Science Lesson Plan

Part 1: Learning Goals

Name: ​Brooke Wolbeck

Lesson Title: ​Light and Shadow
Curriculum Materials Used:
https://betterlesson.com/lesson/630117/translucent-transparent-opaque-oh-my
Grade Level: ​1

Driving Question:​​ ​What do different materials do to the beam of light?

Ideal Response:
● Translucent objects let some light pass through
● Transparent objects let all light pass through
● Opaque objects let no light pass through
● Opaque objects form a shadow

Connections to Standards
NGSS Performance Expectation​​:
Students who demonstrate understanding can:
1-PS4-3. Plan and conduct investigations to determine the effect of placing objects
made with different materials in the path of a beam of light. ​[Clarification
Statement: Examples of materials could include those that are transparent (such
as clear plastic), translucent (such as wax paper), opaque (such as cardboard),
and reflective (such as a mirror).] [​Assessment Boundary: Assessment does not
include the speed of light.​]

Disciplinary Core Idea:

PS4.B: Electromagnetic Radiation
● Some materials allow light to pass through them, others allow only some light through
and others block all the light and create a dark shadow on any surface beyond them,
where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary:
 The idea that light travels from place to place is developed through experiences with
light sources, mirrors, and shadows, but no attempt is made to discuss the speed of
light.)

Cross-Cutting Concept:
1. Patterns
● What patterns can you between objects as you place them in front of a flashlight?

2. Cause and Effect

● Simple tests can be be designed to gather evidence to support or refute student
ideas about causes
● What is causing a shadow to appear as you place an object in front of a flashlight?

Practices​​ (Choose no more than 2 to concentrate on for your lesson).

1. Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2
builds on prior experiences and progresses to simple investigations, based on fair tests, which
provide data to support explanations or design solutions.
● Plan and conduct investigations collaboratively to produce evidence to answer a
question. (1-PS4-1),(1-PS4-3)

2. ​Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and
progresses to the use of evidence and ideas in constructing evidence-based accounts of natural
phenomena and designing solutions.
● Make observations (firsthand or from media) to construct an evidence-based account
for natural phenomena. (1-PS4-2)
● Use tools and materials provided to design a device that solves a specific problem.
(1-PS4-4)

Arizona State Standard​​: ​(include strand, concept, and PO)

Stand 5: Physical Science
Concept 3: Energy and Magnetism
Investigate different forms of energy
Grade 3
 PO 2. Describe how light behaves on striking objects that are:
transparent (clear plastic)
translucent (waxed paper)
opaque (cardboard)

Learning Goals
KNOWINGS: ​This is what students must know in order to meet the standard. Think of this as
the knowledge part of learning objectives. Include up to 3.
Students will know that:
1. light travels in a straight line.
2. some objects allow the light to pass through while others do not, forming shadows.
3. opaque objects block light and create shadows, translucent objects let some light through,
transparent objects let all light through.

DOINGS: ​This is what students will be able to do with what they know. Note, this is more than
just what they do in the lesson. It is about how they will be able to use the knowledge.​ ​Think of
this as the behavior part of learning objectives.​ ​Include up to 3.
Students will be able to:
1. explain how shadows are made.
2. define which objects will let light pass through
3. tell if an object is opaque, translucent, or transparent

Language Goals
Language goals for speaking, reading, writing in science. Each language goal should include:
How students will ​use language​​, ​the content​, and ​a support.​
1. Students will records observations of which objects make shadows in a graphic
organizer.
2. Students will write explanations about how shadows are made using sentence starters
using their scientific notebook.
3. Students will verbally share their observations to their peers- first share with partner
then with the class and or table group.
Student will read their sentence(s) that they wrote in their science notebook.
Students will share pictures or other evidence they may have written with their
science notebook.
Considerations for English Language Learners (see table in science notebook)
 1. sentence frames
2. time to think (partner talk & language buddies)
3. graphic organizer
4. funds of knowledge
5. word wall

EPE Table
Experiences (with Patterns Explanations (ideal answer;
phenomena) explains how and why)

experience making shadows
with opaque objects
experience making shadows
with translucent objects
experience making shadows
with transparent objects
Shadows always take the
same shape as the object.
Translucent objects let some
light pass through
Transparent objects let all
light pass through
Opaque objects let no light
pass through and form a
shadow
Shadows are made when
light shines on opaque
objects.
Opaque objects block the
straight line of light.
A shadow appears in the
same shape of the object on
an opposite flat surface.

Inquiry
Application

Summative Assessment
What activity will you use to determine if students have met your learning goals?
1. Students will record their observations and complete an EPE table.
2. I will facilitate a discussion on their investigations and record their responses and
explanations on an anchor chart. Students will get to share what they wrote in their EPE
tables.
 Opaque Translucent Transparent

Not clear/see through -foggy, you can kind of see clear/see through
through it

Reflection & Contributions –

a. What did you learn about learning goals from working on this assignment?
Learning goals give you direction and purpose for making your lesson. It’s important to
have goals for what students should know and what student should be able to do.

