Lesson 1 (Introduction)

Name of Teacher Candidate: Elayna Guerrero Date: 4/13/21

Grade Level: 4th Grade

Lesson Title: What is Light?

Curriculum Areas Addressed: Science and English Language Arts

Time Required:40 min. Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Whole Group, individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
S4P1. Obtain, evaluate, and communicate information about the nature of light and how light interacts with
objects.
ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different aspects of
a topic.
ELAGSE4W8 Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information and provide a list of sources.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
How does a hypothesis guide a scientist to test a prediction through experimentation?
How do scientists describe the behavior and properties of light?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
Students will be able to develop a hypothesis that explains how light interacts with various objects.
Students will be able to collect information from various sources about behavior and properties of light.

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b
Hypothesis, prediction, luminous, nonluminous

Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Light source, light wave

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
A sentence starter will be provided to assist students in composing a hypothesis.
Sources of light graphic organizer
Research graphic organizer

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b
 Observation by teacher
  Students sharing their hypotheses

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
 No levels of performance needed
 Completion only

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC
4c
Turn off the lights in the room and block the windows so that it is completely dark in the room.
 Precede this with telling the class to stay in their seats calmly and not say anything. Instruct them to
just observe with their eyes. Then turn the lights back on.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
Do you see how important light is? We need it to see everything. When the light was off, you could not see
anything, but when we turned it back on, you could. Today, we will be talking about light and how it interacts
with different objects. These interactions allow us to see the things around us. We will also predict what the
interactions with various objects will be.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c
 But first, I want us to watch a video - https://www.youtube.com/watch?v=kmxhbT9a2jY
o This video is really short (just 55 seconds) so I want us to listen to it and feel the beat and
dance however you want. Get your wiggles out. Have fun. Sing along.
o Listen to it again for those that just feel comfortable watching first. They maybe be more
comfortable to move their body and dang and sing along with the video the second time.
 Throughout this unit, we will be scientists with questions about light.
o We will hypothesize (make predictions)
o We will observe and record our findings
o We will communicate our results to others
 First, we need to ask a question…“What is light?”
o Light is a wave that can be detected by the human eye.
o Light is produced by certain things called “sources” of light
 These sources are called luminous objects
 Objects that do NOT create light are called nonluminous objects
o Light interacts with different objects in different ways
 Light can travel through, be absorbed, reflected, or refracted by objects.
 These are a bunch of big words that you guys may not know yet, but we will
being investigating what they mean over the next couple of days.
 Discuss what a source of light is again
o Identify sources and things that are not sources (luminous and nonluminous objects) on
organizer – one paper per table of 3 students (group work)
 Introduce the terms opaque, translucent, transparent, reflection, and refraction with simple
definitions
o Opaque: allows NO light to pass through
o Translucent: allows SOME light to pass through
o Transparent: allows ALL light to pass through
 o Reflection: the bouncing or throwing back of a light ray/beam without absorbing it
o Refraction: the change of direction of a wave of light as it travels through an object
 Hypothesis recording sheet
o Record how they think light will interact with a red shirt, a window, and a mirror
o Independent work (10-15 min.)
o Get at least 3 volunteers to read their hypotheses to the class
 Wakelet:
o Students will use this to find and explore many different websites and videos.
o Students will research information about light and how it works and interacts with various
objects.
o Students will record their investigations in a graphic organizer.
o Keep everything from/for this unit in a separate folder in each desk.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
 Review the simple definitions and mention that each of these concepts will be explored further
through experimentation in the next couple classes.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c
 Song: https://www.youtube.com/watch?v=kmxhbT9a2jY
 Sources of light identification sheet (x24)
 Hypothesis sentence starter sheet (x24)
 Research graphic organizer (x24)
 PowerPoint with simple definitions and sources of light
 Wakelet

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a
Video: https://www.youtube.com/watch?v=d65mdTJaJTI

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b
Constructivist theory (Jean Piaget): creativity is a type of problem solving that depends on the child’s thinking
process. Students will hypothesize based on how their creative thinking process allows them to predict how light
will interact with different things.

