ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern:Nathan Walters Date:

Grade Level:3rd Subject/Topic: Sound and Light
Approx. time spent planning this lesson: 1 Hour
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Light Investigation

Prerequisite Knowledge/Skills: Students know that light is a form of energy. They also know that
energy is the measure of how much could happen.

Objectives: [Indicate connections to applicable national or state standards.]

TLW identify light and sound as forms of energy. P.EN.03.11;S.I.A.03.12
TLW investigate properties of light. P.EN.03.21;S.I.A.03.12
TLW demonstrate how a shadow is made. P.EN.03.21;S.I.A.03.13

Assessment: [Formative and Summative] Formative seeing their responses to various prompts.
Looking at their worksheets they fill out at the centers. Listening to responses at the end of the lesson
when we go over worksheets all together. Also looking at the quiz from the previous day.
Instructional Resources: Projector, Flashlights, Mirror, Painter light, Black shirt, laser pointer

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION
Multiple Means of
Representation
Options for Perception
-Instructions will be spoken out -Hands on activities at the
loud. (auditory)
-Example will be on the
projector. (visual)
-Responses will be recorded on
the white board. (visual)
-Centers give many hands on
experiences
Options for
Language/Symbols
-Go over questions all together. to their table teams as they go -Work through the worksheet
Apply questions to the
experiences students had in
the centers.
Options for Comprehension
-Students can recall their
experiences from centers.
STRATEGIC AFFECTIVE
Multiple Means of Expression Multiple Means of
Engagement
Options for action/interaction Options for recruiting
interest
centers. -Brainstorm with partners.
-Motions to go with different
actions.
-Hands on stations.
Options for Expression Options for Sustaining Effort
-Students have chance to talk & Persistence
through centers. They also can all together as a class.
write answers down on the -Rotating station work
worksheet.
Options for Executive Options for Self-Regulation
Function - Have classmates who are
-The information is experienced always at the same spot on the
first hand in centers then worksheet and who move with
expanded on in whole group them through the centers.
discussions.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in
which you plan to build or strengthen relationships and community – student-student & teacher -
student.]
Students will have chances to turn and talk to a partner. Students will work with table groups as they move
through the centers. Students also got the chance to step up and lead the class by sharing their answers to the
question prompts.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,

etc.)
Identify at least 2 ways you will gain whole group attention:
-And a hush fell over the crown
-Give me 5.
Strategies you intend to use to redirect individual students:
Lots of questioning. “Are you doing your job?” “Are you helping others?” “What are you supposed to
be doing?” “Can you please move to a spot that will help your learning?”

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute
to the learning. Students will be up front at the risers for some of the lesson. Then during centers
students will be spread out and rotate through the centers which will be located at various places in
the classroom.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
-Students will take the review quiz.

-Go over the quiz all together on the document camera

- Call students to the risers

Development: [It may help to number your steps with corresponding times.]
-Brainstorm how do you think light moves? What about when it runs into things?

-Field responses and explain that we are going to investigate this all together by doing various
centers around the room. Explain the directions for centers, 3 minutes at each center, rotate quickly
and quietly, write down answers to the questions in the handout that correspond to each center. Go
around the room and quickly model the activity at each center.

-Let students do the centers. Walk around and observe what students are finding. Help with any
questions that arise.

-After students are all done have students come up to the risers with their worksheets. Go over what
they found at each center and what that tells them about how light moves and how it interacts when it
hits things.

-Explain that light moves in a straight line and that there are three things that light can do when it hits
something. Bounce off(mirror), pass through(window), get absorbed (black sweatshirt). Introduce the
motions that go along with each option.
-Explain how to create a shadow. Block the path of light. The shadow shows up in the direction the
light was shining.

Closure:

-Ask students to remind you how to create a shadow.

-Give instructions for what to do with the worksheet.

-Release students to go get ready to pack up for the end of the day

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your
efforts as a professional.

Worksheet

Name:__________________
Quiz #1

1. In the sound video we watched what happened when the airplanes

flew by the building?

A) The glass shattered

B) The glass stayed the same
C) The plane crashed
D) The building fell down

2. In the light video we watched what happened when the magnifying

glass was put in-between the sun and the paper?

A) Nothing
B) The paper started on fire
C) The light went through the paper
D) The paper ripped in half

3. The definition of energy is which of the following?

A) The measure of what did not happen.

B) The measure of what can’t happen.
C) The measure of how much could happen.
D) The measure of how much breaks.

Name:__________________
Light Investigation Centers

Center 1
Find somewhere to stand so that you make a shadow on the wall. Try to make your shadow
bigger and smaller. Explain you observations below. Where did you stand to make a shadow? How
did you make the shadow bigger and smaller?

I noticed:

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Center 2
Take the flash light and place it on the table pointing at the sweatshirt. What do you notice
about the sweatshirt? Try turning the flashlight on and off. Are there any differences in the
way the sweatshirt appears? Where is the light going when it hits the sweatshirt?
I noticed:

_______________________________________________________________________

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Center 3
There is a flashlight in the hallway. Without stepping outside the classroom try to find a place
to put the mirror so that you can see the flashlight’s light. Where did you place the mirror?
How were you able to see the flashlight’s light even though you could not directly see the
flashlight? Explain with words and/or a picture below

Center 4
DO NOT SHINE THE FLASHLIGHT IN THE CLASSROOM. Point the flashlight out the window
towards the ground. Where does the light appear? Why is it not appearing on the window?
Explain with words and/or a picture below.

Center 5
Using your hands and the light on the ground try and create shadows on the ceiling. Try to make
your shadows bigger and smaller. Explain you observations below. Where did you place your hand
to make shadows? How did you make the shadows bigger and smaller?

I noticed:

_______________________________________________________________________

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