LP_1st_Sem_2023_P4_Science_Unit5

Assumption College Rayong

Academic Year 2023

LESSON PLAN
Subject: Science Code Subject: 14201 Level: Grade 4
Department: Foreign Languages Semester: 2 Time: 10 hours
Unit: 5 Topic: Light

Main Point: Light is the bright form of energy given off by something that enables us to see all the things around us.
Learning objectives:
At the end of the Science class, the students should be able to:
1. know that very few things around us emit their light
2. explain that we need light to see things – we can see an object when light from the object falls on our eyes.
3. know that some objects allow most of the light to pass through them, while some block all light
4. explain that shadows are formed because light travels in straight lines
5. show some evidence that light travels in a straight line
6. know the meaning of shadow
7. explain reflection is the bouncing of light
8. state that refraction is the bending of light
Materials:
• utilization of materials; candles, flashlight, bulbs
• notebooks, A4 paper, paper sheets, drawing paper. coloring pencils
• PowerPoint presentation
• textbooks, www.google.com
• pictures, and videos
• mobile phones

Subtopic: Sources of Light

Procedure (5E) Main Point Learning Activities
Phase 1: Engage Preparatory activities to get the students’ minds focused 1. Show students’ pictures of objects that do not emit
on the topic; provide students with a common experience. their own light – ask them how we can see objects – let
Sources of Light is something that gives off light of its them offer their own explanation.
own. Class discussion (Think/Communicate)
Phase 2: Explore  Natural Light 2. Show the video about Light.
The source of light consists of electromagnetic https://www.youtube.com/watch?v=d7yTlp4g
BTI
energy generated from the source. The light that
Video-assisted learning (Learn)
comes from nature is called natural light.
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 Artificial Light
The source of light is man-made light generated from
another energy source. Artificial lights are made in a
factory
Phase 3: Explain Teach the concept. (Should include interaction between 3. a) Discuss that light is essential for life
teacher and students). b) Discuss the sources of light.
Two kinds of light: c) Show PowerPoint presentation on Sources of Light
 Natural light: In-class discussion (Learn/Communicate)
- The Sun Jellyfish
- Glowworm Foxfire of fungi
- Firefly Lightning
- Squid Volcano
- Aurora Borealis Meteor
 Artificial light:
- Candle Incandescent light
- Fluorescent bulb LED bulbs
- Neon lights Laser light
- Christmas lights CFL bulbs

Phase 4: Elaborate Students apply the information learned in Explain. The 4. Value concept
teacher will give input to deepen the understanding of Shine a torch on a windowpane (with parents’
students. guidance)– ask the students if light passes through the
Light allows us to see the surrounding world by glass; ask if they can see through the glass. Shine a
distinguishing details, individual colours, movement, and torch on a piece of wood – ask children if light passes
brightness. It has a very big impact on a human in terms of through the wood; ask them if they can see through the
wood. Let them realize that we can see through only
the physiology and psyche. But light also has extremely
those objects that allow light to pass through.
important functions concerning a lot of biological
Experiment (Think/Learn/Collaborate/Act)
processes that occur in our body.

Phase 5: Evaluate Students review and reflect on their own learning and new 5. a) Multiple Choice using PowerPoint presentation.
understanding and skills. Quiz (Think)
b) Blooket Fun Learning Game.
a) Objective tests
Fun game (Think/learn)
b) Game

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Subtopic: Light: Transparent, Opaque, Translucent