Connections to Technology and/or the Arts: NAEYC 4b

Technology - Students will use Wakelet and the internet on their Chromebooks to research about light properties.
Graphic organizer – record findings of research, hypothesis sentence starter, sources of light classification
Movement – song to dance along with
Music – sing song with video as a class

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a
Review current light unit for fourth grade with partner teacher and see what worksheets, activities, and ideas
should be brought out and used.
Lesson 2 (Supporting Lesson)
Name of Teacher Candidate: Elayna Guerrero Date: 4/15/21

Grade Level: 4th Grade

Lesson Title: How does light pass through objects?

Curriculum Areas Addressed: Science and English Language Arts

Time Required: 40 min. Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Whole group, small group/ pairs
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
 S4P1. Obtain, evaluate, and communicate information about the nature of light and how light
interacts with objects.
a. Plan and carry out investigations to observe and record how light interacts with various materials
to classify them as opaque, transparent, or translucent.
 ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
 ELAGSE4W8 Take notes and categorize information.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
How can we use what we know about the way light travels through objects to evaluate the world around us?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
Students will contrast objects that are opaque, transparent, and translucent through experimentation to begin to
evaluate the world around us.

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b
Opaque, transparent, translucent

Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Light source

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
Fill in the blank definitions
Graphic organizer to categorize objects as either opaque, translucent, or transparent

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b
Focused observation
Rubric designed to score accuracy of classification on graphic organizer
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
Levels of Success: (rubric)
- √+ The student classified 15+ objects correctly
- √ The student classified 10-15 objects correctly
- √- The student classified less than 10 objects correctly

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC
4c
Walk in the room with sunglasses on and a towel over my shoulder holding a bottle of water. Walk under one of
the lights on the ceiling and hold up the bottle of water to the light and say “hmmm.” Do the same for the
sunglasses and then the towel.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
We have already talked about what light is and where it comes from. And just now you saw me investigating
with light and these objects I would take to the beach. Today, we are going to talk about and investigate how
light does or does not travel through different objects.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c
 (All students are sitting in their desks) I am about to play a video that will explain what we will be
investigating today. Pay close attention to the three big words it uses to describe objects and what
the words mean. Watch video: https://www.youtube.com/watch?v=8rrnMOjIGjI
 Go over the terms and definitions (talk about meaning in detail referring back to objects used in
hook – sunglasses, towel, and bottle of water – as well as some objects shown in video)
 Have terms and definitions in PowerPoint on board for students to see and read as
they are being discussed orally.
o Opaque: allows NO light to pass through (cannot see objects behind it at all)
o Translucent: allows SOME light to pass through (can see objects behind it, but not clearly)
o Transparent: allows ALL light to pass through (can see objects behind it clearly)
 Definitions page:
o Pass out handout for the class to fill in the blanks of the definitions.
o Have the students fill in the blanks on their own.
o Go over the blanks together as a class and write answers on the board (this helps differentiate
for students who may need writing and spelling help)
 Investigation:
o Have objects in 4 different stations around the room. (objects: book, window, sweatshirt,
tissue paper, light bulb, wooden door, Styrofoam, plastic wrap, mirror, human body,
cardboard, tented glass, sunglasses, one sheet of paper, plastic, yellow paper, glass cup,
eyeglasses, magnifying glass) – random objects in each group so that the students have to
investigate each thing
o Pass out graphic organizers (classifying how objects allow light to pass through) – one to each
student.
o Divide the students into pairs.
o Three pairs of students will be at each station at a time.
o The students will go around to the different stations with their flashlights (one per group)
investigating the objects.
 Students will write down the name of the object in the box (labeled opaque,
translucent, or transparent) that they think it is classified as.
 Each pair of students will have about 5 minutes at each station.
 Once everyone has classified each object, the students will turn in their graphic
organizers to the teacher and sit back in their individual seats.
 Review:
o We are going to review the three big words we learned today and what they mean. To do so
we are going to move around a little bit.
o The teacher will explain and demonstrate certain full body movements that indicate one of
the three big vocabulary words.
 Opaque: stomping one foot at a time on the floor and simultaneously punching the
 air with clinched fists
 Translucent: putting hands in the air about even with chest (as if you were about the
shrug your shoulders with hands) and moving top half of body from side to side
 Transparent: jazz hands that start next to the chest and move straight out over and
over
o Students will stand behind their desk.
o The class will practice the motions with the teacher (the teacher will put a key on the board
for the students to remember what movement goes with what word)
o The teacher will read one definition at a time aloud and the class will demonstrate what the
answer is by doing the motion of the word they choose.
 Continue reviewing content with movement until the vast majority of the class is
connecting the words (with motions) correctly with their definitions.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Today we learned about three different types of objects that allow different amounts of light to pass through it.
These three types are opaque, translucent, and transparent. You got to investigate for yourselves and gather
information like scientists. You saw that opaque objects allow no light to pass through, translucent objects allow
some light to pass through, and transparent objects allow all light to pass through it. Next, we will be
investigating something called reflection that is very important to light also.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c
 Video: https://www.youtube.com/watch?v=8rrnMOjIGjI
 Vocabulary fill in the blank (x24)
 Graphic organizer (x24)
 Materials for hook: sunglasses, towel, bottle of water (one of each)
 Materials: book, window, sweatshirt, tissue paper, light bulb, wooden door, Styrofoam, plastic wrap,
mirror, human body, cardboard, tented glass, sunglasses, one sheet of paper, plastic, yellow paper,
glass cup, eyeglasses, magnifying glass (one of each)
 White board with dry erase markers
 Smart board for PowerPoint

