Science Lesson Plan
Julia Miller, 1st grade, Planned for 11/20
What: This is a lesson on light reflection, refraction and absorption. The students will
use flashlights to conduct an investigation to find out how different objects affect a beam
of light by placing objects made of different materials in its path. In pairs, students will
record their observations and share their results. This will introduce SAPA principles of
experimentation, controlling variables, classifying, and forming hypotheses in a
developmentally appropriate way. By the end of the lesson, students will be able to
identify what the materials have in common and predict what they think will happen
with similar materials. Additionally, students will understand that light travels in waves
but cannot pass through all objects.
How: I will facilitate the fluency activity by introducing it as an exciting investigation. I
will introduce the subject as we sit in a circle on the carpet, What will happen when we
put all of these materials in the path of light?. We will go over class manners for sharing
materials and safety when using flashlights. I will give specific instructions for how to
use the flashlights and objects, and how to correctly record observations. In order to
create an environment of free choice and structure, I will allow each pair to choose any
six objects for use in the investigation. I will intentionally use vocabulary such as
opaque and reflect in an effort to expose students to the terms without formally I agree, I don't need to go into light waves
introducing vocabulary. In the last part of the lesson, I will allow students to share their
observations and predictions. My hope is that having students work in pairs and then in
a larger group, will support all types of learners while allowing for scientific
conversations, wonderings and understandings.
Why: My overarching question was How can I use personally/culturally relevant
teaching to facilitate higher-order thinking. The flashlight investigation answers both
parts of my question. Light and shadows are subjects of excitement for children. Its
typical for a six or seven year-old child to question shadows and even play with them.
Darkness, flashlights, reflected light, and obstructed lights are elements of wonder for
the child. For my first formal science lesson, I wanted to capture students curiosity in
the way that was whimsical but scientific and would lead students to make predictions,
comparisons, classifications and observations. Additionally, I think school should relate
to everyday life, build on previous experience while supporting future experience.
Hopefully after my lesson, students will have a cerebral experience with light and think
about how the waves are transmitted in various circumstances. Lastly, students should
be given choice and opportunities to build friendships whenever possible. When I spoke
with the science instructor at my school placement, he told me to do anything I believed
the students would like. I thought the Flashlight Investigation fit them best, while
adhering to the Science Standards for first grade.
Goals / Objectives: Students will be able to conduct an investigation to determine the
effect of placing objects made with different materials in the path of a beam of light.
Commented [1]:
If you look at that triangle drawing from SAPA you will
see a dotted line. Everything above that line are
intended for upper elementary.
Julia Miller
I agree this is too much, instead I will focus on
classifying communicating, and predicting, which are
appropriate
Commented [2]:
The sentence before this is great. That is exactly what
you should be going for. You emphasize classification
and predicting. Great.
Julia Miller
Commented [3]:
I would not try to introduce the wave nature of light in
1st grade. I know that the material you showed me
spoke of waves, but I really think that is going too far.
Please look at what the Framework says about
light/waves
Commented [4]:
I am so glad that you did this.
Commented [5]:
I would say that the students are already capable of
this, or you would not be doing this. So if you are trying
to answer What will students know or be able to do
then maybe you should say something like Students
will be able to predict whether an object will absorb,
transmit, or reflect light, and use flashlights to verify or
disprove their predictions.
Julia Miller
Thanks for this push - I've made it about predictions
and being persistent enough to notice patterns in my
final
Standards and Assessment Anchors:

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.
SP3: Planning and carrying out investigations
Commented [6]:
No. This standard requires being in a fully dark location
and discovering that although your eyes are open, you
cannot see the object. Or maybe you could put objects
in a box and put a blanket or other cloth over ones
head so that no light can get into the boxPicture old
fashioned photography.

Julia Miller
XC-CE-LE-1: Events have causes that generate observable patterns. I will revisit the standards. Yes XC- is crosscutting
Commented [7]:
Were students able to evaluate what certain objects had in common? Did students Perfect
record their observations? How did they make predictions? Did students work together
Commented [8]:
cooperatively? Did the students take care of each other? Did they understand which I am not familiar with this numbering plan. Or the next
types of materials absorbed, reflected and transmitted light? one. Please rewrite all of these to reflect where they
come from in the Framework. Does XC-CE indicate
Cross Cutting Concept?
Materials and preparation:

Observation worksheets to be used in pairs

minimum 3 flashlights

container for materials

approximately 18 items including

mirror

gems

blocks

popsicle sticks

paper or different transparencies Commented [9]:

Of?
marbles

glass

straws

plastic

clipboards
Classroom arrangement and management issues: Students will sit on the floor
in a circle close to their designated partner. They will have clipboards to record their
observations. The materials will be in the center. We will remain in the circle for the
duration of the lesson.

The Lesson Plan - From NSTA Flashlight Investigation

The Hook (10 minutes) Meet me on the blue carpet in a circle. Today we will be
investigating what happens when we put materials in a path of light. The path of light
will be from our light source, the flashlight.