_______________________
 Part III: Lesson Plan Activity Sequence

Time Needed ​45 minutes

Lesson Overview
This whole class lesson will have students investigate what happens to a beam of light when an
object is placed in its path. Students will be given the driving question, “What do different
materials do to the beam of light? “. During the activity students will create their own shadows
and then explore the characteristics that make up those shadows. Students will look at patterns
and differences of the beam of light with transparent, translucent, opaque, and reflective objects.
Students will work in their small group tables. I will lead the table groups into testing the objects.
Students will have assigned numbers and will be told what object they will be testing.
Students will write their findings in their science notebook.

This is a stand-alone lesson. The lesson can be tied in with their Space Unit.

Materials/Supplies
Teacher:
● Flashlights
○ at least 10, 2 per table group

● Transparent objects
○ 5 clear jars
○ Plastic wrap

● Translucent objects
○ Tissue paper squares
○ Wax paper squares

● Opaque objects
○ Solid colored plastic cups
○ Colored blocks
 Student:
● pencils
● Science notebooks

Preparation
The students will be in their table groups. Materials will be organized on trays and will be on the
side counter before the lesson. I will call group leaders to come get the trays when the
exploration part of the lesson begins. I will have the group leader return the trays at the end as
well.

Safety
Before the activity students should be reminded to not flash their flashlights in someone’s eyes.
“You must use the flashlight correctly or you will lose the chance to use it. You will have to
watch your classmates use the flashlight if you cannot handle yourself.”

Lesson

I-AIM Stage: Title: ​Science Talk I-AIM Functions:

Question Establish a question or problem.
Elicit Students’ initial ideas: invite
students to share initial ideas about
possible answers to the question.
Probe students’ ideas to find out
how they understand the question.

10 minutes
Teacher Talk and Student Moves
Science talk on the carpet.
● Turn the lights off and remind students to stay in in their places and remain quiet.
 ● Turn on a flashlight, bouncing it around the circle, playfully directing it in front of
different students, inviting them to try to “catch” the light without leaving their
spots.
● “What do you know about the tool I am using?”
○ Possible student answers, “It is a flashlight. It makes light. It helps you see in
the dark”
● “What do you know about light?”
○ Possible student answers, “It helps you see in the dark. You can use it to
make shadows. The sun makes light.”

“Today you are scientists, who are going to be investigating light. Today we have a
question, ​“What do different types of material do to the beam of light?”
“You will work in your table groups as we test items together as a class. Everyone will have
a scientist notebook and number at their table. When you go back to your seat, put your
name and date on the outside of your science notebook.”

You will get a tray (or bucket that mrs. smith has) with a flashlight and different objects.
You will explore flashing your light on the objects and record what happens. I will call
group leaders to get and put the supplies in the middle of the table.

When your group all has their names and the date on their science notebooks, make science
goggles with your hands to let me know you are ready to investigate.

Formative Assessment
Science Talk: I will have an understanding of the prior knowledge students have regarding
light. Students can use the FOK.

I-AIM Stage: Title: ​Place an Object in I-AIM Functions:

Explore & Light. Explore Phenomena for Patterns
Investigate
● Carrying out investigations
to try out and test ideas
 Identify Patterns
● Share ideas about patterns
based on evidence.

What are ideas do students have

during their investigation?

15 minutes
Teacher and Student Moves
​What do different types of materials do to the beam of light?.​ (posted on board).
Open to the first page of your science notebook, and write our driving question
--2 minutes
1. “If you are a #1 grab a flashlight from the tray. We are going to test the colored
plastic cups first. ​Show plastic cup--- #​ 1’s test the plastic cups. Everyone else at
the table observe #1 has he or she tests the cup. You can write and draw what
you see in your science notebook. What happens to the beam of light when the
person puts the cup in front of the light? What do you see? We are looking at
the light, not the object.
-----1-2 minutes
“What did everyone find?”
One student from each group will share what they found and I will ask others if they agree
with what their classmates found.
I will record the findings on the board. Everyone will write down the consensus.

2. “Next if you are a #2 we are going to test the wax paper. ​Show wax paper--
----1-2 minutes
“What did everyone find?”
One student from each group will share what they found and I will ask others if they agree
with what their classmates found.
I will record the findings on the board. Everyone will write down the consensus.

3. “Now #3’s we are going to test the plastic wrap. ​Show plastic wrap--
---1-2 minutes
“What did everyone find?”
One student from each group will share what they found and I will ask others if they agree
with what their classmates found.
I will record the findings on the board. Everyone will write down the consensus.

4. “Next #1’s we are going to test the tissue paper ​Show tissue paper--
---1-2 minutes
“What did everyone find?”
One student from each group will share what they found and I will ask others if they agree
with what their classmates found.
I will record the findings on the board. Everyone will write down the consensus.

