UNLV Student: Sara Zirbel PSMT Name: Lourdes Horn

Lesson Plan Light and Materials Lesson Plan Topic: Light and Shadows
Title:
Date: 9/25/2018 Estimated Time: 60-65 minutes
Grade Level: 1 School Site: Morrow Elementary

1. State Standard(s):
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.

2. Teaching Model(s): Whole Group, Partner Work, Daily Practice, Hook It (Lemov)

3. Objective(s): SWBAT experiment and explain what happens when different materials block
light. (I can find out what happens when different things block light.)
Blooms Taxonomy Lesson Objectives
(Level 1) Remember: By the end of the lesson, SWBAT identify the 3 light vocabulary words,
opaque, translucent, and transparent.
(Level 2) Apply: By the end of the lesson, SWBAT use their knowledge of the 3 vocabulary
words to experiment and identify the light properties of several objects.
(Level 3) Analyze: By the end of the lesson, SWBAT categorize and compare the light
properties of several objects .

4. Materials and Technology Resources

 Sets of objects (11)
o Aluminum foil ball, cardboard piece, clothespin, paper cup, plastic spoon, metal
spoon, plastic chip, popsicle stick, washer, wax paper, plastic baggie, block of
wood.
 Flashlights (11)
 Pencils, markers
 Vocabulary anchor chart (opaque, translucent, transparent)
 Sticky notes

5. Instructional Procedures:
a. Motivation/Engagement (10 minutes):
 (Lemov – Hook It) Before the lesson, turn off the lights and lay out all objects and a
flashlight on the back table for the students to view as they walk in the classroom
from computers. Tell students that today, we will be having science in the dark.
 Bring students to the carpet to review light and shadows (prior knowledge).
 o Ask the class to help make a list of what they know about light (light comes
from a source, you can use light to create shadows, light can go through
some things but not through others).
 Present anchor chart with 3 light vocabulary words. Have students echo the words
and explain their meaning.
o Transparent – light goes through – use hands to make circles around eyes
o Translucent – some light – hands in front of eyes with fingers spread apart
o Opaque – no light – rhymes with cake – hands covering eyes

b. Developmental Activities or Learning Experiences (30 minutes):

 Go over rules with using learning materials. Identify the source of light (flashlight).
 Demonstrate how to use the light to test light properties by using wood, paper, and
plastic. Identify the light properties of each (opaque, translucent, and transparent).
o Focus question: What happens when different materials block light?
 Strategically pair students and distribute one flashlight and set of objects per group.
o Explain to students that they must test each object in front of their
flashlights and identify their light properties.
o Explain that to test smaller or thinner objects, students must hold the washer
against the lens of the light so the light source is more focused.
o Have students sort their objects into 3 piles based on their light properties.
o Allow students to explore for at least 10 minutes.
 Bring students back to carpet to discuss their findings.
o Ask students to help sort their objects on the anchor chart. As students begin
sorting the objects on the anchor chart, ask each time what they noticed
when they placed the object in front of the flashlight.
Opaque – aluminum foil ball, cardboard piece, clothespin, metal spoon,
block of wood.
Translucent – paper cup, plastic spoon, plastic chip, popsicle stick, wax
paper.
Transparent – plastic baggie
c. Closure: (20 Minutes)
 Have students label the light properties of objects around the room.
o Hand out one pre-prepared sticky note to each student with one of the 3 light
vocabulary words on each. Have them find something in the room that
matches their light property and stick their note to it. Review with the class
when everyone is done.
 Review what the students knew about light, and what they know now about light
after their experiments.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 I will pair my students strategically to raise success rate of the experiment. If lower
students are having trouble, I will make a point to make comments to steer them onto the right
track/conclusion. The entire lesson will also be supported by group discussion.

7. Assessment and Evaluation of Learning:

a. Formative: Teacher will evaluate the students while they are experimenting and working
in pairs.
b. Summative: No summative assessment at this time. Students will have an assessment
after the light science unit.

8. Homework Assignment: None – students do not receive science homework.

9. Reflection:
a. Strengths: My students enjoyed this lesson a lot. It made learning about light seem like a
game. They worked together really well and did not misuse their materials at all.
b. Concerns: My biggest concern for this lesson was that my students would not be able to
pronounce such large vocabulary words. I also was worried that they would confuse
translucent and transparent. To avoid this issue, I made sure to rhyme opaque with cake
when I explained the word to make it easier to remember. I also went over the difference
between transparent and translucent several times to reinforce the definitions.
c. Insights: Using the Lemov strategy “Hook It” was very effective. I could tell that they were
immediately curious and excited about why the lights were off and they were wondering
what they were doing today for science. They rode this curiosity for the entire lesson. I
would definitely use this strategy again in the future.