NGSS & Common Core 5E Lesson Plan

Grade: 4-8th

Topic: Lasers, Light and The Atmosphere

Time Allotted: 35
min class periods

# Lessons: 7

Brief Lesson Description: In these 7 investigations students will diagram and make claims on what
they experience with lasers and light about the Earth, Atmosphere, and Space. They will also support
their claim using evidence and reasoning based on what they observed.
Performance Expectation(s): Taken from A Framework for K-12 Science Education: Practices,
Crosscutting Concepts, and Core Ideas.
ESS1.B: Earth and The Solar System
By the end of grade 5. The orbits of the earth around the sun and moon around Earth, together with
the rotation of Earth about an axis cause observable patterns. Including day and night, daily and
seasonal changes Some objects in the solar system can be seen with the naked eye. Planets in the
night sky change position and not always visible... (p176)
ESS2.D: Weather and Climate
By the end of grade 8. Weather and climate are influenced by interactions involving sunlight, the
ocean, the atmosphere, ice, landforms, and living thingsThe oceans exerts a major influence on
weather and climate by absorbing energy from the sun, releasing it over time, and globally
redistributing it through ocean currents. Greenhouse gases in the atmosphere absorb and retain the
energy radiated from land and ocean surfaces, thereby regulating Earths average surface temperature
and keeping it habitable. (p188)
4-PS-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that
waves can cause objects to move.
5-PS1-1 Develop a model that describe that matter is made of particles too small to be seen.
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed or transmitted
through various materials.
Specific Learning Objectives:
Students explore each activity presented to them by stations. They then answer questions regarding
how it pertains to the Earth, Atmosphere, Space, and Light in general.
Prior Student Knowledge:
Very different depending on the grade. These activities are meant for exploration no matter the
students prior knowledge.
Essential Features of Classroom Inquiry within Lesson:
Students are guided previously on how to document what they experience in their notebook. Students
also know that a scientific diagram is expected of them.
Adaptations/Accommodations for Diverse Learners:
A given class period is given enough for all students to explore fully. Those that finish early can use
their tools to explore something else even further. Teacher walks around and can direct certain groups
if needed.
Common Core Standards Addressed:
CCSS.ELA-Literacy.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
CCSS.ELA-Literacy.WHST.9-10.1.a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Science & Engineering Practices:

Disciplinary Core Ideas:

Engaging in argument from evidence in

912 builds on K8 experiences and
progresses to using appropriate and
sufficient evidence and scientific
reasoning to defend and critique claims
and explanations about the natural and
designed world(s). Arguments may also
come from current scientific or

ESS2.D: Weather and Climate

Engaging in Argument from Evidence

ESS1.B: Earth and The Solar System

Crosscutting Concepts:

Patterns
Observed patterns of forms and events
guide organization and classification
and they prompt questions about
relationships and the factors that
influence them.
Cause and Effect
Mechanism and explanation. Events
have causes, sometimes simple,

historical episodes in science.

Evaluate the claims, evidence, and
reasoning behind currently accepted
explanations or solutions to determine
the merits of arguments. (HS-LS2-6)

sometimes multifaceted. A major

activity of science is investigating and
explaining causal relationships and the
mechanisms by which they are
mediated. Such mechanisms can then
be tested across given contexts and
used to predict and explain events in
new contexts.

Exploration Activities

Title: Penny Lab

Complete the activity and answer the questions using complete sentences. Then draw and label a
diagram of what you did at this station.
Before you begin this activity make a prediction of how many drops the penny will hold without the water
spilling over. Make another prediction as to what will happen to the image of the penny.
I believe that the penny will hold a maximum of ___ drops from the dropper before it spills over.
I believe image of the penny will change by _________________.
Now, fill the dropper with water and as a group keep count of how many drops the penny can hold. Put the
drops on again and observe how the image of the penny changes when the water is placed on it.
What happened to the image of the penny?
How do you think the change of light causes this to happen?
Now take the laser and shine it at the water on the penny, what do you notice happened? What happens as
you shine the laser at the water in a different angle?
Record your findings and draw a picture of what you did and saw.