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a
 https://www.youtube.com/watch?v=UY5QWCWk5cQ
 https://www.youtube.com/watch?v=sm-yKy0tPO8

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b
Vygotsky: theorizes that a hands-on, interactive environment is children’s opportunity to work together.
Students will be experimenting with light hands-on and working together to problem solve.

Triarchic Theory of Creativity (Robert J. Sternberg): students will use three types of abilities while learning;
synthesizing, analyzing, and practicing as they investigate and experiment with objects that are opaque,
translucent, and transparent.
Bronfenbrenner: The interactions, connections, and influences that the environments outside of school have on
a child is very important as they can use these experiences to scaffold the new knowledge of how light passes
through objects.

Connections to Technology and/or the Arts: NAEYC 4b

Graphic organizer – categorize opaque, translucent, or transparent objects
Movement – full body motions to convey answers
Play – play freely with objects while investigating them

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a
Lesson 3 (Supporting Lesson)
Name of Teacher Candidate: Elayna Guerrero Date: 4/20/21

Grade Level: 4th Grade

Lesson Title: Reflection of Light

Curriculum Areas Addressed: Science and English Language Arts

Time Required: 35-40 min. Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Whole group, small group, pairs
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
 S4P1. Obtain, evaluate, and communicate information about the nature of light and how light
interacts with objects.
b. Plan and carry out investigations to describe the path light travels from a light source to a mirror
and how it is reflected by the mirror using different angles.
 ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
 ELAGSE4W8 Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information and provide a list of sources.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
How can we use reflection to make light do what we want it to?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
The students will assemble mirrors to reflect light onto a target.

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b
Reflection, incident ray, reflected ray, law of reflection

Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Surface, beam

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
Reflection vocabulary handout

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b
Focused observation / checklist
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
√  The students together as a team are able to complete the mirror activity
X  The students together as a team are not able to complete the mirror activity

