Chapter 4

Agents in Among Us

Lesson Overview

Title: Among Us: Agents of Light and Sound
Subject: Science
Age Group(s): First Grade (Ages 6–7)
Tags: Light, Sound, Communication, Opaque, Illumination, Gamification, Problem-Solving

Description:
This lesson uses gameplay from the popular game Among Us as a phenomenon to explore the properties of light and sound. Students will observe how characters in the game can only see when areas are lit, how walls block sight, and how players use alerts and communication to solve problems. These observations will serve as a basis for hands-on investigations into light and sound.

Lesson Plan

Standards Aligned

  • 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
  • 1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated.
  • 1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
  • 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Learning Objectives

Students will be able to:

  • Explain that objects can only be seen when a light source illuminates them.
  • Sort objects into groups of transparent, translucent, and opaque based on how they block light.
  • Demonstrate that sound is used to communicate information or signal an event.
  • Collaborate to design and build a simple device that uses light or sound to send a message.

Notes

  • The video contains the concept of a character being eliminated. It is recommended to frame this abstractly for first graders, for example, "the secret player tagged a crewmate," or "a player was found and is now out of the round." The focus should remain on the science concepts of observation and communication.
  • This lesson uses the game as a visual aid for discussion and does not require students to play the game themselves.

Materials Needed

  • Technology: Projector or smartboard to display the Among Us video clip
  • Investigation Materials: Flashlights (1 per group), various materials for testing (clear plastic wrap/transparency film, wax paper, cardboard, aluminum foil/small mirror, woodblock), a small bell or buzzer
  • Handout: A simple worksheet with three columns labeled "Lets Light Pass Through (Transparent)," "Lets Some Light Pass Through (Translucent)," and "Blocks Light (Opaque)"
  • Chart paper or whiteboard

Lesson Duration

Total Time: 45 Minutes

Phase Duration Activity
Introduction & Video Viewing 10 minutes Engage students and watch the video clip, prompting observation
Guided Discussion 10 minutes Connect video moments to science concepts
Hands-On Investigation 15 minutes Students work in small groups with flashlights and materials
Wrap-up & Assessment 10 minutes Students share their communication device designs and review key concepts

Teaching Methods

  • Gamification: Using a popular game to create an engaging context for learning.
  • Inquiry-Based Learning: Asking students to form explanations based on their observations of the video.
  • Collaborative Learning: Students work in small groups for the hands-on investigation.
  • Direct Instruction: The teacher will explicitly define key vocabulary (illuminate, opaque, translucent, transparent).

Assessment Methods

Formative: Observe student participation and responses during the guided discussion. Check for understanding as groups sort materials during the hands-on activity.

Summative: Evaluate the student-designed communication devices based on their ability to successfully use light (e.g., flashlight signals) or sound (e.g., a bell code) to send a simple message. An exit ticket could ask students to draw one thing they learned about light.

Lesson Content

I. Key Teaching Points

  • Point 1: We need light to see things, just like the characters in the game can only see what is in their lit field of vision.
  • Point 2: Solid objects like walls and boxes are "opaque" because they block light, which is why we can't see what's behind them.
  • Point 3: Sounds and visual alerts, like the "Report" button in the game, are important tools used to communicate messages over a distance and help solve problems.

II. Practical Examples

For Teaching Point 1:
In the video, the player's view is limited to a cone of light around their character. The teacher can pause the video at any point (e.g., 0:01) and ask, "Can the player see what is in the bottom left corner of the room? Why not?" This leads to the conclusion that the dark areas are not illuminated, so they cannot be seen, directly supporting standard 1-PS4-2.

For Teaching Point 2:
At 0:02, the player character stands in a hallway and cannot see the group of players in the "Admin" room until they physically move into that room. The teacher can ask, "What is stopping the player from seeing into the next room?" The wall is acting as an opaque barrier, blocking their line of sight because it blocks light. The green boxes in the starting area also serve as clear examples of opaque objects. This demonstrates standard 1-PS4-3.

For Teaching Point 3:
The climax of the clip begins at 0:07 when a body is found and the "DEAD BODY REPORTED" screen flashes. This is a perfect example for standard 1-PS4-4. The teacher can explain, "This big, flashing sign is a visual signal. It's like a fire alarm, but for the game. It sends a message to every single player, no matter where they are on the ship, telling them to stop and meet." This visual alert, followed by the players communicating in the chat, shows how a system using light (the screen) and organized information is used to solve the problem of finding the secret player. This also connects to standard 1-PS4-1, as the alert would have an accompanying sound effect made by the device's vibrating speakers.

End of Lesson