Title: Lasers with Silicone Objects

Complete the activity and answer the questions using complete sentences. Then draw and label a
diagram of what you did at this station.
Shine the laser through the lenses and prisms at different angles and observe what happens.
What happens when you shine the laser into the different lenses and prisms?
Can you see the ray of light through the silicone objects? Why do you think this happens?
Can you set up the lenses to make the laser refract onto the celling or the floor?
Draw a diagram of how the light refracts and reflects when it shines through one of the silicone objects.

Title: Light in Glass Objects

Complete the activity and answer the questions using complete sentences. Then draw and label a
diagram of what you did at this station.
Take the two glass objects and hold them up to the light and look at it while turning and flipping the object in
several directions.
What observations do you make when doing this?
Does the image seem to change when you change the way you are looking into the object?
Now look through the objects to see if you can see someone next to you, behind you or even across the room
from you.
Draw a diagram of what you observed and how you had to set up the objects In order to see certain people.
Now shine a laser through the object at different angles and observe what happens. Draw a diagram at one
angle and trace the laser using arrows.

Title: Separation of light

Complete the activity and answer the questions using complete sentences. Then draw and label a
diagram of what you did at this station.
Put on the glasses and look around the room. What do you notice happens when you look around the room?
What colors are you able to see using the glasses?
Why do you think you are able to see these colors with the glasses and you cant without the glasses?
Draw a diagram of what you see when you are not wearing the glasses and how it changes when you are
wearing the glasses.
Can you think of a time this actually happens without the use of the glasses in nature?

Title: Cloud in a Jar

Complete the activity and answer the questions using complete sentences. Then draw and label a
diagram of what you did at this station.
Put hot water in your glass jar so that it is about 1 in thick. Swirl the water in the glass at the bottom so that
only the glass at the BOTTOM of the jar gets warm.
Place the plastic top on top of the opening of your jar upside down so it can hold ice cubes. Then put about 4
large ice cubes on the plastic holder.

Wait 30 seconds to make sure that the ice is cooling the top of the jar. Then carefully and quickly take of the
top, spray a little hairspray in the jar, and put the top back on. Do not spray too much hairspray or it wont
work.
Count down from 20 and then remove the top to release your cloud.
Why do you think a cloud formed?
Why do you think it was necessary to spray hairspray into the jar?
Draw a diagram of your jar before you released the cloud and another diagram of when you released the
cloud.
Can you think of what heats the earth and why the atmosphere is so cold?
Why is it that the further up you go into the atmosphere the colder it gets?

Title: Creating a Sunset

Complete the activity and answer the questions using complete sentences. Then draw and label a
diagram of what you did at this station.
Pour clean water in the square glass up to the black line.
Then using the flashlight shine one side of the glass and move it down the glass as if the sun was setting. To
see it clearly place the piece of paper about 5 inches away from the glass to see the reflection of the
flashlight.
Do this a few times so you can have a good idea of what it looks like.
Now using a pipette put 2 drops of milk in the water and stir.
Mimic a sunset again using the flashlight, how did the light reflecting on the white paper change?
Why do you think that the colors that came up on the paper were different?
How do you think sunsets happen on our planet?

Title: Seeing a Laser

Complete the activity and answer the questions using complete sentences. Then draw and label a
diagram of what you did at this station.
Shine the laser at the ceiling, can you clearly follow the lasers rays from the laser to the ceiling?
Pour clean water in the square glass up to the black line.
Now shine the laser through the water. Can you clearly follow the laser through the water? You should be
able to slightly detect it.
Now using the pipette put ONE SMALL drop of Milk of Magnesia in the water, mix it and shine the laser
through it again.
Why do you think you are able to see it better?
Continue to add a drop at a time, each time checking to see if you can see the laser better. Find how many
drops it takes until the laser disperses and you cant see it hitting the other side of the square glass.
Draw a diagram explaining why you couldnt see the laser in the air, a little in the water, and clearly when
you added the Milk of Magnesia.