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC
4c
Have several mirrors set up on the back table with a piece of paper at the end of the line. Turn off the lights and
shine a flashlight (Roll a piece of paper into a tube and put it around the flashlight to focus the light) at an angle
on the first mirror so that the light reflects off of it and bounces off the other ones until it final ends on the piece
of paper. Turn the lights back on.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
Last week we saw how light can travel through different objects. Just a minute ago we saw that the light did not
pass through the object, but instead it bounced off of the mirrors. There is a fancy word that means to bounce off.
Today we are going to be experimenting with reflection and how light bounces off of some surfaces of objects.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c
 Hand out sheet with reflection vocabulary on it to all students.
 Go over all meanings and teach the students how each word is used and to look out for these words
being used in the investigation and activities later.
o Have the students highlight the vocabulary words and important words in the definition as you
go through them as a class.
 Beam: a ray of light
 Reflection: the bouncing or throwing back of a light ray/beam without absorbing it
 Incident ray: a ray of light that hits a surface
 Reflected ray: a ray that bounces off of a surface
 Law of reflection: the angle of reflection is equal to the angle of incidence… ONLY if
the surface is smooth
o Have students who need help following along and reading sit at the back table with another
teacher so that the teacher can guide them through the process.
 Ball activity (have your students discover for themselves that a bouncing ball’s incoming angle equals its
outgoing angle)
o All students get into pairs and each pair has one bouncy ball.
o Students will stand around the room where there is open floor facing their partner.
o Have the students bounce the ball back and forth to each other on a smooth floor.
o Ask students to share observations about how the ball bounces. (Observations will vary.)
 If no one observed the angle at which a ball bounces, prompt the desired observation
by asking students to throw the ball to each other from different angles.
 For example: If they throw the ball straight down, will it bounce toward their partner?
(No, it will bounce straight up.) If they push it down and away, they will create a
gentler angle and the ball will reach their partner.
o Explain to them that light reflects off objects in a similar way.
o Collect all the balls and have students sit back down at their desks.
 Mirror game (Light Parkour)
o Arrange students’ desks in rows and create teams:
 4 teams of 6 students
o Give each student a small mirror.
o Give a flashlight to the students sitting in the first desk of each team, and a piece of paper to
 the students sitting in the last desk of each team.
o Turn off the lights.
o Challenge the teams to adjust their mirrors so that the light from the flashlight reflects off
everyone’s mirror on the team and reaches the last person in the row, as shown.
 This is how a telescope works
o Discuss outcomes as a class

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Today we learned about how light rays can reflect off of smooth surfaces. The incident angle is the same as the
reflected angle. This makes it to where we can manipulate light in ways that we want. Next time, we will be
learning about something very similar to reflection, except it is called refraction.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c
For 24 students…
 Reflection vocabulary handout (x24)
 Balls (x12)
 Mirrors (x16)
 Paper (x4)
 Flashlights (x4)

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a
Mirror activity PDF from partner teacher

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b
Vygotsky: theorizes that a hands-on, interactive environment is children’s opportunity to work together. Students
will be experimenting with light hands-on and working together to problem solve.

Triarchic Theory of Creativity (Robert J. Sternberg): students will use three types of abilities while learning;
synthesizing, analyzing, and practicing as they investigate and experiment with objects that reflect light.

Bronfenbrenner: students will be able to use the knowledge and skills that they have learned at home and in the
community and from other people to build on to what they learn about reflection in school.

Connections to Technology and/or the Arts: NAEYC 4b

Games – reflecting light to the target as a team
Play – bouncing balls back and forth

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a
I collaborated with my Partner teacher to come up with the ball activity and the mirror game.
Lesson 4 (Supporting Lesson)
Name of Teacher Candidate: Elayna Guerrero Date: 4/20/21

Grade Level: 4th Grade

Lesson Title: Refraction of Light

Curriculum Areas Addressed: Science and English Language Arts

Time Required: 40 min. Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Whole group, small group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
 S4P1. Obtain, evaluate, and communicate information about the nature of light and how light
interacts with objects.
c. Plan and carry out an investigation utilizing everyday materials to explore examples of when light is
refracted.
 ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
 ELAGSE4W8 Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information and provide a list of sources.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
How does refraction change the way objects look to the observer from what they really are?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
Students will interpret their observations to explain refraction.

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b
Refraction

Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Medium

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
Refraction graphic organizer

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b
Completion of photo of pencil that is drawn on
Self-assessment - Student recorded observations of refraction
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
Excellent: The student makes 2 observations that are relevant to refraction
Proficient: The student makes 1 observation that is relevant to refraction
Needs Improvement: The student is unable to make observations that are relevant to refraction

