TE 330 Five E lesson plan template

Cline, Fall 2016

Nichole Glaza, Kaydee Swafford, Erica Whitcomb
Teacher: Ms. Hornbacher
Date: April 16, 2020
Subject / grade level: First Grade Science
Materials:
 Paper
 Pencil
 Glass of water
 Marker
 Mirror
 Flashlight (2)
 Water
 CD
 Glass Bowl/Container
 Black Construction Paper
 Green Laser
 Red Gummy Bears

Next Generation Science Standard(s)

1-PS4 Waves and Their Applications in Technologies for Information Transfer.
 Plan and conduct investigation to determine the effect of placing objects made with
different materials in the path of a beam of light.

What do you want the children to learn or be able to do?

 Students will be able to identify what happens to images when they experience
refraction, reflection, and absorption.
 Students will be able to predict what will happen during each experiment based on
their prior knowledge of reflection, refraction, and absorption.

Differentiation strategies to meet diverse learner

 Students who struggle to stay on task may be paired with a partner who could help
them stay focused.
 Visual aids will be present for some of the students who are having trouble figuring out
what is happening.
ENGAGEMENT
· Describe how the teacher will capture students’ interest.
· What kind of questions should the students ask themselves after the engagement?
 Students will be broken up into three groups. (Reflection: Miss Glaza, Refraction: Miss Swafford,
Absorption: Miss Whitcomb) The groups will take turns rotating between the three centers.
 Reflection
 Students will take turns looking at themselves in a mirror.
 Have a group discussion on how it is possible that they can see themselves in the mirror.
 Explain that they will be placing a CD into a bowl of water. Then they will use a flashlight to shine
 onto the CD.
 Students will predict what will happen when the light is shined on the CD that is in the bowl of
water.
 Have a short group discussion on their predictions.
 If needed remind them what reflection is and what happens.
 Refraction
 Students will all be presented with a clear glass of water and pencil.
 Students will then make predictions on what they think will happen when the pencil is placed in
the glass of water (will the pencil look the same or different? Why do you think that?).
 After the predictions have been made, have a student place the pencil in the glass of water.
 Have a group discussion over what the pencil looks like in the water vs what it looked like out of
the water and discuss their predictions.
 Discuss how the pencil looks bent due to refraction.
 Absorption
 Students will be given a flashlight and a black piece of scrapbooking paper.
 Students will make predictions on what they think will happen when the flashlight is shined onto
the piece of paper.
 After the predictions are made, have the students shine the flashlight onto the paper.
 Discuss how the black paper absorbs the light.

EXPLORATION
· Describe what hands-on/minds-on activities students will be doing.
· List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
 Reflection
 Students will take turns conducting the experiment by placing the CD into the bowl with water,
and then shining the light on the CD.
 Each student will record what they are noticing happens. Students can either write what
happens or draw what they see.
 Questions: What do you see? How is this possible? Why do you think this happens?
 Refraction
 Students will take turns on placing the pencil in the glass of water
 Each student will record their observations through writing or drawing
 Questions: Why do you think this is happening? What has changed? What do you think is
causing this?
 Absorption
 Students will take turns conducting the experiment by shining a green laser at red gummy bears
and a red laser at green gummy bears.
 Each student will record what they are noticing happen. Students can either write what happens
or draw what they see?
 Questions: What do you see? Why do you think this is happening?

EXPLANATION
· Student explanations should precede introduction of terms or explanations by the teacher. What questions or
techniques will the teacher use to help students connect their exploration to the concept under examination?
· List higher order thinking questions which teachers will use to solicit student explanations and help them to
justify their explanations.
 Reflection
 Have a group discussion on what the students were observing and noticing what was happening
during the experiment.
 Does light travel in a straight line?
 When the light travels in a straight line and hits the CD it then bounces off. And when the object
is smooth like the water and the CD the light reflects or bounces off in the same angle in which it
hit the surface.
 Reflection is the change in the direction of the wave in this case the light wave.
 Refraction
 Have a discussion with the group on what the students observed throughout the activity
  Refraction is when light travels through two different mediums of different densities thus
changing the speed of the wave causing a bent look
 What are the two mediums in this activity? How did you get that?
 If the pencil looks bent in the water, what does this mean about the density of the water
compared to the air?
 Absorption
 Have a discussion with the group on what the students observed throughout the activity
 Absorption is when light is absorbed by the medium it is trying to pass through.
 When light is shined at an object that doesn't contain that color it is absorbed. The green laser
was absorbed by the red gummy bear and the red laser was absorbed by the green gummy
bear. The black paper is made up of every color, so it absorbs the light from the flashlight.
ELABORATION
· Describe how students will develop a more sophisticated understanding of the concept.
· What vocabulary will be introduced and how will it connect to students’ observations?
· How is this knowledge applied in our daily lives?
 Reflection
 Reintroduce the mirrors to the students and how they work. Remind them that we are seeing our
reflection when we look at them.
 Specular Reflection: With a smooth surface, light reflects without disturbing the incoming image.
 Warms the surface of the Earth, when the sun shines and hits our bodies of water it bounces
back resulting in heat.
 Refraction
 Reintroduce the water and the pencil
 Ask them what other things look bent when we look at them from a different medium
 Absorption
 Reintroduce the red laser, green laser, and the flashlight.
 Ask them to find other objects in the classroom that will absorb each of the three different lights.

EVALUATION
· How will students demonstrate that they have achieved the lesson objective?
· This should be embedded throughout the lesson as well as at the end of the lesson
 Students will be provided with a worksheet of various pictures and will have to state whether it is
reflection, refraction, or absorption
 Students will be asked to write down/draw what happens during reflection, refraction, and absorption
 Students will move back to their assigned seats to complete the evaluation part of the lesson.