Name: Taryn Troublefield Class: ELED 3221 Date Taught: 3/18/14 edTPA Indirect Instruction Lesson Plan What

is Light?

Central Focus/Big Idea: Energy: Recognize that energy takes various forms that may be grouped based on their interaction with matter. Students will complete a unit on the different form of energy: Light, sound, heat, electrical, and magnetic Subject of this lesson: Science Grade Level: Fourth Grade NC Essential Standard(s): 4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change. Next Generation Science Standard(s): 4-PS3- Make observations to provide evidence that energy can be transferred 2. from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.] 21st Century Skills: Critical thinking and problem solving- Students construct their own scientific understanding and develop their scientific process skills by asking scientific questions, designing and conducting investigations, constructing explanations from their observations, and discussing their explanations with others. Academic Language Demand Language Function: In the table below highlight the three most important language functions for your lesson. Explain why you chose these. 1. Analyze: Students will be analyzing the electromagnetic spectrum to be able to tell which wavelengths are longest? Which are strongest?

How do you know? Based on their understanding of the electromagnetic spectrum, they will be able to answer these questions. 2. Question: When making the color wheel/spinner students will predict what colors will make white light. What happens when they color it the full spectrum? Which two colors will make purple? Yellow? They will use these predictions when choosing the colors of their spinner and then testing out their prediction when they spin it. 3. Explain: Based on what students learn from video and teaching, they should each be able to explain what light is. They are learning about wavelengths, electromagnetic spectrum, white light, pigment, etc. and their ability to explain will be reflected in the two assessments. Analyze Interpret Argue Predict Categorize Question Compare/contrast Describe Retell Summarize Explain

Scientific Vocabulary: 1. Light: A form of energy 2. Prism: Object that separates white light into the colors that make it up. 3. Wavelength: Length of a wave 4. Spectrum: Range of light Instructional Objective: Student will be able to recognize the basic characteristics of light as a form of energy. In order to meet the objective, student must correctly answer 5 out of 6 questions correctly in evaluation assessment. Four or less questions answered correct will result in non-mastery and reengagement of this topic. Prior Knowledge (student): Students should already know 3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. 3. P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer. Content Knowledge (teacher): Teacher needs to have background knowledge of the different types of waves that make up the electromagnetic spectrum. Should know how light travels and that waves differ based on their wavelengths and energies.

Accommodations for special needs (individual and/or small group): Everyone can participate in explore activity, video, and teaching. The spinner in the explore activity is already divided into twelve equal parts, to save time and confusion. Students just need to color in each part and test it out. ELL students: Plenty of visuals and audio to help guide lesson, can work with partner if necessary and teacher assistance available. Materials and Technology requirements: Smart Board Power point created by teacher candidate Teacher edition of science book Spinners already divided (24) Crayons Online Study Jams Video http://studyjams.scholastic.com/studyjams/jams/science/energy-lightsound/light.htm Online Study Jams questions http://studyjams.scholastic.com/studyjams/jams/science/energy-lightsound/light.htm Glass prisms (3) White paper (3) Flashlight (3) Teacher candidate created Assessment worksheet (24)

Total Estimated Time: One science period 1:40-2:25 Source of lesson: Textbook: Science, North Carolina. Published by MacMillan and McGraw-Hill Safety considerations: During explore lesson, I will have one table of 8 students go at a time to reduce number of spinners flying and to keep order.

Content and Strategies (Procedure) In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions. Follow along with PowerPoint Engage: slide 2: Ask students what the sun, a burning candle, and a flashlight all have in common. Allow time for responses (They are all sources of light). Give students an opportunity to discuss what they know about light (Light is a form of energy). Do you know where light comes from? The colors you see all around you are part of light. What is light? Slide 3: Show Study Jams video on light http://studyjams.scholastic.com/studyjams/jams/science/energy-lightsound/light.htm to introduce how light is absorbed and how light travels in waves. Explore: Slide 4: Show teacher example of color wheel to class as a demonstration but do not spin it before students explore on their own. Pass out one plate to each student. Each plate is already drawn up into 12 equal parts for students to color in. Students may choose what colors they color their wheel. Encourage them to try different ways of coloring, such as, two alternating colors, rainbow, etc. Tell students after they are done coloring; Place your hands on your head to show me you are ready to do the experiment. After coloring, have students spin the spinner on a pencil away from their bodies (May choose to do one table at a time to keep order). What color do you see when the spinner is spinning? Allow time for responses (Colors will depend on what colors the students chose). Did anyone choose to color their wheel only two colors? Allow time for responses (Red light mixed with green light forms yellow light, red light mixed with blue light forms magenta light). The full spectrum will make white, as will a combination of red, green, and blue. Explanation: Slide 5: Ask students what is light? Think about this during our lesson today and I will ask you again at the end. Everything around you has some form of color. What is color? To figure that out, you need to learn about light.