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC
4c
Show all of this on the document camera. Have a metal bowl with a stone in the center of the bowl. Have the
camera looking at the bowl from the side with the coin out of sight because the side of the bowl is obstructing the
view. The stone is right below the side of the bowl. Instruct the class to watch the bowl carefully. Pour some
water into the bowl slowly.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
What did you notice? Did you see anything that surprised you? When we added water to the bowl, it made it to
where we could see the stone even though our point of view remained the same. What the water did is called
something special. It bent the light so that we could see the stone. This is called refraction of light, which is what
we will be learning about today.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c
 Today we will be investigating refraction. I have 2 experiments for you to try and see how bending light
works.
o Refraction: the bending of light when light travels from one medium to another
o Medium: something that transfers energy or light form one place to another (ex: water, air, etc.)
 There will be two different centers set up around the classroom. Students will have one partner. There
will be 6 stations of one center and 6 of the other. One pair of students will have between 5-10 minutes
at one station. Then the groups will switch to the other station that they have not investigated yet. They
will do the same thing.
 Centers:
o Bending pencil activity:
 Materials: clear glass of water, pencil (x6)
 Fill up clear glass with water.
 Place the pencil in the glass to where it is resting on the bottom of the glass and resting
on the side of the glass.
 The partners will work together to discuss what is happening.
 Take a picture of the pencil in the water with the iPad.
 Draw on the picture and outline the pencil in the glass. (the iPad will need to be passed
from group to group because there is only one)
 Each student will very briefly write on a graphic organizer what is observed and be
prepared to share observations with the class.
o Growing arrow activity:
 Materials: paper/index cards, markers, bowl of water (x6)
 Fill the bowl with water.
 Draw two arrows on the paper/index card. One at the top and one at the bottom. Make
the arrows face the same direction and be the same size.
 Hold the paper behind the bowl of water but higher than the bowl. Slowly move the
paper downward so that you move the bottom arrow behind the water in the bowl.
 Observe what happens.
 Each students will record observations on a piece of paper and be prepared to share
 observations with the class.
 Once every pair of students has gotten the chance to complete both stations, all students should sit back
in the individual seats.
 Discuss the first activity as a class.
 Discuss the second activity as a class.
o Point out that these things happen because the light is bending. The light is bending because
the light waves are traveling through two different mediums. Because of this, the light changes
speed when it enters the different medium (Ex: light traveling from air to water slows down and
thus ‘bends’).
 Now that we have learned about how light interacts with various objects and mediums, we are going to
see how much we remember about the other ones. I have a website for you to go to and there are little
games and activities for you to play as you review what opaque, translucent, and transparent objects are,
and what reflection and refraction is.
o Have this link in the class’ Teams account for the students to access on their Chromebooks.
https://www.primaryschoolscience.co.uk/Light-Lab/light-interactive-1.html
o Be prepared to answer any questions that students may have during this time.
 Community investigation:
o When you go home, I want you to look at all the objects around you. (when you go to the
store, park, home, etc.) I want you to investigate different objects. When you find an object
that refracts light, write it down and bring it back to class. I want you to find at least 3 things
that reflect light. And bonus points (candy) for those who find 3 things that reflect light.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
We focused on investigating what refraction is and how it works today. We now know that the key word to
remember with refraction is “bend” because we know that light bends when it travels from one medium to
another. We will continue to practice recognizing the different ways that light interacts with objects and mediums
in our next lesson.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c
 Metal bowl, stone, and water (one of each)
 Clear glass of water, pencils (x6)
 Paper, markers, bowl of water (x6)
 Refraction graphic organizer (x24)
 Review games and activities website: https://www.primaryschoolscience.co.uk/Light-Lab/light-
interactive-1.html

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a
 Experiment video: https://www.youtube.com/watch?v=O0WpwX8gTLc
 https://betterlesson.com/lesson/638348/refraction-extravaganza

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b
Vygotsky: theorizes that a hands-on, interactive environment is children’s opportunity to work together. Students
will be experimenting with light hands-on and working together to problem solve.

Triarchic Theory of Creativity (Robert J. Sternberg): students will use three types of abilities while learning;
synthesizing, analyzing, and practicing as they investigate and experiment with objects that refract light.

Bronfenbrenner: students will use their experiences and connections within the community to back up and
scaffold on to the discoveries made about refraction in the classroom.

