KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Rebecca Hart Date: 2/12/2020

Cooperating Teacher: Kimberly Stutchbury Coop. Initials: ________________

Group Size: 19 Allotted Time: 40 mins Grade Level: First

Subject or Topic: Science Section: _____________________

STANDARD: (PA Common Core):

Standard - 3.2.1.B5: Compare and contrast how light travels through different materials.
Explore how mirrors and prisms can be used to redirect a light beam .

Performance Objectives (Learning Outcomes):

Students will be able to describe different objects as, transparent, opaque, and translucent
by participating in a sorting activity and creating a graphic organizer.

II. Instructional Materials

-Chart paper
-Smart board
-Graphic organizer (for students)
-Pencils
-Picture cards (for sorting activity)

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)

Prerequisite skills:

General knowledge of light and its purpose.

Key vocabulary:

-Materials: anything that is used for making and building things.

-Transparent: when light can pass through.
-Opaque: when light cannot pass through.
-Translucent: when some light can pass through.

Big idea:

What makes an object transparent, translucent, or opaque?

IV. Implementation

A. Introduction –
 Hook (students at carpet):

-The teacher will review with the students the vocabulary cards and big idea for this
lesson.
-The teacher will explain with each vocabulary card what transparent, translucent, and
opaque means.
-The teacher will have students turn and talk about what kinds of objects are either
transparent, translucent, or opaque.
-The teacher will then pick sticks to call on students to respond.
-The teacher will explain that in this lesson they will be completing a sorting activity
around the room.
-The teacher will call the students back to their seats based on the rows that they sit in.

B. Development –

Guided Practice (students at their seats):

-The teacher will explain the sorting activity to the students.

-The teacher will hand an object picture card to every student.
-The teacher will ask the students to look at their card, determine if they think their
object is transparent, translucent or opaque.
-Once the student has their card and has an idea, they will walk around the room and
find the chart paper with the vocabulary word on it. (transparent, opaque, translucent)
-They will stick their card on the chart paper that they think matches.
-Once they have done this, they will sit back in their seat.
-Then, the teacher will go over to each chart paper and discuss with the students what
object it is, and why the student picked that term to go along with it. (how do you know
it is opaque? transparent? etc)
-Then the teacher will ask if the chart paper looks good or if another object belongs
somewhere else.

Independent Practice:

-The teacher will instruct paper passers to pass out the graphic organizers.
-The teacher will instruct the students to cut out each word and paste it under the
correct category.
-Once the students complete this organizer, they will place it on Miss Hart’s desk.

C. Closure –

-The teacher will explain to the students that the lesson discussed transparent, opaque,
and translucent objects and what it means for an object to be transparent, opaque or
translucent.
-The teacher will instruct students to turn and talk about why it might be important to
know how light can pass through different materials.
-The teacher will pick sticks for students to share.

D. Accommodations / Differentiation –

-The teacher will help students with reading difficulties read the words on the graphic organizer.

E. Assessment/Evaluation plan
 1. Formative: The graphic organizers will be collected to check for
understanding.
2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

Please note:
 Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
 After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.

VI. Resources
Picture cards example for sorting activity (they will be much bigger):
Translucent Transparent
Opaque
Words for graphic organizer:

glass of juice mug

plastic bag jacket

wax paper glass of water

chair fish tank

blanket
balloon

water bottle

window