Then I will put students in pre-selected pairs. One partner from each pair will take a Commented [10]:
flashlight from the center. Sharing the flashlight also means one student can manipulate Would it be better to pre-assign these before they
come to the carpet?
the flashlight while the other manipulates the object in the beam of light.
Julia Miller
Then I will ask, How can we practice safety using flashlights? I will make sure all I will think of which students will form complimentary
students know not to look directly into the light or shine the flashlight into each others partnerships beforehand
eyes. Can I have a volunteer to turn off the lights? I will allow students 15-30 seconds Commented [11]:
to play with the flashlights. Then I will turn the lights back on. I would talk about sharing before turning the light off
since there is only one flashlight per pair.
Then they will pass clip boards and worksheets around the circle. Commented [12]:
Nice. In the hook I was wondering if you could wave it
around. Now it feels like you might.do so.
Commented [13]:
Does this indicate that they are passing them out?

Julia Miller
I will put them out beforehand

Commented [14]:
I understand your wanting to let the students discover
the objects. But I think the words will make more sense
after seeing the objects. So why not have them pick
This worksheet will and then work on the words?
be adapted so that
the top left box says Similarly, why not have the clipboards with papers out
on the rug when the children arrive there? You could
Pick 6 Materials and students will circle the materials they chose. I will go over the give the directions to come to the carpet in terms of
names of any listed materials that might not be apparent to students. I will not go over each pair sitting in front of a clipboard.
the materials in the enter bin because I want them to feel like they are discovering the
Julia Miller
objects on their own. Yes about clipboards, I think yes, AFTER they choose
the objects
The recording sheet lets you make categories based on what you observe, and it gives
you guiding questions. Let's read them together. I will have students track the words
and read chorally after me. Students will be allowed to draw the objects if it is easier
than writing them.
I will then remind them of our etiquette when using the materials: Lets remind each
other of how to use the materials. What will I do if I want to use a wooden block but
Luke has it? Lets practice...can I please have _______ when youre finished.
Then the lights will go back off and I will demonstrate one example of an observation.

The Body of the Lesson (15 minutes)

As the students take turns testing the objects, I will circulate.

I will ask questions such as What did you notice was the same about the materials light
passed through? Why is the block creating a shadow? Does it block light? and make
comments like Oh, it blocks light, so its opaque. Did the light go right through it? Did
it reflect it? Did it block it? Where does the light go when its blocked?

Closure (10 minutes)

At the end of our investigation, I turn the lights back on. Students will return the
materials to the bin and have one minute to discuss with their partners what they
thought the objects had in common and how they classified the objects in their
investigation. As a class, we will take all of the objects out of the bin and put them in the
middle of the circle. We will share our results and classify all of the materials together.
Allowing students to identify and address discrepancies in each others work will foster
the idea of using observations as evidence for their explanations. While students share, Commented [15]:
if we have any disagreements or questions, I will have students grab the materials. We I think you should find a better word here. Grabbing is
will retest right then and there to be sure of our evidence. After weve finished reviewing not something we usually want.
all the object we will make predictions for objects we didnt test, like windows, using the Commented [16]:
prior knowledge we developed to inform our hypotheses. Excellent!
Commented [17]:
Assessment of the goals/objectives listed above: Excellent. I would say that this last step is your closure.
All of the rest is really part of the lesson itself.
After the students leave I will review the worksheets briefly, but more importantly, I will Commented [18]:
assess understanding as I circulate and observe students conducting their If you are sitting on the floor with 6 children you may
not actually need to circulate. You might have a
investigations. Through their observations, I will be able to track their learning. Because clipboard to take some notes Maybe have a list of the
this is an investigation, its about students being focused and persistent enough in their names so that you can jot down good observations,
work to make connections and notice patterns. etc. by each child.

Julia Miller
Anticipating students responses and your possible responses: yes I will make an observation sheet
Commented [19]:
a) Management issues: I will tell them that one of the reasons they were chosen for the Excellent maybe you should move this up to add to
group is because they have been well-behaved and if they show me otherwise I will the objectives of the lesson.
choose another scientist. Also, How are you respecting each other? As well as- Commented [20]:
Science is most effective when we work together on teams and real scientists do this too.
b) Response to content of the lesson: Its possible that students will struggle to record
the data, which is why I provided the options of circling and drawing. Also, its possible
they will have difficulty deciding whether the light is reflected, blocked or transmitted.
To those difficulties I could ask probing questions like, How is the path of light changed Commented [21]:
by the object? Note that a mirror will both block and reflect be ready
for this. Of course, in fact, all of them are reflecting
some light or we would not be able to see them.
Accommodations
Julia Miller
a) Accommodations for students who may find the material too challenging: Students I wonder what other objects will fall into two categories
will work in pairs, students who may be challenged will be paired with someone who can
take a leadership role. I will circulate and provide support when necessary. My
worksheets will be adapted so that students may circle and highlight answers, to
alleviate the added challenge of writing.

b) Accommodations for students who may need greater challenge and/or finish early:
Students will be asked to investigate the shadows made by objects that blocked the light.
They will be asked questions similar to these: Could you make the shadow shorter or
longer? Could you change the shape of the shadow? Why was/wasnt there a shadow? Commented [22]:
Excellent.