GENEVA COLLEGE

BEAVER FALLS, PA
SCIENCE LESSON PLAN 8

NAME: ___Allie Gore_____________ DATE: __April 7, 2021________

SUBJECT: __Science_______________ GRADE LEVEL: Fourth grade_________

I. TOPIC
Energy-Light

II. REFERENCE TO PA OR COMMON CORE STANDARDS

 3.2.4.B5 Demonstrate how light can be reflected, refracted, or absorbed by an object.

III. LESSON OBJECTIVES

The students will be able to define their vocabulary words and draw them.
The students will be able to correct the statements on the anticipation guide as they read.
The students will be able to predict whether an object is transparent, translucent, or
opaque.

IV. MATERIALS
 Science Books
 Pencils
 Anticipation guide
 Video for station: https://www.youtube.com/watch?v=dJyeTFhm_Zs
 Video for station: https://www.youtube.com/watch?v=lkv0uZTP_zo
 Video for station: https://www.youtube.com/watch?v=Yxa1AnlXdCU
 Video for station: https://www.youtube.com/watch?v=8rrnMOjIGjI
 Vocabulary worksheet
 Flashlight
 Aluminum foil
 Parchment paper
 Plastic wrap
 Window
 Blinds
 Glasses
 Book
 Piece of paper
 Air
 Tissue
 Door
V. A. INTRODUCTION (TWO-DAY LESSON)
To begin the lesson today, I will ask the students “what are out 7 vocabulary words we have in
this section?”
I will call on a different student for each word, and I will ask the student if they know what that
word means. If the student cannot define the word, I will call on another student.
Make sure the following words and definitions are said.
 Prism-an object that separates white light into bands of colored light.
 Electromagnetic spectrum- the range of waves that make up light.
 Refraction- the bending of light as it passes from one material to another.
 Reflection- the term for any wave that hits a surface and bounces off.
 Transparent- material that allows light to pass through in a straight line.
 Translucent- materials that scatter light in different directions.
 Opaque- a material that blocks light completely.
B. LESSON DEVELOPMENT
To continue the lesson, I will tell the students “Today we are going to continue stations
to learn about light. We are going to do the station that you did not complete yesterday.
You will spend thirty minutes in this station today. Group 2, you will be reading through
the section with me in your book. As we read, we are going to work through our
anticipation guides and correct them. Group 1, you are going to first use this vocabulary
worksheet to write the definition of each vocabulary word, then draw a picture that
goes along with each word. After you complete this for each word, you are going to
watch the videos that are on Google Classroom to help you understand the section
better. The groups are.”
Mr. Mills Class at 1-1:45
Group 1: Group 2:
Sophia Korynn
Gracie Kam
Skylar Luca
Sam Lily
Jacob Alyviah
Ryleigh Trent
Christian Connor
Emma Zoey
Kellen Oliver
Ty’Daeja
Mrs. Beatrice Class at 1:45-2:30
Group 1: Group 2:
Brooklyn Lily

Gio Max
Landon Cam K.
Olivia Izzy
Tyler Thomas
Chase Kaden
 Simon Jilly
Addy Geonna
Jacob Chance
Ava Cam B.
Alivia
Get out your materials from yesterday. You should get the anticipation guide out and I will get
group 1 the vocabulary worksheet.
Say “The first group, you guys can get your books our at open to page 552 and get your
anticipation guide out. We will begin working together through the section. The second group,
you guys can start out by working on your definitions. Then, you can watch the videos that are
on Google Classroom under Tuesday.”
Give the stations 30 minutes. Read the section with the students, stopping at each statement
on the anticipation guide and tell the students to correct the incorrect statements.
C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING
ENVIRONMENT)
Learning environment- while the students are reading in the front of the class with me, I
will allow them to sit wherever they are comfortable.
D. CLOSURE
This lesson will be closed by doing a small experiment with the students. I will get out a
flashlight and pass out the handout to the students.
I will tell them “we are going to do a small experiment, we are going to go through all these
materials, and you are going to guess whether it is transparent, translucent, or opaque. First,
let’s write our predictions on the board.”
Go through all the materials and have the students make a prediction of what type of material
the object is.
 Aluminum foil -opaque
 Parchment paper -translucent
 Plastic wrap -transparent
 Window -transparent
 Blinds -translucent
 Glasses -transparent
 Book -opaque
 Piece of paper -translucent
 Air -transparent
 Tissue -translucent
 Door -opaque

Once all the materials are gone through, tell the students to get out their handout and they are
going to place the item in the correct category when it is tested on the flashlight. Remind the
students that transparent materials allow all light to pass through in a straight line, translucent
materials allow some light to pass through, while opaque materials do not allow any light to
pass through.
Shine the flashlight on each object, then ask the student if anyone was surprised with the
results.
VI. ASSESSMENT/EVALUATION
The students will be informally assessed when they turn in the vocabulary worksheet. They will
be assessed on if they defined the word correctly and if their illustration goes along with the
vocabulary word. -I expect the students to achieve a 95%.
The students will be informally assessed through observation on their anticipation guides. They
will be assessed on if they corrected each incorrect statement.
The students will also be formally assessed on Thursday when they are given a quiz on this
information. They will be assessed on what light is and how we are able to see it. -I expect the
students to achieve a 92%.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS (I TEACH THIS FOR TWO CLASSES. ONE AT 1-1:45 AND
1:45-2:30)
For 1-1:45 I will accommodate for my students who are in emotional support, by providing
them with the vocabulary word already written on their worksheet. I will also only require them
to either write the definition or draw what the word means. They will not have to do both.

For 1:45-2:30 I will accommodate for my struggling students by having the vocabulary words
already written on their worksheets.

VIII. SELF-EVALUATION FOR 1-1:45

IX. Self Evaluation for 1:45-2:30

Cooperating Teacher Approval _________________________________________________