Science Lesson
INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT
Light
Elementary Science
___________________________________________________________________________
Big Idea: Light Properties
Grade Level: 4th Grade
Rationale: Students need to understand the properties of light. They should understand that some things cause light to respond differently. They also need to know that some objects allow light to pass through while others do not.
NC Essential Standard(s):
4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.
National Science Education Content Standards Reference:
K-4: Content Standard B: Physical Science – Understand properties of objects and materials; Understand light, heat, electricity, and magnetism
Instructional Objective: Students will be able to successfully complete all of the roller coaster challenges. They will be able to explain that all of the objects in the dropping races activity hit the ground at the same time. Additionally, they will be able to successfully answer 5 of the 6 questions correct on the quiz given in the evaluate phase of the lesson.
Prerequisite knowledge and skills: Students should know that light reflects and refracts. Students should know that light travels in a straight line until it hits another object.
Materials/Resources:
· Transparent plastic wrap
· Waxed paper
· Cardboard
· Flashlight
· Notebook paper
· Soup can
· Glass (windows work)
· Latex glove
· Sunglasses
· Tissue paper
· Leaf
· Construction Paper
· Aluminum foil
Source of your lesson: http://www.gobookee.com/get_book.php?u=aHR0cDovL2hub3YuZmlsZXMud29yZHByZXNzLmNvbS8yMDExLzAzL2dyYWRlLTQtc2NpZW5jZS11bml0LnBkZgpHcmFkZSA0IFNjaWVuY2UgVW5pdDogTGlnaHQ
Estimated Time: 45 minutes to an hour
Accommodation for Special Needs/different learning styles: Students will work in structured, pre-planned groups based on ability levels as to accommodate students with intellectual difficulties.
Safety considerations: Students will be instructed not to shine flashlights into anyone’s eyes.
___________________________________________________________________________
Content and Strategies (Procedure)
Engage:
Open the lesson by reading page F48 through F51 in Macmillan McGraw Hill, Science, Grade 4. Stop every few sentences to check for understanding and be sure students are understanding the content. In the first section, How Do You See, stop on key vocabulary words cornea, pupil, retina to make sure students understand the definitions of those words. On page F49, stop and focus on words opaque, transparent, and translucent to make sure students understand the meaning of these words. In the second section, What New Technology Uses Light, stop and focus on words lasers, optical fibers, and light pipes to make sure students understand the meaning of those words. Help students make connections to real life examples throughout the sections. Once reading is complete tell student they are going to focus on opaque, transparent, and translucent objects and what light does to them. Go back through page F49 to review again. Ask students to give their own definitions of opaque, transparent, and translucent objects.
Explore/Explanation:
Place students in their pre-planned groups of 4. Each group will have a basket with their materials in it. Tell them they will be using flashlights to see how what happens to light when it is shown on opaque, transparent, and translucent objects. Tell each group of students they have a piece of plastic wrap, a piece of waxed paper, and a piece of cardboard. Before they experiment with the flashlight, they must first predict if they think each object is opaque, transparent, or translucent. They should write their predictions in their journals. Students will then shine the flashlights on the opaque object, cardboard, and decide which category it falls under. They will record their answer in their journals. Students will then come up with a definition in their own words for that category Students will then do the same with the plastic wrap and the wax paper. Once students have recorded their responses in their journals, begin a class discussion about predictions, observations, and definitions. All instructions will be on the board for students to follow.
Elaborate:
Each group will be assigned a basket with their materials in it. Each basket should have a flashlight, notebook paper, a soup can, a latex glove, sunglasses, tissue paper, a leaf, construction paper, and aluminum foil. Students should pull out their journals again and create a table that looks like this
Opaque Translucent Transparent
Students will categorize each of the objects as opaque, translucent, or transparent. Before students begin, on another page in their journals, they must predict what they think each object will be. Once predictions are complete, students may begin using the flashlights to determine if the objects are opaque, translucent, or transparent. Students will continue this until they have classified all objects. Students should clean up and bring their baskets to the front when they are finished. Instructions will be on the board for students to refer to.
Evaluate:
Students should turn in their science journals for evaluation. To reach mastery, students should have a correct definition of opaque, translucent, and transparent. They should also have correctly categorized at least 6 of the 8 objects. If they did not reach mastery, they will require reteaching.
Closure:
Go over the definitions of opaque, translucent, and transparent to record beside their own definitions. Discuss with students that the straight line of light will change depending on what the light hits. Ask if any students have questions regarding opaque, translucent, and transparent objects. If there are questions, have students turn and talk to see if they know the answer. If not, explain the answer using what students have discovered throughout the lesson.
