Grade Level: 6th – 8th grade
Subject Matter: Life Science, Physical Science
National Standards: NS.5-8.1, NS.5-8.2, NS.5-8.3

1. Begin the lesson by having students watch the Science Friday video, “A Quest To See The Light.” Ask students to describe other types of creatures that use bioluminescence. How do these and other animals produce light? Review the definition of bioluminescence, and explain that it is one of many forms of luminescence. Tell students that they will conduct activities to compare the similarities and differences among other forms of luminescence.

2. Have students create a chart with three columns. Label each column as 1) chemiluminescence, 2) phosphorescence, and 3) fluorescence.

Activity 1 - Chemilueminscenc

1. Hand out a light stick to each student. Have them observe and record on their chart a description of the light stick, including color and transparency. Have students shake their light sticks. Are there any reactions? Ask students to suggest what action is necessary in order to activate the light stick.

2. Have students bend the light stick and observe the reaction. (Do not allow students shake the light stick.) Does the light or glow spread to the rest of the stick, or does it remain focused on the part of the stick that was bent? Ask students to predict what will happen if they shake the light stick.

3. Have students shake the light stick and record their observations, including any changes in color and temperature.

Activity 2 - Phosphorescence

1. Show students an object that glows in the dark. Ask students how they think they can cause the object to glow or emit light. Turn the lights off and quickly take out one of these objects that has been stored in a dark paper bag. Does it glow brightly? What will make it glow brighter?

2. Turn lights on again, and hand out to each student one object that glows in the dark, along with a flashlight. Instruct students to shine the flashlight directly on the object for one minute, and then explain what they think is happening.

3. Remove the flashlight after one minute, and turn the lights off to observe the results. Have students record their observations of the object before and after using the flashlight. Include observations on temperature, brightness, and method of activation. How was this type of luminescence different from the light stick’s luminescence?

Activity 3 - Fluorescence

1. Hand out to each student a small transparent plastic cup filled with laundry detergent. Have students record the color and temperature (hot, cold, warm) of the detergent. Ask students to explain how the laundry detergent could glow.

2. Shine the black light onto a laundry detergent sample. Ask students to describe what they see. Why does the laundry detergent appear to glow?

3. Turn the black light off and have students observe the laundry detergent. Does it continue to emit light? Why do they think the laundry detergent no longer appears to glow? Have students record their observations and explanations.

4. Shine the black light on other objects in the room such as clothes, hands, furniture, etc. If you have a sample of a fluorescent mineral, shine the black light on it. What causes some of these other objects to appear as if they are glowing? How is this type of luminescence different from what the students observed during the two prior activities?