5e Lesson Plan Format Stem [PDF]

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How Light Travels-STEM 5E Lesson Plan Format Subject: Physical Science

Date:

Grade 3 Teacher: Ms. Chatfield

Length of lesson:

Lesson objective:

Grade Level Content Expectation:

Students will be able to explain how shadows are made, and how to manipulate those shadows. Students will be able to explain what happens to light when it travels from water to air. Focus Question: What are the basic physical properties of light?

P.EN.03.21: Demonstrate that light travels in a straight line and that shadows are made by placing an object in a path of light. P.EN.03.22: Demonstrate what happens to light when it travels from water to air (straw half in water looks bent).

Key Concepts: What is needed for understanding this content statement? These would be the vocabulary necessary to understand and discuss these concepts. Be sure to include all definitions. (5points) Shadow: A dark area or shape produced by a body coming between rays of light and a surface. Refraction: Refraction is the change in direction of a wave due to a change in its medium.

Time:

Lesson Element:

Instructional Outline:

Be very specific and include all materials, especially rubrics.

Evaluation:

Assessment: What will my students do to demonstrate: 1.a developing understanding (embedded assessment)

1. When checking for a developing understanding, I will be walking around and listening to the group discussions going on. I will be asking the groups to explain to me verbally what they see happening and what they think that means. I will especially be looking for meaningful group discussion, though.

2.a deep understanding of this benchmark (final assessment)?

2. For a deep understanding, I will collect their notebooks and base their understandings on what they have been recording throughout the whole process. I will also base their understanding off of the worksheet that I will collect at the end of the closure activity.

Engagement/Introduction: I will use the “Shadow Puppet Theatre” science board. There are five shapes that will be placed in the path of a flashlight to make their shadow appear on the board. Introduction (*i.e. Anticipatory Set, Access prior knowledge, or KWL) Instructional Activities: How will I present this material? Be sure to use strategies that address multiple intelligences and higher order thinking

Before we actually start exploring with the shapes’ shadows, I will instruct the students to get out their science notebooks and for each shape they will: 1) Draw a picture of what they predict the shape’s shadow will look like. 2) Write down what they predict will happen when the shape is brought closer to the light source and farther away from the light source. 3) Write down their prediction as to whether the color of the shape will affect its shadow. Exploration: To explore, I will let students come up to the board in small groups and take turns creating shadows on the board with the shapes. They will point a flashlight at the board and hold the shape in the path of light. After they have had a chance to explore, they will write down the results to their predictions in their science notebooks. Explanation: http://www.youtube.com/watch?v=JuGwq7jIcK8

Light’s Path –Cooperative Learning Activity Before students arrive, set up 5-6 tables using the following procedures: - Punch a hole in 3 index cards in the same place (near the top) with a hole punch. -Tape each card to a stable base, such as a wooden block so that they stand up. -Stagger the standing index cards about 12-16 inches apart. They can be in a diagonal or straight line, as long as a path of line can shine through all 3 cards. -Fold an 8.5x11in piece of paper and place it at the end of the line of cards.

Divide students into groups of 4-5. Instruct each group member to take their science notebooks with them. First, the students will need to work together to cut 2m of string and carefully pass the string through the holes in each of the cards, being careful not to move them. Then, they will pull the string tight. They will be asked to write down whether the string is in a straight line, and what that tells them about the path that light travels. Second, the students will point a flashlight through the first card and observe what they see on the piece of paper folded at the opposite end of the line of cards. They will write down what they observe and what that tells them about how light travels. Elaboration: http://www.youtube.com/watch?v=JuGwq7jIcK8 http://galileo.phys.virginia.edu/outreach/8thgradesol/RefractionFrm.htm Explain that we saw that light travels in a straight line when it goes through a single substance, but what happens when it goes from one substance to another? Refraction activities (Discrepant Events): 1) The Bent Straw Cooperative Learning Activity -Divide students into groups of two. Each group gets a jar that is nearly filled with water and a straw (one without a bendable neck). -Have one student hold the straw upright in the water. Both students look at the straw from the top and the sides of the jar. Record observations. -Let the straw lean against the edge of the jar. Again, look at the straw from the top and the sides of the jar and record observations. 2) The Disappearing Penny Cooperative Learning Activity -Divide students into groups of two.

