Developmental Lesson Plan

Teacher Candidate: Ashley Donegan

Date: 09-30-2021 Group Size: 24 Allotted Time: 75 Minutes Grade Level: Third

Subject or Topic: The Reason for Seasons: Light and Shadows

Common Core/PA Standard(s):

Standard - 3.2.3.B5
Recognize that light travels in a straight line until it strikes an object or travels from
one material to another
Standard - 3.3.3.B1
Relate the rotation of the earth and day/night, to the apparent movement of the sun,
moon, and stars across the sky.

Learning Targets/Objectives:
The third grade students student will be able to:
● Recognize the different types of light (Light, Artificial Light, Natural Light,
Shadow, Bioluminescent) by participating in discussions with the whole group,
adding to the word wall.
● Relate the rotation of the Earth to the way that light travels and objects in the
way create a shadow by using and creating a sun clock.

Assessment Approaches: Evidence:

1. Sort and Paste Worksheet 1. Observational & Added to Portfolio
2. Sun Clock 2. Observational
3. Anchor Chart 3. Observational
Assessment Scale:
1. Sort and Paste:
8 pictures correctly placed - on level (proficient)
5-7 pictures correctly placed- basic
3-4 pictures correctly placed- below basic
0-2 pictures correctly placed- needs revision
Subject Matter/Content:
Prerequisites:
Lesson about spring and the plant life cycle.
Knowledge of the summer and the sun.
Knowledge that the sun produces light.
Knowledge of flashlights and other artificial light.

Key Vocabulary:
Light: an energy made from photons (Peekaboo Kidz video)
Artificial Light: a source of light that is man-made; not natural
Natural Light: a source of light that comes from something natural; often light from the
sun or stars
Shadow: a cast of darkness cause by the blockage of light; natural or artificial
Bioluminescent: to emit light (Peekaboo Kidz video)

Introduction/Activating/Launch Strategies:
To activate student knowledge about light, all of the lights will be out in the classroom
when they walk in. The teacher will prompt the students to notice things about the
classroom and what is different from normal. They will discuss with their peers (2
minutes).
Before Students Enter
● Turn out lights for student entry
● Place a flashlight on each table.
As Students Enter
● Prompt students to make observations about the room
● Prompt students to discuss their observations
● Prompt students to use their flashlights.
● Circulate the room and listen to student discussions
Connection:
● Ask the students what season they learned in their last lesson
○ They will respond with Spring, some may talk about the plant life cycle.
● Ask the students what season comes after spring.
○ They should respond with summer
● Ask the students something they notice about the summer
○ If a student says that it is warm or sunny this would be a good place to
introduce the idea of light.
■ So we are going to be talking a lot about light and shadows
today. I have a fun video to play for you first, and I want you to
notice some of the words that they use to describe light in the
video.

Development/Teaching Approaches

Video: Light | The Dr. Binocs Show | Learn Videos For Kids
● The teacher will put the video on the smart board(3 minutes 35 seconds)
● The students will then have some time to turn and talk about what they heard
in the video and what they already knew.
After the video the teacher will ask the students if they think light from a flashlight is
the same as light from the sun?

Anchor Chart: (15 Minutes)

● The teacher will then move into working on the anchor chart.
● The anchor chart will already be drawn out and set up
○ Back of the room
● Teacher will go back to defining light, natural and artificial light.
 ■ Teacher will say: We just watched a video all about light. Now we
are going to learn a little more about the different types of light.
First I want us to remember the definition of light from the video.
Light is an energy made from photons (Peekaboo Kidz video).
■ There are two different types of light we are going to focus on
today, natural light and artificial light.
■ Natural light is a source of light that comes from something
natural; often light from the sun or stars but we will find some
more examples as we work through the anchor chart.
■ Artificial light is a source of light that is man-made; not natural
○ The students will discuss natural and artificial light providing examples,
characteristics, and comparing and contrasting.
■ Teacher will say: Okay friends, I am now going to list some
examples of light sources and I want you to tell me if you think it
is natural or artificial and why. As we decide I will write our
thoughts on the anchor chart.
● Sun (natural)
● Flashlight (artificial)
● Fire (natural)
■ Does anyone else have examples of light that they would like to
share or have questions about?
○ Once the anchor chart is filled or time is up, the teacher will then
transition into the interactive word wall.
■ Now that we know a little bit more about what light looks like in
different forms I want us to make some connections to words
based off things we heard in the video, discussed on the anchor
chart, and things we learned when we talked about the other
seasons (plant life, matter, Earth’s rotation, and why the leaves
change color)

Interactive Word Wall: (15 Minutes)

