Objectives (5 - 7 minutes)

1. Understand the Concept of Color in Chemistry: Students will be introduced to the concept of color in chemistry and its significance in identifying and characterizing substances. They will learn that colors are due to the interaction of light with the electrons within the atoms of the substances.

2. Explore the Relationship Between Light and Color: Students will explore the relationship between light and color, understanding the fundamental principle that white light is made up of a spectrum of colors and how this principle relates to the colors of substances.

3. Interpret the Color Wheel in the Context of Chemistry: Students will learn how to interpret the color wheel in the context of chemistry. They will understand that the colors they see are not inherent to the substances but are a result of the light that is reflected or absorbed by the substances.

Secondary Objectives:

• Develop Observation Skills: As the students will be working with different substances and observing the changes in color, they will develop their observation skills, an important aspect of scientific learning.

• Promote Teamwork and Collaboration: Through group activities and hands-on experiments, students will learn to work in teams, promoting teamwork and collaboration skills.

Introduction (8 - 10 minutes)

1. Review of Necessary Background Knowledge: The teacher begins by reminding students about the basic concepts of atoms, electrons, and light. They will briefly discuss how electrons absorb and emit light, and how different wavelengths of light are perceived as different colors. This review will provide the necessary background knowledge for understanding the lesson's topic.

2. Problem Situations:

   • The teacher presents a scenario where two unknown substances are spilled on the floor - a red liquid and a blue powder. The students are asked how they could determine if these two substances are the same or different using only the colors they see.
   • Another scenario involves two clear liquids - one is water, and the other is a colorless solution of copper sulfate. The students are asked to predict what would happen if these liquids were illuminated by white light.

3. Real-World Contextualization:

   • The teacher explains that understanding the color of substances is crucial in various fields, such as food science (to determine the ripeness of fruits or the doneness of cooked food), art (to create specific shades and hues), and even in forensics (to identify substances found at crime scenes).
   • The teacher can also share interesting facts, such as how flamingos get their pink color from the food they eat, which contains a pigment that turns their feathers pink. This example illustrates the connection between the color of a substance and its chemical composition.

4. Introduction of the Topic and Grabbing Attention:

   • The teacher introduces the topic by asking the students: "Have you ever wondered why we see different colors around us? Why is the sky blue, and the grass green?" This question is designed to pique the students' curiosity and set the stage for the discussion on the colors of substances in chemistry.
   • To further engage the students, the teacher can show a short, visually appealing video that demonstrates the concept of the color wheel in action, or a video on how different substances can produce vibrant colors under UV light. The teacher can ask the students to share their thoughts or observations after watching the video.

Development (20 - 25 minutes)

Activity 1: Colorful Beaker Solutions (10 - 12 minutes)

In this activity, students will work in groups to create a set of colorful solutions by mixing different substances. They will then attempt to identify the substances based on the colors produced.

1. Materials Needed:

   • Several beakers or transparent cups
   • A variety of substances with different colors (table salt, copper sulfate, baking soda, beet juice, spinach juice, etc.)
   • Distilled water
   • Stirrers or spoons for mixing

2. Procedure:

   • Step 1: Each group receives a set of beakers or cups, and a variety of substances.
   • Step 2: The groups are instructed to mix small amounts of different substances with distilled water in separate beakers.
   • Step 3: After each mix, the students need to observe and record the color of the solution formed.
   • Step 4: The teacher walks around the room, guiding the students and answering any questions they may have.
   • Step 5: Once the mixing is done, the groups share their findings with the class, explaining the colors they obtained and their hypotheses about the substances. The teacher prompts the students to critically analyze the results and discuss any discrepancies or similarities among the groups.

3. Discussion and Learning:

   • The teacher leads a discussion about the results, emphasizing that the colors the students observed are due to the interaction of light with the electrons within the atoms of the substances.
   • The teacher connects the activity back to the real-world context, explaining that this is how scientists often determine the composition of unknown substances - by observing the colors they produce when mixed with other substances.

Activity 2: Colorful Light Absorption (10 - 12 minutes)

In this activity, students will once again work in groups, this time using a light source and various substances to observe the colors that are absorbed and reflected, and how this relates to the color of the substances.

1. Materials Needed:

   • Light source (a flashlight will do)
   • Different colored substances
   • A white surface (a sheet of paper)
   • A dark surface (a black piece of cardboard)

2. Procedure:

   • Step 1: Each group receives a light source, a white surface, a dark surface, and various colored substances.
   • Step 2: The students are instructed to shine the light through the different colored substances onto the white surface and observe the color that appears.
   • Step 3: Next, they are to shine the light onto the different colored substances on the black surface and observe the color that appears.
   • Step 4: The students are to record their observations and any differences they notice.
   • Step 5: The teacher walks around the room, guiding the students and answering any questions they may have.
   • Step 6: Each group shares their findings with the class, explaining their observations and any conclusions they can draw.

