Duration: 45 minutes
SPIRIT Skills:
- Critical thinking
- Problem-solving
- Curiosity
- Creativity
Brief Description:
Students work in small groups at three pre-set science experiment stations. The goal is to explore light refraction and understand how rainbows are formed. Stations: 1) Mirror + Water + Light: A transparent cup is filled with water, and a small mirror is placed inside at an angle. A flashlight shines onto the mirror. Students observe how light reflects and what colours appear. 2) CD or Prism + Light Source: Students shine sunlight or a flashlight onto a CD or through a prism and observe the splitting of light into colours. 3) Water Spray + Sunlight: Using a spray bottle, students create a fine mist in direct sunlight (outside or by a window) and try to spot a real mini rainbow. Each group fills in a worksheet with drawings and short written responses to guided questions.
How does this develop particular SPIRIT skills
- Critical thinking: Students analyse experimental outcomes, compare them with initial hypotheses, and draw reasoned conclusions.
- Problem-solving: Students repeat experiments, adjust tools or methods, and find solutions when results are unclear.
- Valuing people and nature: Groups divide tasks, support each other, and work together to make discoveries.
- Creativity: Students represent observations visually, exploring imaginative ways to present data.
- Curiosity, sense of wonder and openness: Students explore phenomena, ask questions, and remain engaged in discovering new aspects of light and water interaction.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
As a result of this activity, the following students’ skills will be developed:
- Critical thinking: Draw conclusions based on observations and relate them to initial hypotheses.
- Problem-solving: Understand that scientific results require repetition, adjustment, and precision to achieve reliable outcomes.
- Valuing people and nature: Improve communication and teamwork skills through group interaction and shared experimentation.
- Creativity: Represent observations visually and explore imaginative ways to explain phenomena.
- Curiosity, sense of wonder and openness: Remain engaged, ask questions, and explore the natural behaviour of light and water.
Academic/Curriculum Objective connection
- Environmental Studies: Light, water, and natural phenomena
- Digital Literacy / Technology: Use of light sources and optical tools
- Mathematics / Logical Thinking: Drawing conclusions, sequencing
- Social Learning: Group work, joint decision-making, argumentation
Materials and tools needed for implementation
- Paper, coloured pencils, direction arrows
- Transparent cups, water, small mirrors, flashlights
- CDs, prisms
- Spray bottles, sunlight (or strong lamps)
- Worksheets with pencils and coloured pencils
- Station instruction cards with pictures and simple steps
- Visual aids for inspiration
- Paper towels for spills or water accidents.
Preparation notes
- Test each experiment in advance! Try them before the session to ensure feasibility
- Ensure proper lighting, ideally natural sunlight for best results
- Provide clear, illustrated instructions at each station (one per group)
- Organize and lay out all materials beforehand, clearly sorted by station
- Check for safety and stability (e.g., make sure cups are steady, flashlights are charged)
Guided Questions
- What happens to the light when it passes through water or hits a mirror?
- How does the light change when you shine it on a CD or prism?
- Did you see colours in the water spray? What conditions were needed?
- Which experiment did you like the most? Why?
Stage Debriefing Questions (Optional)
- Which experiment was the most spectacular or exciting for you?
- Did any result surprise you?
- What answers did you find to your questions? Do you think you’ve understood the secret of the rainbow?
Tips and Tricks for dealing with stage challenges
- Water spray experiment: Best outdoors in sunshine; if rainy, use a video projection of the spray effect indoors
- Lighting issues: Shade the room or use darker spaces for flashlight-based experiments
- Group participation balance: Assign rotating roles (e.g., “light operator,” “observer,” “recorder”)
- Shy students: Let them observe first, then try when they feel more comfortable
- Tool difficulties: Provide alternatives, e.g., CDs if prisms aren’t available or too tricky to handle.