-Place an empty cup on the table and drop a penny in it. One student looks down into the cup so that he can see the penny. -Have him move back away from the cup slowly until the penny just disappears from his sight. -The other student will slowly pour water into the cup and the penny will come back into sight. -Repeat the process so that both students get to observe the penny “reappearing.” -Students record their observations in their notebooks.

Closure/Review Techniques

3) The Bent Laser -At the front of the room, fill a large, clear plastic tub with water. Add a few drops of milk so that the water becomes slightly cloudy. -Clap some chalky erasers above the water a few times so that the air becomes dusty. -Turn the lights off and point a laser through the dust into the water. Move the laser around and direct it at different angles. -Ask the class what they are seeing. Closure/Review: http://www.sciencekids.co.nz/gamesactivities/lightshadows.html Students will play the interactive game above. As they are playing it, they will fill out an accompanying worksheet (attached at bottom). They will have a homework assignment this day to stand outside in both the sunlight and moonlight and record their observations of their own shadows.

Homework/Individual Practice: Go outside in the sunlight and notice which way your shadow appears in relation to the sun. Do the same thing when the sun goes down. Is it easier to see your shadow in the sunlight or moonlight? Record all observations in science journals. Differentiation/Accommodation Struggling students will get extra verbal help from myself when working on the discrepant events. Instead of having them set up their Strategies stations, I will already have them set up for them. Instead of requiring (What will you do to help the them to write down their observations, I may have them draw what special needs, at-risk or they see, or explain to me what they see happening. struggling students?)

Evidence of Understanding: What evidence will I accept that the students have acquired the concepts or skills for this Benchmark?

Acceptable evidence of understanding will include correct verbal and written explanations that light travels in a straight line when it is in air, and that it bends when it goes from air to water. Demonstrations that they do not understand will include not being able to explain how light travels. This could be in written or verbal form, or

What are my students doing that demonstrates that they don’t understand?

from not being able to make the light shine through all 3 cards in the “Light’s Path” activity.

Connections: How can I connect this content expectation with the students’ prior knowledge, other subjects, and other expectations?

I could connect this to an ELA activity by having students write a poem or haiku that explains that light travels in a straight path. It could also be made into an art project by having them draw pictures of objects and the shadows they would create, based on where the sun/light source is located.

Naïve Misconception: What are some wrong ideas that need to be addressed?

Materials/Resources:

1. Light always passes straight through a transparent material without changing direction. 2. When an object is viewed through a transparent solid or liquid material the object is seen exactly where it is located. 3. A shadow is something that exists on its own. Light pushes the shadow away from the object to the wall or the ground and is thought of as a "dark " reflection of the object. http://amasci.com/miscon/opphys.html  Shadow Puppet Theatre board  Science notebooks for all students  Flashlights  Index cards  Hole punch  Tape  Wooden blocks  Blank sheet of paper  String  Clear glass jars  Straws (non-bendy)  Pennies  Large, clear plastic tub  Few drops of milk  Chalk/board erasers  Laser pointer  Access to water  Access to computers with internet access

Sun, Light & Shadows: Online Activity (Answers in red) 1) Can you find a way of making the shadow bigger? What did you do? A: move the light source closer to the object 2) Which objects make the best shadows? A: Objects that are not transparent. 3) Click and drag the pink handle to move the light closer to the object. What happens to the shadow? A: It gets bigger. 4) What happens to the shadow when you tilt the light up? What happens when you tilt the light down? A: Up – the shadow moves down. Down – the shadow moves up. 5) What happens to the shadow when the light gets dimmer? A: It gets harder to see. 6) Where do the shadows outside appear? A: In the opposite direction from where the sun is shining on the object. 7) When you drag the sun across the sky, when are the shadows the shortest? A: When it is directly overhead. 8) Is the moonlight bright enough to make shadows? A: Yes.

Website references: http://www.sciencekids.co.nz/gamesactivities/lightshadows.html http://galileo.phys.virginia.edu/outreach/8thgradesol/RefractionFrm.htm http://www.youtube.com/watch?v=JuGwq7jIcK8 http://amasci.com/miscon/opphys.html