● The students and teacher will now begin to add to their word wall for the unit
○ Back board- will have words from the previous lessons as well.
● They will first review the definition of light from the Peekaboo Kidz video.
○ The teacher will then provide sticky notes to the rest of the class with
words on it from the other lessons and the new words from their lesson.
■ I want you to think about what we have already learned about the
rest of the seasons and make a connection to the words that we
are using in this lesson.
■ We are going to use the sticky notes and arrows and reason with
our table about why words connect to other words. It’s okay if we
have more than one idea because we can just add another
arrow!
● They will then talk about the remaining definitions creating a discussion for
each of them.
● The teacher will add these words to the wall after they discuss at the end.
Activity: Natural Light VS Artificial Light Sort Fly Swatter Game (15 Minutes)
● On the whiteboard, the teacher will write “Natural” on one side of the board and
“Artificial” on the other side for the board
● The teacher will take out the fly swatters
● Instructions: The teacher will say
○ We are going to play a game. We are going to split the room in half and
have two teams.
○ Each team will get a fly swatter.
○ We will all line up with our teams.
○ When I show a picture of a light source, the person whose turn it is will
go to the board as quickly as they can and swat the word that matches
what type of light is shown.
The teacher will then transition into the activity by saying Okay friends, now that we
know a little bit more about light, we are going to find out more about shadows with
an activity outside.
Activity: Sun Clock (30 Minutes)
In preparation for this activity:
● The teacher will use the compass to find the spot that points North and make
an X there in chalk for when the students go outside to work on this activity.
Activity:
● Teacher will tell students to pair up in groups of 2
● The teacher will pass out the diagram, pencils, and compasses to each pair.
● Teacher will say: okay friends, we are going to take these materials outside
with us. We want an arrow to point to the N on the compass for North. Once
we are facing North we can put the paper on the ground, make the pencil
stand up in the middle, and we will write down the time that is told by the sun
clock.
● The students will take the printed out diagram, the compass, and the pencil,
outside with them to begin the activity.
● The teacher will tell them to go to the place that she marked the X on, and they
will use the compass to face North.
● Once they are facing North they will write down the time the shadow shows.
● They will go back inside.
● They will begin a discussion about what they saw and how the shadow tells
what time it is.
● The teacher might encourage the students to think back to the first lesson in
the unit when they talked about the Earth’s rotation in relation to the sun.
○ What time it is depends upon where you are on the planet. That's why
you use a compass to orient yourself in this activity. (PDESAS)
○ A compass needle (which is attracted to the magnetic field of the earth)
points in a direction called magnetic north. That isn't exactly the same
as true north, or geographic north, which is the direction of the earth's
North Pole. The Sun Clock provided is aligned so that it uses
geographic north as a reference point. If you don't line up the diagram
print-out with geographic north, the Sun Clock won't give you the right
time of day. (PDESAS)
 ○ The difference between magnetic north and geographic north is called
magnetic declination, and it's different in different locations. When you
position the Sun Clock facing North like we did, you are working with the
magnetic declination of where we live. After you do this, the
"Geographic North" arrow at the top of the diagram will be pointing to
geographic north and your Sun clock works!! (PDESAS)
Closure:
Read Aloud: (15 Minutes)
“Sun Where Do You Go” By Francesca Grazzini Illustrated by Chiara Carrer
● In the book there are sticky notes that note what things should be pointed out
and

Accommodations/Differentiation:
Follow all IEPs

Due to student X having an IEP which indicates he struggles with reading fluency and
comprehension, I will provide him with a checklist ensuring he has used all of the
materials for the activities.

Materials/ Resources:

Materials
● Activation
○ Flashlights (6- one for each group)
● Mini Lesson
○ Word wall cards
○ Light | The Dr. Binocs Show | Learn Videos For Kids
○ Anchor chart paper
○ Markers
● Natural vs. Artificial Sort and Paste Worksheet
○ Whiteboard/ Blackboard
○ Dry Erase Marker/ Chalk
○ Fly Swatter (2)
● Sun Clock
○ Compass
○ Pencil (12)
○ Diagram (12)
 ○ Sunny Day
● Anchor Chart
○ Anchor Chart Paper
■ Already set up
○ Markers
● Word Wall
○ Words on Index Cards
○ Sticky notes with words (6)
○ Sticky notes with arrows (6)
● Read aloud
○ Sun Where Do You Go
○ Sticky Notes
○ Grazzini, F., & Carrer, C. (1996). Sun, where do you go? Kane/Miller
Book Publishers.

Resources:

PDE SAS: https://pdesas.org: Sun Clock

Interactive Word Wall Inspiration: Classroom Protocols in Action: Using an Interactive

Word Wall

Pinterest: https://www.pinterest.com
 Resources:
Video: YouTube
Light | The Dr. Binocs Show | Learn Videos For Kids

Sun Clock:

Anchor Chart: Pinterest

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts