SINGLE

SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT
Last Revised: August 10, 2014

TEACHER CANDIDATE NAME /CO-TEACHER NAME:

CRYSTAL HINMAN
SUBJECT:

GEOSCIENCE
COURSE TITLE, GRADE LEVEL(S):




GEOPHYSICAL SCIENCE; GRADE 9/10
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE SENTENCE):

THE WAVES UNIT COVERS THE DIFFERENT TYPES OF WAVES INCLUDING LONGITUDINAL, TRANSVERSE, ELERTICAL, AND
MECHANICAL, AND HOW THEY INFLUENCE WHAT WE CAN SEE, HEAR, FEEL, AND LIVE.
LESSON TITLE: LIGHT IS IT A WAVE OR PARTICLE?
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: ARTICLE LIGHT: WAVE OR PARTICLE, WORKSHEET INVESTIGATING
THE HISTORY OF LIGHT, EVIDENCE WORKSHEET FOR LIGHT ARTICLE, 3-2-1 EXIT SLIP
CLASS DESCRIPTION:

Section 3A contains 27 students including: 3 Fluent-English-Proficient, 1 Limited-English-Proficient, 4 Redesignated, and 2 Special Need Students.
The FEPs and Redesignated students within this section currently have not displayed any difficulties in understanding the content so far. The LEP
student tends to loose interest and focus during lecture instruction, however she works well with others in group discussion and group labs.
During lecture/PP sections of the class teacher must make note to check her guided notes throughout to assess understanding. The two special
needs students include 1 with ADHD/Anxiety and 1 with focus problems. The ADHD student participates in class and follows along successfully so
far. He is allowed to get up and have bathroom breaks whenever needed if he needs to remove him self from an anxious situation. The girl with
focus issues completes classwork, however struggles to complete guided notes appropriately and finish/turn in the homework on time.

Section 4A contains 30 students including: 4 FEP, 4 LEP, 5 Redesignated, and 1 Special Needs Students. Similar to the 4A section, the FEP and
Redesignated students appear to have no additional struggles with following along and understanding the content. The LEP students within this
class need to be monitored throughout each activity. They all appear to have difficulty with explaining concepts or thoughts on paper, however
they struggle less with verbal explanations. Assessments for these students should be primarily verbal and less emphasis on written assessments.
The special needs student within this section is a high functioning autistic. He completes his work, pays attention in class and fills out guided
notes well, however he is very secluded and does not voluntarily interact with peers or answer questions within class.

LESSON SUMMARY:
1) This lesson will span over 1 class sessions
2) Intro: Students will ENGAGE in the lesson through accessing prior knowledge to answer a warm up question. Body:
Students will EXPLORE an article describing the evidence of light being described as a wave and as a particle. They will
EXPLAIN one side of the claim by stating evidence found within the article to their partner. After both partners state the
evidence for their viewpoint they will collaborate to ELABORATE whether light can be described by using a wave-model,
particle-model, or both. Closure: Students will EVALUATE their comprehension of the days lesson through the completion
of a 3-2-1 Exit Slip.
Evidence:

The evidence that students demonstrate mastery of the content or perform the expected skills will include the ability to explain why light can be describe using both
the wave-model and particle-model.


CONTENT STANDARD
(S)IF APPLICABLE




HS-PS4-3. EVALUATE THE CLAIMS,
EVIDENCE, AND REASONING

COMMON CORE STATE STANDARDS

ENGLISH LANGUAGE ARTS AND LITERACY IN
HISTORY/SOCIAL STUDIES, SCIENCE, AND
TECHNICAL SUBJECTS, PUBLICATION VERSION
OR
MATHEMATICS, PUBLICATION VERSION WITH
FEBRUARY 2014 CORRECTIONS

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS (ELD)

RST.9-10.8 ASSESS THE EXTENT

TO WHICH THE REASONING AND

9-10.I.A.2. INTERACTING WITH
OTHERS IN WRITTEN ENGLISH IN

BEHIND THE IDEA THAT

EVIDENCE IN A TEXT SUPPORT THE

VARIOUS COMMUNICATIVE FORMS

ELECTROMAGNETIC RADIATION CAN

BE DESCRIBED EITHER BY A WAVE

AUTHORS CLAIM OR A
RECOMMENDATION FOR SOLVING A

MODEL OR A PARTICLE MODEL,

SCIENTIFIC OR TECHNICAL

AND THAT FOR SOME SITUATIONS

ONE MODEL IS MORE USEFUL THAN

PROBLEM.

(PRINT, COMMUNICATIVE
TECHNOLOGY l AND MULTIMEDIA)
9-10.I.A.3. OFFERING AND
JUSTIFYING OPINIONS,

THE OTHER

TEXTUAL EVIDENCE TO SUPPORT

PERSUADING OTHERS IN

ANALYSIS OF SCIENCE AND

TECHNICAL TEXTS, ATTENDING TO

COMMUNICATIVE EXCHANGES
9-10.II.A.1 UNDERSTANDING

IMPORTANT DISTINCTIONS THE

TEXT STRUCTURE

AUTHOR MAKES AND TO ANY GAPS

OR INCONSISTENCIES IN THE

9-10.II.C.6 CONNECTING IDEAS

RST.11-12.1 CITE SPECIFIC

ACCOUNT.

MP.2 REASON ABSTRACTLY AND

QUANTITATIVELY

OBJECTIVE (S) OF LESSON

(STUDENTS WILL BE ABLE TO.)

-Students will be able to compare and collaborate evidence
found within the text with a partner and come up with a
concise conclusion to wave-particle duality.
-Students will analyze and evaluate expository text and
come up with the conclusion that light can be described
using a wave-model and a particle-model.

NEGOTIATING WITH AND

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S (SUMMATIVE)

TYPE
PURPOSE
IMPLEMENTATION
FEEDBACK STRATEGY
HOW WILL THE



(TO THE STUDENTS)
ASSESSMENT INFORM YOUR

TEACHING

Informal
EL

-Determine students
background knowledge of the
movement of light waves

-Whole-class discussion of
warm-up question responses

-Immediate response from

teacher and/or students

Informal
PM

-Monitor students
comprehension throughout
text negotiation

-Open ended/evaluative
questioning
-Individual responses to
whole-class, peer, or
individual directed questions

-Accountable talk
-Prompting, queuing, and
questioning

-Individual submission of
article analysis worksheet

-Feedback will be provided

individually on submitted
article worksheet
-Whole-class feedback
discussion on common
misunderstandings during
following class session

Formal
PM

-Students understanding of
how light can be described as
a wave and a particle

-Students responses will

determine if students are
ready to negotiate expository
article or if further review of
key terms are needed
-Student understanding at
particular points
-If confusion occurs: review
concept again or redirect to a
clarification activity
-If majority of students have
common misunderstanding
of light have the capabilities
of a wave and a particle then
further review and
explanation will be provided
the following class session

LESSON INTRODUCTION/ANTICIPATORY SET (LESSON WILL OCCUR OVER 2 CLASS SESSIONS)

TIME
LENGTH
(MINUTES)

15

TEACHER(S)
DESCRIPTION:
TEACHER WILL BEGIN LESSON BY HAVING STUDENTS RESPOND
TO THE WARM UP QUESTION OF THE DAY. THINK BACK TO

OUR LESSON ON SOUND WAVES AND LIGHT WAVES. SOUND

WAVES ARE LONGITUDINAL MECHANICAL WAVES. WHAT ARE
LIGHT WAVES, HOW DO THEY DIFFER FROM SOUND WAVES,
AND WHAT CAN LIGHT WAVES DO THAT SOUND WAVES CAN
NOT?

AFTER 5 MIN OF SILENT RESPONSE TIME THE TEACHER WILL

RUN A CLASS DISCUSSION OF THE STUDENTS RESPONSES TO THE
WARM UP QUESTION. TEACHER WILL MAKE SURE DURING THE
DISCUSSION THAT WAVE COMPONENTS INCLUDING
REFRACTION, DIFFRACTION, AND POLARIZATION ARE
INCLUDED.

STUDENTS

DESCRIPTION:
STUDENTS WILL PULL OUT THEIR WARM UP RESPONSE SHEET AND USE IT TO RESPOND TO THE DAYS
WARM UP QUESTION.





STUDENTS WILL PARTICIPATE IN THE CLASS DISCUSSION OF THEIR RESPONSES TO THE WARM UP

QUESTION AND ADDITIONAL PROMPTING QUESTIONS PROVIDED BY THE TEACHER IN THE DISCUSSION.

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME
LENGTH
(MINUTES)


60

TEACHER(S)
DESCRIPTION:

STUDENTS

TEACHER WILL INTRODUCE THE LESSON TOPIC OF THE DAY AND

THAT THEY WILL BE INVESTIGATING WHETHER LIGHT WAVES CAN
BE CHARACTERIZED BY WAVE-MODELS OR PARTICLE-MODELS
THROUGH THE ANALYSIS OF SCIENTIFIC TEXT. TEACHER WILL PASS
OUT A COPY OF THE ARTICLE LIGHT: WAVE OR PARTICLE TO
EACH STUDENT ALONG WITH THE WORKSHEET INVESTIGATING
THE HISTORY OF LIGHT, AND THE EVIDENCE WORKSHEET FOR THE
LIGHT ARTICLE.
THE TEACHER WILL ASSIGN EACH STUDENT A VEIW POINT TO
INVESTIGATE WITHIN THE ARTICLE. EACH STUDENT WILL EITHER
FIND EVIDENCE TO SUPPORT LIGHT AS BEING WAVE-LIKE OR TO
SUPPORT LIGHT BEING PARTICLE-LIKE.
THE TEACHER WILL REVIEW THE STEPS THE STUDENTS WILL TAKE
BEFORE READING THE ARTICLE, WHILE READING THE ARTICLE AND
AFTER READING THE ARTICLE.
TEACHER WILL BEGIN A CLASS DISCUSSION OF STUDENTS
RESPONSES TO THEIR PRIOR KNOWLEDGE AND RECORD IT ON THE

DESCRIPTION:
STUDENTS WILL BE ASSIGNED A SPECIFIC VIEW POINT TO INVESTIGATE WITHIN THE LIGHT ARTICLE.
AFTER LISTENING TO THE TEACHER REVIEW THE INSTRUCTIONS FOR ANALYZING THE TEXT STUDENTS
WILL BEGIN THE ARTICLE WORKSHEET BY FIRST RECALLING PRIOR KNOWLEDGE AND WRITING DOWN
WHAT THEY ALREADY KNOW ABOUT LIGHT WAVES.
STUDENTS WILL PARTICIPATE IN A CLASS DISCUSSION OF THEIR PRIOR KNOWLEDGE OF LIGHT WAVES
NEXT STUDENTS WILL READ THE TITLE OF THE ARTICLE AND MAKE AN INFERENCE AS TO WHAT THE
ARTICLE MAY BE ABOUT. STUDENTS WILL THEN LOOK OVER EACH ILLUSTRATION WITHIN THE ARTICLE
TH
AND BRIEFLY EXPLAIN WHAT THEY MAY MEAN. THE 4 STEP REQUIRES STUDENTS TO BEGIN READING
THE ARTICLE AND RECORDING ANY EVIDENCE THEY COME ACROSS TO SUPPORT THE VIEW POINT
ASSIGNED TO THEM.
AFTER 20 MIN STUDENTS WILL PAIR UP WITH A FELLOW CLASSMATE WITH THE OPPOSITE VEIW POINT
AND THEY WILL COLLABORATE THEIR EVIDENCE. EACH STUDENT WILL EXPLAIN TO THE OTHER WHY
THE LIGHT ACTS AS A WAVE OR A PARTICLE DEPENDING ON THEIR ANALYSIS.
AFTER COLLABORATION OF EVIDENCE STUDENT PAIRS WILL WORK TOGETHER TO COME UP WITH A
CONCLUSION AS TO WHETHER THE LIGHT ACTS LIKE A WAVE, PARTICLE, OR BOTH.
STUDENTS WILL PARTICIPATE IN A CLASS DISCUSSION BY CONTRIBUTING THEIR CONCLUSION