3. Discussion and Learning:

   • The teacher facilitates a discussion about the activity, focusing on the concept of light absorption and reflection, and how this relates to the color of the substances.
   • The teacher emphasizes that the color we see is not the color that is absorbed, but the color that is reflected or transmitted. A substance appears a certain color because it absorbs all other colors of light except for the one that we see.
   • The teacher further deepens the students' understanding by connecting the activity to the real-world context, explaining that this is why objects appear a certain color under different light sources - because the different wavelengths of light are absorbed and reflected differently.

By the end of these activities, the students should have a clear understanding of the connection between the color of a substance and its chemical composition, and how light and the electrons within atoms interact to produce these colors. They should also have developed their observation skills and their ability to work as a team.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher facilitates a group discussion where each group is given the opportunity to share their solutions, findings, and conclusions from the activities. Each group is encouraged to explain their thought process and how they arrived at their observations or conclusions. This promotes communication skills and the ability to articulate scientific concepts.
   • The teacher also guides a discussion on the similarities and differences between the groups' findings, highlighting the fact that interpretations can vary even when working with the same materials and conditions. This discussion encourages critical thinking and the understanding that scientific conclusions are based on evidence and can be influenced by various factors.

2. Reflective Questions (2 - 3 minutes):

   • The teacher then proposes that the students take a moment to reflect on what they have learned during the lesson. They are asked to consider questions such as:
     1. What was the most important concept you learned today?
     2. Which questions do you still have about the colors of substances in chemistry?
   • This reflection time allows the students to consolidate their learning and identify areas where they may need further clarification or exploration.

3. Connection to Real-World Applications (1 - 2 minutes):

   • The teacher concludes the feedback session by emphasizing the practical applications of the lesson's topic in everyday life and scientific research. They can reiterate the use of color to identify substances in fields like food science and forensics, and the importance of understanding the interaction between light and color in various industries, including art and design.
   • The teacher can also encourage the students to be mindful of the colors they encounter in their daily lives and to think about the substances and chemical processes that might be responsible for these colors. This connection to the real world helps to make the lesson more engaging and relevant to the students' lives.

By the end of the feedback session, the students should have a deeper understanding of the topic, a clearer idea of their own learning, and a curiosity to explore more about the colors of substances in chemistry. The teacher, on the other hand, will gain insights into the students' learning process, which can inform future lessons and instructional strategies.

Conclusion (5 - 7 minutes)

1. Summary and Recap (1 - 2 minutes):

   • The teacher begins the conclusion by summarizing the main points of the lesson. They remind the students that the colors of substances are not intrinsic to the substances themselves, but are a result of the interaction of light with the electrons within the atoms of the substances.
   • The teacher also reviews the key activities, emphasizing how the hands-on experiments helped the students to understand these concepts. They remind the students of the colorful solutions the groups created and the different colors they observed under various light sources.

2. Connecting Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher then explains how the lesson connected theory, practice, and real-world applications. They highlight that the theoretical concepts of light and the interaction of light with electrons formed the basis of the lesson.
   • The hands-on activities allowed the students to put these theories into practice, increasing their understanding and retention of the knowledge.
   • The connection to real-world applications, such as food science and forensics, helped the students to see the relevance and importance of the topic in everyday life and scientific research.

3. Suggested Additional Materials (1 minute):

   • The teacher suggests additional materials for the students to further explore the topic. These can include educational videos, interactive online resources, and simple at-home experiments that the students can conduct with their parents' supervision.
   • The teacher can also recommend age-appropriate books or articles that delve deeper into the topic, or suggest visiting a local science museum or planetarium to see these concepts in action.

4. Importance of the Topic for Everyday Life (1 - 2 minutes):

   • Lastly, the teacher emphasizes the importance of the lesson's topic for everyday life. They explain that understanding the colors of substances is not only essential in various scientific fields but also in our daily lives.
   • They can give examples like cooking (where we often use the color of ingredients to determine their freshness or doneness), fashion and design (where understanding color theory is crucial for creating pleasing combinations), and even in our hobbies (such as gardening, where we use the color of leaves and flowers to gauge the health of our plants).
   • The teacher concludes the lesson by encouraging the students to be mindful of the colors around them and to continue exploring the fascinating world of chemistry.

By the end of the conclusion, the students should feel confident in their understanding of the topic, have resources to further explore the topic, and understand the relevance of the topic to their everyday lives. The teacher, on the other hand, will have reinforced the key concepts, connected the lesson to real-world applications, and inspired the students to continue learning.