Light is a form of energy. Light travels to Earth from the sun. Two other sources of light on Earth include fire and light bulbs. It is common for sources of light to sometimes give off heat like the fire or sun. Usually a source of light gives off something called white light. White light is actually made up of all colors. These colors range from red to violet. You can see the seven colors of light when white light from the sun passes through rain drops. The rain drops act like prisms. Can someone tell what a prism is? Allow time for responses (A prism is a solid geometric figure whose two end faces are similar, equal, and parallel rectilinear figures, and whose sides are parallelograms). Correct! A prism is also an object that separates white light into the colors that make it up. When raindrops separate light from the sun, you can see a rainbow. Slide 6: All light is made of waves. Light can be described using wavelengths. Does anyone have an idea of what they think a wavelength might be? Allow time to respond. A wavelength is the distance from the top of one wave to the top of the next wave. An easy way to remember the definition of wavelength is to flip the word around (Length of a wave). Red light has the longest wavelength. Violet has the shortest. Waves differ based on their wavelengths and energies. Slide 7: Scientists call the 7 colors of light that make up white light the visible spectrum. A spectrum is a range of light waves with different wavelengths and energies. The six colors that make up white light are called the visible spectrum because they are light waves we can see. Has anyone heard of Roy G. Bv? That is the abbreviation or mnemonic device we use to remember the colors of the spectrum, same as a rainbow. What are the 6 colors of a rainbow or Roy G. Bv? (Red, orange, yellow, green, blue and violet). Slide 8: The light waves you can see are in the visible spectrum. However, there are many waves you cannot see. Refer to the picture on slide 8: The electromagnetic spectrum contains many waves of different wavelengths. Electromagnetic waves with the longest wavelengths are radio waves. They have the lowest energy. The electromagnetic waves with the shortest wavelengths are gamma rays. They have the highest energy. Low energy waves have long wavelengths. As the energy of a wave increases, the wavelength decreases. According to the picture on this slide, which source of light is in the middle of the spectrum? Allow time to respond (Visible light). What does that mean? Allow time to respond (Visible light has a medium wavelength size between radio waves and gamma rays and medium frequency).

Elaborate: Formative Assessment As a class, have students answer the 7 multiple choice questions on study jams based on the video and teaching. http://studyjams.scholastic.com/studyjams/jams/science/energy-lightsound/light.htm If students miss a question or are still confused, click on the feedback button for the given question and it will give a detailed reason for the answer choice. 1. What happens when a beam of light hits an object? A: A shadow forms 2. What is white light? A: The type of light given off by the sun and light bulbs 3. What can you use to see all the different colors in white light? A: Prism 4. What is pigment? A: A special chemical that absorbs some colors and reflects others 5. What type of wavelengths do ultraviolet rays have? A: Short 6. What color is an object that absorbs all the colors in the light spectrum? A: Black 7. A leaf is green, what does that tell you about the light being absorbed? A: All colors are absorbed except green. Prism Activity: Explain directions to students before passing out prisms and white paper. Students, you just learned that the refraction of light can also have the result of splitting white light into different colors. This happens because different wavelengths of light travel at different speeds when crossing into a new medium (such as the glass of a prism). Pass out one prism and one sheet of white paper to each of the three tables of students. Have them take turns working with the prism

by rotating the prism clockwise around to each student. Now that you have learned about white light and color you are going to test it out for yourself using the prism experiment we talked about. At the end, have each table of students present their findings and explain what happened. Directions Step 1: Shine a bright white light (flashlight) directly onto a prism. Step 2: Place a white piece of paper opposite the light to catch the rainbow. Move it around to different angles and take note of what happens. Step 3: On a piece of paper make sure to record what you observe and note the order of the colors.

Evaluate: Summative Assessment To assess each students progress toward the stated objective, a formative assessment on light will be given to guide or modify future teaching on this topic. Individually, students must correctly answer 5 out of 6 questions correctly in order to meet the objective.

Answer key

What is Light? 1. Light is a form of Energy. 2. A Prism is an object that separates white light into the colors that make it up. 3. The distance from the top of one wave to the next wave is called Wavelength. 4. A range of light waves with different wavelengths and energies is called Spectrum. 5. Which electromagnetic waves have the longest wavelengths? Radio Waves.

6. Which electromagnetic waves have the shortest wavelengths? Gamma Waves.

Mastery- Student has correctly answered 6 out of 6 fill in the blank questions. Partial Mastery- Student has correctly answered 5 out of 6 fill in the blank questions. Non mastery- Student has correctly answered 4 or less fill in the blank questions and/or did not complete assignment.

To be complete after the lesson is taught as appropriate Assessment Results of all objectives/skills: Mastery: 4 students Partial Mastery: 6 Students Non-Mastery: 8 Students