Light
Elementary Science
___________________________________________________________________________
Big Idea: Light Properties
Grade Level: 4th Grade
Rationale: Students need to understand the properties of light. They should understand that some things cause light to respond differently. They also need to know that some objects allow light to pass through while others do not.
NC Essential Standard(s):
4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.
National Science Education Content Standards Reference:
K-4: Content Standard B: Physical Science – Understand properties of objects and materials; Understand light, heat, electricity, and magnetism
Instructional Objective: Students will be able to successfully complete all of the roller coaster challenges. They will be able to explain that all of the objects in the dropping races activity hit the ground at the same time. Additionally, they will be able to successfully answer 5 of the 6 questions correct on the quiz given in the evaluate phase of the lesson.
Prerequisite knowledge and skills: Students should know that light reflects and refracts. Students should know that light travels in a straight line until it hits another object.
Materials/Resources:
· Transparent plastic wrap
· Waxed paper
· Cardboard
· Flashlight
· Notebook paper
· Soup can
· Glass (windows work)
· Latex glove
· Sunglasses
· Tissue paper
· Leaf
· Construction Paper
· Aluminum foil
Source of your lesson: http://www.gobookee.com/get_book.php?u=aHR0cDovL2hub3YuZmlsZXMud29yZHByZXNzLmNvbS8yMDExLzAzL2dyYWRlLTQtc2NpZW5jZS11bml0LnBkZgpHcmFkZSA0IFNjaWVuY2UgVW5pdDogTGlnaHQ
Estimated Time: 45 minutes to an hour
Accommodation for Special Needs/different learning styles: Students will work in structured, pre-planned groups based on ability levels as to accommodate students with intellectual difficulties.
Safety considerations: Students will be instructed not to shine flashlights into anyone’s eyes.
___________________________________________________________________________
Content and Strategies (Procedure)
Engage:
Open the lesson by reading page F48 through F51 in Macmillan McGraw Hill, Science, Grade 4. Stop every few sentences to check for understanding and be sure students are understanding the content. In the first section, How Do You See, stop on key vocabulary words cornea, pupil, retina to make sure students understand the definitions of those words. On page F49, stop and focus on words opaque, transparent, and translucent to make sure students understand the meaning of these words. In the second section, What New Technology Uses Light, stop and focus on words lasers, optical fibers, and light pipes to make sure students understand the meaning of those words. Help students make connections to real life examples throughout the sections. Once reading is complete tell student they are going to focus on opaque, transparent, and translucent objects and what light does to them. Go back through page F49 to review again. Ask students to give their own definitions of opaque, transparent, and translucent objects.
Explore/Explanation:
Place students in their pre-planned groups of 4. Each group will have a basket with their materials in it. Tell them they will be using flashlights to see how what happens to light when it is shown on opaque, transparent, and translucent objects. Tell each group of students they have a piece of plastic wrap, a piece of waxed paper, and a piece of cardboard. Before they experiment with the flashlight, they must first predict if they think each object is opaque, transparent, or translucent. They should write their predictions in their journals. Students will then shine the flashlights on the opaque object, cardboard, and decide which category it falls under. They will record their answer in their journals. Students will then come up with a definition in their own words for that category Students will then do the same with the plastic wrap and the wax paper. Once students have recorded their responses in their journals, begin a class discussion about predictions, observations, and definitions. All instructions will be on the board for students to follow.
Elaborate:
Each group will be assigned a basket with their materials in it. Each basket should have a flashlight, notebook paper, a soup can, a latex glove, sunglasses, tissue paper, a leaf, construction paper, and aluminum foil. Students should pull out their journals again and create a table that looks like this
Opaque Translucent Transparent
Students will categorize each of the objects as opaque, translucent, or transparent. Before students begin, on another page in their journals, they must predict what they think each object will be. Once predictions are complete, students may begin using the flashlights to determine if the objects are opaque, translucent, or transparent. Students will continue this until they have classified all objects. Students should clean up and bring their baskets to the front when they are finished. Instructions will be on the board for students to refer to.
Evaluate:
Students should turn in their science journals for evaluation. To reach mastery, students should have a correct definition of opaque, translucent, and transparent. They should also have correctly categorized at least 6 of the 8 objects. If they did not reach mastery, they will require reteaching.
Closure:
Go over the definitions of opaque, translucent, and transparent to record beside their own definitions. Discuss with students that the straight line of light will change depending on what the light hits. Ask if any students have questions regarding opaque, translucent, and transparent objects. If there are questions, have students turn and talk to see if they know the answer. If not, explain the answer using what students have discovered throughout the lesson.