Diagram of a flashlight 4. Provide reference materials such as science information books or encyclopedias for students to use to research components of the flashlight system. Students draw a diagram of the flashlight and label the parts using words that are familiar to them. Students display illustrations for viewing and discussion. The class compares drawings and terms used for labels.
Students record in their science journals terms used to identify parts of the flashlight.
After forming small student groups make a master list of terms that best describe each flashlight part. The recorder of each group communicates the consensus of the group to the rest of the class. Record student responses and displays for later use. Findings from each group are recorded and displayed for students to view for later use. Discuss what happens if a part of the flashlight system is removed.