WHITE BOARD.
TEACHER WILL CIRCULATE THE CLASSROOM MONITORING
STUDENT PROGRESS IN COMPREHENSION OF THE ARTICLE. WHILE
CIRCULATING THE TEACHER WILL ASK SPECIFIC QUESTIONS TO
WHAT STUDENTS HAVE WRITTEN DOWN AS EVIDENCE AND MAKE
SURE THEY UNDERSTAND WHAT THE EVIDENCE MEANS AND THAT
THEY ARE NOT JUST WRITING FACTS DOWN WITHOUT
COMPREHENSION.
AFTER 20 MIN THE TEACHER WILL PAIR STUDENTS UP WITH A
CLASSMATE WITH THE OPPOSITE VEIW POINT AND INSTRUCT THEM
TO BEGIN STEP 5 OF THE WORKSHEET.
AFTER 15 MINUTES THE TEACHER WILL ASK STUDENTS TO TURN IN
THEIR COMPLETED WORKSHEETS AND BEGIN A DISCUSSION OF
THEIR CONCLUSIONS. IF THE STUDENTS FAIL TO HAVE THE
CONCLUSION THAT LIGHT HAS THE CAPABILITY OF ACTING LIKE A
WAVE AND A PARTICLE THEN THE TEACHER WILL REVIEW SPECIFIC
EVIDENCE TO EXPLAIN THE WAVE-PARTICLE DUALITY CONCEPT.

LESSON CLOSURE

HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT YOU, THE TEACHER, (S) AND STUDENTS WILL BE DOING,
INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME
LENGTH
(MINUTES)

15

TEACHER(S)
DESCRIPTION:

STUDENTS

TEACHER WILL PASS OUT A 3-2-1 EXIT SLIP TO EACH STUDENT TO

COMPLETE
AFTER STUDENTS HAVE COMPLETED THE EXIT SLIP THE TEACHER
WILL CALL STUDENTS AT RANDOM TO SEE WHAT THEY HAVE
RESPONDED WITH ON THE EXIT SLIP.

DESCRIPTION:
STUDENTS WILL COMPLETE THE 3-2-1 EXIT SLIP BY WRITING DOWN 3 FACTS THEY LEARNED TODAY, 2
THINGS THEY FOUND INTERESTING, AND 1 QUESTION THEY STILL HAVE.
STUDENTS WILL SHARE THEIR RESPONSES WITH THE CLASS.

CO-TEACHING STRATEGIES PLANNED
ONE TEACH, ONE ASSIST

ONE TEACH, ONE OBSERVE






ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)
HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS (INCLUDING ASSESSMENTS)
FOR THE LESSON.
ENGLISH LEARNERS

STRIVING READERS

STUDENTS WITH IDENTIFIED

ADVANCED STUDENTS

SPECIAL NEEDS

Pairing up students to
verbally explain their
evidence supports ELs in
decreasing the amount of
analysis of text they need to
complete and also to
provide an opportunity for
them to explain evidence
they deem important

RATIONALE SECTION:

Breaking up the analysis

between 2 students decreases
the amount of work that SRs
must complete from the text
analysis

Breaking up the text

analysis into smaller steps
can make it easier for
SSNs to complete the
assignment without feeling
overwhelmed.

These students will be

utilized as facilitators to
help assist other students
struggling

THIS LESSON IS BASED ON THE EPISTEMIC PRACTICE OF NEGOTIATION OF EXPOSITORY TEXT. STUDENTS WILL ACCESS PRIOR KNOWLEDGE OF THE CHARACTERISITCS
OF THE DIFFERENT TYPES OF WAVES. THE LESSONS ARTICLE INCLUDES MANY VOCABULARY TERMS THAT STUDENTS HAVE BEEN TAUGHT IN REVIOUS LESSONS.
RECALLING THE TERMS AND THEIR MEANINGS OF THE CHARACTERISTCS OF WAVES. AFTER ACCESSING PRIOR KNOWLEDGE STUDENTS WILL PARTICIPATE IN THE
EPISTEMIC PRACTICE OF NEGOTIATION OF SCIENCE TEXT. STUDENTS WILL FOLLOW SPECFIC STEPS WHILE ANALYZING THE TEXT. STUDENTS WILL COMPARE THEIR
PARTICULAR ANALYSIS WITH A PARTNER TO COLLABORATE AND COME UP WITH A CONCLUSION. COLLABORATION WITH A PARTNER WILL ALLOW STUDENTS TO
VOCALIZE THEIR ANALYSIS AND DISCUSS THOUGHTS AND IDEAS FOR A CONCLUSION. STUDENTS WILL REFLECT ON WHAT THEY HAVE LEARNED FROM THE
EXPOSITORY TEXT THROUGH A 3-2-1 EXIT SLIP.