COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP ED 468: INTRODUCTORY SUPERVISED TEACHING

Candidate: Date: Irene Navarro 4/11/13 (THURSDAY) Content Area: Grade Level: Physical Science 3rd Grade Subject Matter: Science Lesson Content Description: All students will learn about light (DAY 4 of lesson) ***This is the 1st time around I will be teaching this lesson because my master teacher teaches science to her class, as well as another third grade class. Type of Lesson: Direct Instruction: Cooperative Learning: Inquiry Direct Instruction Instructional Strategies/Method of Delivery: Direct Instruction Content Standard: PHYSICAL SCIENCE 2. Light has a source and travels in a direction. As a basis for understanding this concept: a. Students know sunlight can be blocked to create shadows. b. Students know light is reflected from mirrors and other surfaces. c. Students know the color of light striking an object affects the way the object is seen. d. Students know an object is seen when light traveling from the object enters the eye. ELD Standard: Early Intermediate EL Comprehension Standard
Restate and execute multiple-step oral directions.

Lesson Objective: All students will visually demonstrate that light contains the color of the rainbow using construction paper.

Assessment: Formative: -Discussions (Group & Partner Opportunities) -KWL chart Summative: -Prism Project Lesson/Assessment Modifications: ELL: Special Needs -ELL: Seated Next to Bilingual Student, Visual Display of KWL chart, -ADHD: Seated at the Front of the Class, group discussions Technology: Describe the types of technology you will be utilizing in your lesson If no technology is used, please explain why. • Document Camera

March 30, 2012 INTO Anticipatory Set/Orientation • State objective • Have students do a round robin share of things they could add to the class KWL chart on light for things they learned yesterday (from the reading and video) • Have a class share out loud and have students share what their group discussed • Type out the things students said on a KWL chart and add on from list (this chart will be typed up and project on the document camera as I type on my laptop) • Fill out the comments students state from their discussions on the “1” column • Go over what students learned and what students still want to learn (write comments under the “w” column) • NOTE: KWL chart stands for: K-Know, W-What to Know, and L-Learned State technology that will be used: Document Camera (display worksheet) Re-state Content Standard and Objective in student friendly terminology: Today we will continue to learn about light and reflection. Outline adaptations for EL and special needs students Stated in the cover page under Adaptations for El and Special Need Students

THROUGH
Modeling/Presentation • Go over unit vocabulary (ray, reflect, mirror, light source) from packet as a class • Go over answered questions on packet for the vide • Discuss light Guided/Structured Practice • Have students review their written answers on their light packet from the video yesterday • Discuss more in-depth student answers for each question • Give each student a small mirror and go outside as a class • Have students point mirror towards a wall and describe how the light is reflecting off the mirror to the wall • Go back to class Checking for Understanding/Formative Assessment • Discuss mirror activity inside the class • Have group discussion on student observations and then discuss as a class • Add to KWL chart based on discussion in appropriate column State technology that will be used: Document Camera (for KWL chart) Outline adaptations for EL and special needs students ADHD: Kinesthetic acidity EL: Peer support

BEYOND
Independent Practice/Summative Assessment/Closure • Students will glue a prism, a flashlight, and the colors of a rainbow on a construction paper • Activity will demonstrate students’ knowledge on light • Observe if students are demonstrating that white light contains the colors of the rainbow State technology that will be used: Document Camera to display example on projector Outline adaptations for EL and special needs students -visuals from textbook to complete project -EL student: partner support -ADHD: seat student near the front of the class, give student a checklist as he completes his project