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Science Lesson Plan

Students will learn about how different materials interact with light to create shadows. They will plan and conduct investigations to see how objects made of various materials affect a beam of light. Students will understand that some materials allow light to pass through, others only some light, and others block all light. They will apply their knowledge to design shadow puppets for a puppet show, incorporating bright, medium-bright, and dark areas. The lesson plans provide hands-on activities for students to explore materials and light, apply their understanding to troubleshooting challenges, and design their own puppets with consideration for light transmission.

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61 views6 pages

Science Lesson Plan

Students will learn about how different materials interact with light to create shadows. They will plan and conduct investigations to see how objects made of various materials affect a beam of light. Students will understand that some materials allow light to pass through, others only some light, and others block all light. They will apply their knowledge to design shadow puppets for a puppet show, incorporating bright, medium-bright, and dark areas. The lesson plans provide hands-on activities for students to explore materials and light, apply their understanding to troubleshooting challenges, and design their own puppets with consideration for light transmission.

Uploaded by

api-570723378
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Lesson Plan Emily O’Brien

Day 1:
Stage 1 – Desired Results

Established Goals:
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. (1-PS4-3)

Asking questions, making observations, and gathering information are helpful in thinking about
problems. (K-2-ETS1-1)

A situation that people want to change or create can be approached as a problem to be solved
through engineering. (K-2-ETS1-1)

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.

Understandings: Essential Questions:


Students will understand that different materials How do we make bright, medium bright, and dark
allow different amounts of light through, creating areas in a puppet show scene?
different levels of shadow.
How do materials make areas on a surface that are
not dark?

Students will know… key vocabulary terms like, Students will be able to… test a variety of materials
block, design, material, observe, source, and to understand how shadows are created and light
surface
When light is shined on materials, some produce
bright areas, while others produce medium-bright
areas.

Stage 2 – Assessment Evidence

Performance Tasks: Other Evidence:


Pair and Compare Testing: Students will share Worksheet with their materials matched to the
with a partner the evidence they have discovered results.
through testing the light through different
materials.
Stage 3 – Learning Plan

Learning Activities:
(WHERETO)
Minutes Student/Teacher Activity:
SW=students will TW= teacher will

10 minutes TW introduce design problem and shadow puppets. TW show puppet show video.

10 minutes TW demonstrate to students how to set up investigations, SW set up light


investigations.

15 minutes SW use the materials to test how they interact with the light source. SW pair and
share their experiences.

10 minutes SW use the chart to draw and record their findings.


Day 2
Stage 1 – Desired Results

Established Goals:
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an
object helps it function as needed to solve a given problem.

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. (1-PS4-3)

Because there is always more than one possible solution to a problem, it is useful to compare and
test designs. (K-2-ETS1-3)

Understandings: Essential Questions:


Students will understand that… How does light transmit through different
Light can interact with different material in three materials?
primary ways: transmission, reflection, and
absorption. How does the size of the shadow change in relation
There is an inverse square relationship between to the position of the light?
light and distance.

Students will know… Students will be able to…


Key vocabulary terms. Identify and predict the level of brightness
Causal relationships between light and 3 observed to different materials.
categories of material. Explain how to make a shadow 2x bigger or ½ the
Light is an electromagnetic wave that our eyes can size.
detect.

Stage 2 – Assessment Evidence

Performance Tasks: Other Evidence:


Students will have opportunities to apply their Students will share their troubleshooting strategies
learned knowledge in various troubleshooting and hypotheses in a large group setting.
stations/scenarios.
FA: Application problem

Stage 3 – Learning Plan


Learning Activities:
(WHERETO)

Minutes Student/Teacher Activity:


SW=students will TW= teacher will

10 minutes TW provide explicit instruction on methods of light transmission and the interaction
of material with light, as well as the relationship between distance and shadow size.

10 minutes TW demonstrate the causal relationships that were previously explained and show
other examples from real world applications.

15 minutes SW have the opportunity to apply what they have learned to 1-2 application
problems. They will be presented with a sample shadow-puppet design challenge
and will generate ideas on possible solutions.

10 minutes SW share their hypotheses about each troubleshooting station in the large group.
Day 3
Stage 1 – Desired Results

Established Goals:
Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1)

Because there is always more than one possible solution to a problem, it is useful to compare and test
designs. (K-2-ETS1-3)

Understandings: Essential Questions:


Students will understand that… engineers Once engineers have learned about a problem, what
understand a problem to design a solution for the is the next step they take to design a solution?
puppet show. They will understand how to create After engineers have planned a solution to their
different light and dark areas for their puppet problem, what is the next step they take?
show.

Students will know… Students will be able to… identify the sections of
The steps for design: define challenge, research, the puppet show with light and dark areas. They
generate ideas, model, decide/build, test/revise, will be able to make shapes bigger and smaller
reflect/share. through inverse relation.

Stage 2 – Assessment Evidence

Performance Tasks: Other Evidence:


Students will cut out one puppet and share design Planning worksheet outlining what they will
with the group. Q and A with questions like include in their puppet show.
“What would happen if you move your puppet
back?” “How does this apply to the real world?”
“Does this apply to sound?”

Stage 3 – Learning Plan


Learning Activities:
(WHERETO)

Minutes Student/Teacher Activity:


SW=students will TW= teacher will

5 minutes TW review what we’ve learned about bright and dark areas. TW review design
challenge.

10 minutes SW outline what elements they will include in their puppet show using the
worksheet provided.

20 minutes SW cut out and create a puppet for their show, incorporating elements of bright and
dark areas and inverse relation.

10 minutes SW share designs with the small group and reflect on their process.

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