Connections to Technology and/or the Arts: NAEYC 4b

Technology - Students will use an iPad to take pictures and draw on them to emphasize parts of the picture that
are important.
Technology – investigating light’s properties via the website on Chomebooks
Play – students will play with materials as they investigate refraction in the stations
Graphic organizer – students make observations about refraction

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a
Collaboration with community and home: students will investigate objects that they see in the community and in
their homes to find reflective and refractive objects.
Lesson 5 (Closing)
Name of Teacher Candidate: Elayna Guerrero Date: 4/22/21

Grade Level: 4th Grade

Lesson Title: Closing

Curriculum Areas Addressed: Science and English Language Arts

Time Required: 40 min. Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Whole group, small group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
 S4P1. Obtain, evaluate, and communicate information about the nature of light and how light
interacts with objects.
a. Plan and carry out investigations to observe and record how light interacts with various
materials to classify them as opaque, transparent, or translucent.
b. Plan and carry out investigations to describe the path light travels from a light source to a
mirror and how it is reflected by the mirror using different angles.
c. Plan and carry out an investigation utilizing everyday materials to explore examples of when
light is refracted.
 ELAGSE4W8 Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes and categorize information and provide a list of sources.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
How can we see and use the reflection and refraction of light on a regular basis in life?
How can we see and use how light travels through materials on a regular basis in life?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
The student will be able to dramatize what they have learned about the reflection and refraction of light and how
it travels materials.
Students will be able to compose a piece of writing and art that is based on properties of light.

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b
Opaque, translucent, transparent, reflection, refraction

Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
light source, medium

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
Graphic organizer for categorizing information that students will research.

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b
Focused observation / checklist

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
√+ The student composes the story from the perspective of a light source.
√- The student composes the story from the perspective of a nonluminous object OR is unable to compose the
story with support and prompting.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC 4c
Play video: https://www.youtube.com/watch?v=aUNC0LDCvjA
 Pinball bouncing around in machine

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
We saw many things that we have learned about in this video. We saw opaque things and translucent and
transparent things. We saw reflection and refraction too! Can you name some things that we have been learning
about this week that you saw in this video and tell me what they were?

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c
 Review:
o Class, we have been learning all about light and things that it does. We are going to review
what we have learned by acting out and dramatizing different actions we do with light in our
everyday lives. Can you act out some way that you use or experience light every day? (class
does motion). Can you act out something else this time?
 Repeat maybe 3 times
o Students will act out things that they do every day with light.
 Ex) turn on light switch, pull light cord, brush hair in the mirror, watch arm bend in
bathtub etc.
o Students will reference reflection, refraction, sources of light, and how well light travels
through objects in their motions.
 Explain creative writing and art at the same time so that the students can begin their art piece as
soon as they are finished with their writing.
 Creative writing:
o Now we are going to move on demonstrate our new knowledge of light through creative
writing.
o Students will write a short story from the perspective of a light source.
 The writing should be at least 2 paragraphs long.
 Students who need assistance with writing will work with another teacher at the back
table.
 Art:
o Have paper and art supplies available in the back of the room for students to get up and get
once they are finished writing.
 Students will draw a picture of a light source OR
 Students will draw a picture of light reflecting off of an object OR
 Students will draw a picture of light refracting through two mediums OR
  Students will draw a picture if opaque, translucent, or transparent objects.
 Students can win a prize (candy) if they draw an object that incorporates
more than one of these things

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
In today’s lesson and throughout this whole unit, we have learned that can do many things. It can travel through
opaque, translucent, and transparent objects. Light can bounce off of objects and reflect. It can even bend as it
travels through objects, which is refraction. You have demonstrated what you have learned in many different
ways

Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c
Have enough materials for the whole class to use freely.
 Lined paper (x24)
 Copy paper (x24)
 Crayons
 Colored pencils
 Markers

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a
https://betterlesson.com/lesson/636218/what-is-light

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b
Triarchic Theory of Creativity (Robert J. Sternberg): students will use two of the three types of abilities while
learning; synthesizing and analyzing as they draw conclusions about how all of the objects’ interactions with light
are similar and different.

Bronfenbrenner: students will draw conclusions using their home experience and influences, as well as what they
learned about light to synthesize a final conclusions about how light interacts with the world.

Connections to Technology and/or the Arts: NAEYC 4b

Drama – act out daily experiences of light
Creative Writing – write a piece from the perspective of a light source
Art – picture illustrating property/properties of light

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a