of a certain life lesson should be evaluated (Brophy, 2010).

Standing at the beginning: the key concepts

It is essential to mention that, providing the child the basic information about light, one will shape the child’s idea of the material and the non-material substances. Moreover, the relations between the psychical and the organic (i.e. the dependency of life on light) will be explained (Bjorn, 2007).

Going into details: watch the shadow theater

As soon as the child learns about the phenomenon of shadows, (s)he will be able to analyze three-dimensional structures. Hence, the child will be able to accept the basic geometry rules easier, which is an obvious advantage. Finally, the child will be able to understand the nature of light better.

A rainbow in the hand: more than a wonder

By far the most intriguing experience, the one concerning a spectrum will teach the child the basics of optics. Moreover, the child will also learn about the prime colors, which will help him/her in his/her arts classes. Finally, certain phenomena such as wave length will be easier for the child to understand.

Learning Tasks: Light and Its Incredible Properties. A Whole New World

Experience is what fills people with wisdom and allows them to make deductions based on the laws which they have already observed ad the phenomena which they have seen. However, as it has been mentioned, theory which is based on experience is still to be learned. Still, there is no doubt that even adults often find theory drier than sandpaper, and, perhaps, just as entertaining.

While theoretical material is obviously a must for children to learn, there still must be some room for practicing the obtained knowledge. Thus, a couple of learning tasks is exactly what children need to both remember the newly obtained information in the very best way possible and at the same time to see that the experience which they have just had can be repeated under certain circumstances.

Moreover, learning tasks will allow children to realize what exact circumstances and conditions lead to the fulfillment of a certain plan. Hence the significance of assignments comes. Taking into account the issue in question, which is light and its properties, one can possibly suggest the following activities for the students to remember the material better.

Something you cannot see right through

Apart from the experiences mentioned above, one can also suggest the following one as a perfect issue for a lesson.

When dealing with the issues concerning light and its properties, a child can possibly find out that certain objects can hinder the light beams, while the other ones let certain amount of light through. The given phenomenon will also help to explain the child the basics about what light consists of (i.e., the phenomenon of photons).

Light and temperature: when light does not mean warm

Another experience worth trying for a better understanding of hat light is and how it affects the life on Earth, the relation between light and temperature is also an experience worth trying. Even though the child might not yet be able to conceive the reasons for the rise of temperature, (s)he will definitely remember the relation between the two.

However, it is worth mentioning that certain specifics of the issue must be emphasized. For instance, the child must understand that light can cause the increase of temperature, yet the increase of temperature does not mean that light will appear.

What light is made of: watch out for photons!

Another smart idea which could also be tried at home is telling the child about photons, the elements of light. Even though the latter cannot be detected domiciliary with the help of any technological advances (Kravitz, 2004), it is still a thing worth bringing up.

Visible and invisible light: the wonders of nature

Another important lesson which a child could learn concerning the properties of light and its key specifics concerns visible and invisible light.

Mostly being associated with a certain color, whether it is a yellowish tint of sunbeams, or milky white moonlight, or a somewhat orange shade which street lamps cast on the sidewalk, light is, therefore, considered as something visible by most children. Therefore, it is necessary to convey the idea that light actually does not have any particular color and, therefore, can also be invisible.

Conclusion: There Is Still So Much More to Learn

Therefore, early learning obviously has considerable effect on the way in which one accepts and processes information in the further course of learning. Despite the fact that early learning starts with the most primitive issues and handles the most basic ideas, it still provides a solid fundament from the further exploration of the world and its laws.

Moreover, it can be assumed that the manner in which children approach the process of learning can be utilized for teaching certain issues to more mature public; hence, the issue of children’s learning is much more sophisticated than it seems (Krogh & Glenz, 2010).

Reference List

Avison, J. (1989). The world of physics. Cheltenham, UK: Nelson Thornes, Ltd.

Bjorn, L. O. (2007). Photobiology: The science of life and light. New York, NY: Springer.

Brophy, J. E. (2010). Motivating students to learn. New York, NY: Taylor & Francis.

Eisemann, E., Vimmer, M., Assarsson, U., & Schwartz, M. (2011). Real-time shadows. New York, NY: CRC Press.

Fullick, P. (2001). Physics for AQA: Separate award. London, UK: Heinemann.

Hopkins, B. & Markham, J. (2003). E-Hr: Using Intranets to improve the effectiveness of young people. Aldershot, UK: Gower Publishing, Ltd.

Kim, L. & Nelson, R. (2000). Technology, learning and innovation: Experiences of newly industrializing economies. Cambridge, UK: Cambridge University Press.

Kravitz, N. (2004). Teaching and learning with technology: learning where to look. Lanham, ND: R&L Education.

Krogh, S. L., & Glenz, K. L. (2010). Early childhood education: Yesterday, today and tomorrow. New York, NY: Taylor & Francis.

Ostdeik, V. J., & Bord, D. J. (2012). Inquiry into physics. Stamford, CN: Cengage Learning.

Roberts, M. & Ingram, N. (2001), Biology. Cheltenham, UK: Nelson Thornes, Ltd.

Siraj-Blatchfor, I. (2009). Early childhood matters: Evidence from the effective pre school and primary education project. New York, NY: Taylor & Francis.

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