#1 - Introduction to Lights and Shadows

Lesson Science
November 23rd, 2020 Course
Title/Focus D: Light and Shadows
2:45 – 3:35 (50 minutes)

PROGRAM OF STUDY OUTCOMES

GLE:
● 4-9: Identify sources of light, describe the interaction of light with different materials,
and infer the pathway of a light beam.
SLE:
● 4-9.1: Recognize that eyes can be damaged by bright lights and that one should not
look at the Sun-either directly or with binoculars or telescopes.

Goal for the Lesson: Classroom Management - limit the number of students shouting out
answers and have smooth transitions.

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Recall that looking at the sun damages our eyes. (Knowledge)
2. Create a poster to advertise safe ways to view the Sun. (Synthesis)

MATERIALS AND EQUIPMENT

● Smart Board
● Google Slide: Light and Shadows #1
● YouTube Video for song:
o https://www.youtube.com/watch?v=-9RjzepxGrg
● YouTube Video for solar eclipse:
o https://www.youtube.com/watch?v=8jaxiha8-rY
● Anchor Chart and Markers
● Visual Journals
● Blank white paper for extra
● Exit Passes x22

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have Google Slide loaded onto Smart Board
● Preload YouTube Videos as a backup in case they do not work in slideshow:
o https://www.youtube.com/watch?v=-9RjzepxGrg
o https://www.youtube.com/watch?v=8jaxiha8-rY
o https://www.youtube.com/watch?v=5P73jJDIAnQ
● Have timer tab loaded
o https://www.online-stopwatch.com/countdown-clock/full-screen/
 PROCEDURE
Introduction (2:45 - 2:55) Time
1. Transition: Students will come in from recess with the “Walking on the
Sunshine” song playing. They will take jackets off and sit at their desks
until all students are seated. Early students will read questions on the
slide and start observing pictures. After all students are seated, turn
music off and start class discussion.
2. Slide #1: Hook: Solar Eclipse Discussion Questions:
o “What do you notice about these pictures?”
o “Why are all of the people looking at the sun?”
10 min
o “What is the picture at the bottom right of?”
3. Slide #2: What happens during a solar eclipse?
o https://www.youtube.com/watch?v=8jaxiha8-rY
o “Why do people need to wear special glasses for a solar eclipse?
Would sunglasses work?”
o “What might happen if people do not wear solar eclipse glasses
during a solar eclipse?”

Body Time
UV Rays and the Eye (2:55 - 3:05)

1. Slide #3: The Sun’s UV Rays

○ Three types of UV rays (Explain that UV stands for ultraviolet)
i. UVC = does not reach our skin
ii. UVB = hits the skin's surface and causes us to burn. Raise
your hand if you’ve had a sunburn before. UVB rays are
the cause of this. We can protect our skin by using
sunscreen.
iii. UVA = reach below the skin’s surface
○ “What might ultraviolet rays do to our eyes if we look at the
sun?” - Cause damage, burn, and hurts.
10 min
2. Slide #4: The Human Eye
○ How does light travels to the eye?
i. Light bounces off an object, travels to the cornea, pupil,
lens, to retina.
ii. Show an example with a picture of a dog.
iii. **Physical Representation: Explain that our retina and
cornea get hurt when we look at the Sun.
● Cornea = repairs in 1-2 days
● *Use an example of when you pinch skin, it hurts,
but when viewing the Sun, the retina does not
have any pain receptors.*
3. Slide #5-6: What does your pupil do in a bright room?
 ○ Think-Pair-Share: discuss question with the peers around them
○ Pupils will constrict (get smaller) when there is lots of light and
will dilate (get bigger) when in a dim room.
4. Slide #7: Ultraviolet Rays Hurt Your Eyes
○ Ask students to pay close attention on ways to protect your
eyes.
5. Slide #8: Class Brainstorm on anchor chart paper - How can we protect
our eyes?
○ Wear sunglasses and hat
○ Squint if we don’t have sunglasses
○ #14 Welder’s Glass
○ solar eclipse glasses

Sun Safety Activity (3:05 - 3:25)

1) Explain that students will be making a poster about sun safety. There
are 2 options that they can make their poster on. The posters will be in
their visual journals, or a blank sheet of white paper that they will glue
into their visual journals if they are full.
2) Show example to students:
○ “What have I included?” - pictures, writing, title.
○ Write: Title, pictures, and sentence on whiteboard.
3) Tell students that we will finish posters next class if we run out of time,
but all pictures should be drawn and coloring should start by the time
the timer goes off.
4) Ask 2 students to sanitize and help hand out the visual journals or blank 20 min
white paper.
5) Set a timer for students to start working on their sun safety posters.
○ https://www.online-stopwatch.com/countdown-clock/full-
screen/
6) Write 2 options on the whiteboard and then keep the screen on the
timer tab so students know how long they have.
7) Walk around the classroom to ensure students are on task and help
students who may be struggling to find an idea.
8) When the timer goes off, instruct students to put away all their coloring
pencils in their desks. Ask 2 students to sanitize their hands and collect
visual journals to put them away.

Conclusion (3:25 - 3:35) Time

1) Slides #11-23:
o Recap of Learning: Stand-Up/Sit-Down Questions 10 min
2) Exit Pass:
 ○ Students will write any questions they have, or what they are
most excited to learn about in the unit.
o Early finishers will draw a picture on the back of their paper

Assessment
● Formative:
o Stand-Up/Sit-Down Questions
▪ SLE 4-9.1
o Exit Pass
▪ Questions about the unit and what students are looking forward to.

Reflection:

For my first lesson, I thought it went amazing! My UC mentioned that he loved how I included
auditory, visual, and kinesthetic learning styles to my lesson. I thought the lesson was engaging
and the students were very excited to start a new unit in science. Even though the students
arrived late from recess which delayed the start of the lesson by about 10 minutes, I was able
to make up the time without making the lesson feel rushed. Next time I think I would include a
few less topics/slides so I don’t feel rushed to deliver too much content to students. My favorite
part of the lesson was the formative assessment I chose because it got the students moving and
I was able to end my lesson on a cliffhanger to transition to the next science lesson smoothly.
Overall, I really surprised myself! I thought this lesson was a great way to start my science
lessons throughout PS1.