5. “Now #2’s we are going to test the colored block ​Show colored block--
---1-2 minutes
“What did everyone find?”
One student from each group will share what they found and I will ask others if they agree
with what their classmates found.
I will record the findings on the board. Everyone will write down the consensus.
6. “Now #3’s we are going to test the clear jar . ​Show clear jar--
---1-2 minutes
“What did everyone find?”
One student from each group will share what they found and I will ask others if they agree
with what their classmates found.
I will record the findings on the board. Everyone will write down the consensus.
“Now with your group, look at what objects are similar and which are different. How
did the light change when you place the objects in front of it? Which object is your
favorite when placed in front of the light? Why?”
“Talk with your and write down/draw your findings.”
Engaging Student Talk
Teacher: Questions
● Tell me about your investigation. What have you found?”
● Were you surprised what happened when you placed that object in front of the light?

I will walk around the classroom, going to each group, to check on students’ understanding
and progress.

Formative Assessment
Writing and drawing in science notebooks.
Small group discussion at their tables.

I-AIM Stage: Title: ​Scientist Share I-AIM Functions:

Explain Students Explain Patterns
● Construct explanations to
describe the patterns they
found.
● Construct
Introduce Scientific Ideas
● Constructing explanations.
● Obtain,evaluate,
communicate information.
15 minutes
I will give students 2-3 minutes to clean up their table groups. Students will make science
goggles with their hands to signify their table is ready. The first group to clean up first and
sit quietly with the signal with receive a golden ticket.
Students will need to bring their science notebook, pencil, and whiteboard (to write on)to
the carpet.
I will call the table groups to come to the carpet, and the group leaders will return the
supplies to the side counter.
Next I will have the students share the patterns they found. I will introduce the words,
transparent, translucent, and opaque on an anchor chart.
● “What happened to the light when we placed the plastic wrap and jar in front of it.”
● “These are called transparent. Repeat after me, transparent..transparent. All light
passes through transparent objects. Students will write this is in their science
notebooks.

● “What happened to the light when we placed the wax paper and tissue paper in front
of it.”
● “These are called translucent. Repeat after me, translucent..translucent. Some light
passes through translucent objects. Students will write this is in their science
notebooks.

● “What happened to the light when we placed the plastic cup and colored block in
front of it.”
● “These are called opaque. Repeat after me, opaque..opaque. No light passes through
opaque objects. Students will write this is in their science notebooks.

Formative Assessment
Science Talk
● What do students’ understand after testing the object? What sense are they making?
What problems are they having?
I-AIM Stage: Title: ​Diving back to our I-AIM Functions:
Reflect driving question Writing and drawing in science
notebooks.

I will have students go back to their tables to write the answer to our big driving question,
“What do different materials do to the beam of light?:
● As students write I will tell them to refer back to the research we did in class.
● I tell students to use the words we learned: transparent, translucent, and opaue.
The driving question will be up on the board.
The vocab words will be posted on the board.
Translucent, transparent, opaque, beam of light, flashlight
Sentence Starters:
The beam of light changes when_____.
The beam of light ___________ when_______.
Opaque objects let_____.
Translucent objects let______
Transparent objects let_____>

Formative Assessment
Writing in science notebook.
I will collect the science notebooks at the end of the lesosn.

Accommodations
Manny
● He can join yellow or blue group.

Christopher
Azael
 ● sentence frames with pictures

Early Finishers:
-They can draw a detailed picture to go with their explanation for the driving question if they
finish early at the end.
Sebastian
Dominic
Janaya
Elijah

Student Science Toolkits

Students may use their personal and cultural resources they have drawn upon learning
science. Students’ FOK may be elicited, for example, students may have knowledge in
creating shadows with their hands and different toys and or objects at home. Students may
have see various lights in stores or at school that have objects in front of them.

Lesson Artifacts

Bibliography/Sources
https://betterlesson.com/lesson/630117/translucent-transparent-opaque-oh-my

Individual Contribution
1. Explain how you used the curriculum materials analysis and guidance from your mentor
teacher to plan this lesson.
I used the curriculum materials analysis to help me create an altered and adjusted
version of the translucent, transparent, and opaque lesson for my first grade class. My
mentor teacher told me what she wanted the topic of the lesson to be. I wished I would
have talked to me mentor teacher more during the lesson plan process to get more
guidance.

2.Summarize how this lesson plan fits scientists’ science and I-AIM.
This lesson plan fits scientists’ science as the students find patterns while
experimenting with the various objects and the flashlights. Students are given a driving
question and are able to answer the question with inquiry. Students are learning through
experience as they do the hands-on-activity. Students are looking for explanations after
their explorations and findings of patterns. Students are collecting, recording, and
sharing observations. They are recording information, thoughts, and ideas in theri
science journals.