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Class
Date
edTPA Indirect Instruction Lesson Plan Template
Ride Those Waves
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Central Focus/Big Idea: Electromagnetic spectrum
Subject of this lesson: Different types of electromagnetic rays and examples
Grade Level: Grade 6
NC Essential Standard(s):
6.P.1.2 Explain the relationship among visible light, the electromagnetic spectrum, and sight.

Next Generation Science Standard(s):

PS4.A:Wave Properties
A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.
(MS-PS4-1)
A sound wave needs a medium through which it is transmitted (MS-PS4-2)
21st Century Skills:
Information Literacy- Students will have to look up scientific definition in their textbooks.
Information and Communications Technology Literacy- Students will play a Kahoot game as a
class on their computers to demonstrate their understanding of the content.
Academic Language Demand
Analyze

Argue

Categorize

Compare/contrast

Describe

Interpret

Predict

Question

Retell

Summarize

Explain

Students will categorize everyday items into wave types used by the item.
Students will be asked to explain how various waves types are described and explain their
characteristics.
Scientific Vocabulary: Electromagnetic spectrum, radiation, radio waves, microwaves, visible
light, infrared light, ultraviolet light, x-rays, gamma rays, wavelengths,

Instructional Objective: Students will be able to identify all 7 parts of the electromagnetic
spectrum and be able to give an example of each one. Additionally, they will be able to
successfully complete a foldable on the electromagnetic spectrum.
Prior Knowledge (student): Students should understand the definition of an electromagnetic
wave and know the general parts of the wave. Students should be able to participate in a
Kahoot game online. Students should be able to complete a foldable.
Content Knowledge (teacher): The teacher should understand the electromagnetic spectrum.
They should also be able to distinguish which waves are visible to humans and the order in
which the waves are organized. The teacher should also know the parts of the wave.
Accommodations for special needs (individual and/or small group): We will make layout
of the foldables ahead of time for the students to save time during class for the lesson. For ELL
students, pictures can be utilized in the foldable instead of written words and definitions.

Materials and Technology requirements:

Computer for teacher with projector
each students Chromebook
(Insert class number) paper
(Insert class number) pencils
(Insert class number) scissors
1pack per table colored markers
Total Estimated Time: 60 mins- 90 mins (One class period is 60 minutes)
Source of lesson: 6th grade Science Textbook (pages 79-86), BrainPop
Safety considerations: Students will be using scissors to cut their foldables. Students will need
to handle the scissors in a safe manner.

Content and Strategies (Procedure)

Engage: Teacher will review the 7 different parts of the electromagnetic spectrum and what
visible light is. Teachers will show students a blue colored text book and ask students what color
is being reflected off of the textbook. They should all answer blue. After students answer that
question, ask them what colors are being absorbed in the book. They should be able to answer
saying that all others other than blue are being absorbed which is why blue is the only color
being reflected. The teacher will then give the students multiple examples asking them what
colors are being reflected and absorbed in each object. Once students are able to grasp the
concept of colors being reflected and absorbed, students will watch a Brainpop video on the

Electromagnetic spectrum. Discussion on definitions of unfamiliar words and new concepts

brought up in the video.
https://www.brainpop.com/science/energy/electromagneticspectrum/preview.weml
Explore: Teacher will pass out a foldable to every student. Tell students that they will need to
cut along the gray lines to create each section, and label each front part of the foldable with the
7 different types of waves in the electromagnetic spectrum. It must be explained to the students
that the order of the labels does matter. The waves should be in order of longest to shortest.
The students will follow along with a PowerPoint that has all of the definitions of each wave.
Explain to students that on the inside of the foldable, they will write the correct definition seen on
the PowerPoint slideshow, and name at least one example of the type of wave. Hand out
scissors to each table, and allow students to begin working. During this portion, the teacher will
walk around and observe the students while they work, and answer any questions they may
have. The teacher will ask questions such as, Can anyone give me examples for when gamma
rays are used? In what order are the seven parts of the electromagnetic spectrum?
https://docs.google.com/presentation/d/1bnkPkkqWtOENT0g5_EAzqMfgeFD4xaM2pFUFFBMP
d8o/edit?ts=5638cf47#slide=id.p

Explanation: After each student has completed their electromagnetic spectrum foldable, we will
go over and discuss as a class each type of wave. Teacher will call on one student to read each
definition and another student to give examples. Teacher can ask how many examples of each
wave the class can think of and connection to times where they have used that particular type of
wave.
Elaborate: Students will apply the new concepts they have learned while filling out their
foldable by participating in a Kahoot game reviewing the Electromagnetic spectrum. Each of the
questions will be reviewed for misconceptions and cleared up by teacher.
Evaluate: The summative assessment will be the information in the foldable. Students will be
able to keep their foldables in their notebooks to use as a resource, but teacher will go around
to check that each one is filled out. Students will be expected to define all seven types of waves
with at least one example of each. If there is extra time at the end of class, students will
complete the worksheet Wavestown. Students will look at the picture that has labeled types of
waves, identify them, and write them in the correct space provided. The formative assessment
will be the students answering questions throughout the lesson and the Kahoot game.

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
Reflection on lesson:

CT signature/confirmation: _________________________________ Date:

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