Procedure (5E) Main Point Learning Activities
Phase 1: Engage Preparatory activities to get the students’ minds focused 1. Let students shine a torch towards a wall and keep an
on the topic; provide students with a common experience. object between the two (page 63). Ask them why a
Light travels in a straight line. shadow is formed. Ask them what would happen if light
A single line of light is called a RAY. could bend around things like flowing water (page 64).
A BEAM is a collection of rays (many rays). Class discussion (Think/Communicate)
Phase 2: Explore 2. Let students watch videos about light:
https://www.youtube.com/watch?v=d7yTlp4g
BTI
Video-assisted learning (Learn)
Phase 3: Explain Teach the concept. (Should include interaction between 3. a) Let students experiment with shadows formed by
teacher and students). opaque, transparent, and translucent objects. Let them
3 types of materials where light interacts: observe the darkness of each shadow. Ask them why
a) Transparent materials = Materials that allow most of there is a difference.
the light to pass through them. b) Let students do the activity on page 65 to observe
b) Opaque materials = Materials that do not allow the the shape and size of shadows. Let them
light to pass through them. experimentally find out how they can change the
c) Translucent materials = Materials that allow some size of the shadow
light to pass through them. c) Show the PowerPoint presentation on Light:
Transparent, Opaque, Translucent
In-class discussion (Learn/Communicate)
Phase 4: Elaborate Students apply the information learned in Explain. The 4. Skill Concept:
teacher will give input to deepen the understanding of Let students work in pairs to trace each other’s shadow
students. on the ground, at different times of day.
The benefits of learning transparent, translucent, and Think, pair, and share (Think/Learn/Collaborate/Act)
opaque materials are that it helps kids differentiate
between these objects easily. Besides this, they can
categorize these objects based on whether you can see
clearly through them or not.
Phase 5: Evaluate Students review and reflect on their own learning and new 5. a) Multiple Choice using PowerPoint presentation.
understanding and skills. Quiz (Think)
a) Objective tests b) Blooket Fun Learning Game
c) Game Game (Think/Communicate)

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Subtopic: Reflection and Refraction of Light
Procedure (5E) Main Point Learning Activities
Phase 1: Engage Preparatory activities to get the students’ minds focused 1. Ask students to stand in front of a mirror, can you see
on the topic; provide students with a common experience. your image in the mirror? Examine the image carefully,
The bouncing (เด้ง) of light is called reflection. what is its size and shape? Lift your arm and touch your
The bending (การหักเหของแสง) of light when it passes head, what does the image do?
from one optical medium to another is called refraction. Class discussion (Think/Communicate)
Phase 2: Explore 2. Let students watch a video about reflection and
refraction:
https://www.youtube.com/watch?v=DzpHXtn
XFCI
Video-assisted learning (Learn)
Phase 3: Explain Teach the concept. (Should include interaction between 3. a) Define the vocabulary: plane mirror, reflection,
teacher and students). refraction, image.
Reflection of light: b) Explain the reflection of light.
- Moon is reflected in the water c) Discuss the refraction of light
- Faces reflected on cutlery d) Show PowerPoint presentation: reflection and
- Faces reflected on car side mirrors refraction of light.
- Reflections on kettle and pot In-class discussion (Learn/Communicate)
- Reflections on eyeglasses/sunglasses
Refraction of light:
- Refraction of light in water
- Refraction of light in waves
Phase 4: Elaborate Students apply the information learned in Explain. The 4. Values Concept:
teacher will give input to deepen the understanding of Let students do a little experiment:
students. a. Dip a pencil obliquely in water.
A shadow is a dark shape made when something blocks b. Look at it from the top and the sides. Does it appear
light from a light source like the sun, a flashlight, or a to be bent at the surface of water? This happens because
campfire. of the refraction of light as it goes from water to the air.
- Shadow in the morning is long. Experiment (Think/Learn/Collaborate/Act)
- Shadow at noon is short.
- Shadow in the evening is long.
Phase 5: Evaluate Students review and reflect on their own learning and new 5. a) Multiple Choice using PowerPoint presentation.
understanding and skills. Quiz (Think)
a) Objective tests b) Blooket Fun Learning Game
c) Game Game (Think/Communicate)

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TEACHER REFLECTION FOR THIS LESSON

Questions Reflections

Why was this lesson successful or not successful? For the most part, the students were behaved and engaged in the lesson.
Most of the students were actively participating in the lesson and
discussing the 3 types of materials where light interacts. A few
students, at times, were calling out and a little chatty. Some classes are
very nice class but, at times, they can be very talkative. In addition,
there were a few students that were either, not sitting properly or were
distracted and in need of redirection.
Students paid attention well. They are always reminded to use the
strategy of listening and participating in class. They like to participate
in science, especially when presented with an extensive PowerPoint
presentation with moving pictures, videos, and additional smartboard
activities.
How did the students behave and why was this? Encourage students to display initiative at school. Explain that initiative
means taking action to do something or fix something without being
told to do it.
The use of videos and animated images shared through the PowerPoint
presentation was a big help in my lesson. As 40% of people respond
better to visual information over plain text, animation is a great way to
motivate students. The PPT that used animation to simplify complex
information and make it interesting for learners is a fantastic way to aid
my teaching.
The students enjoyed the experiment with reflection and refraction.
What will I do differently in the future? Positive teacher-student relationships should be shown to improve
academic and social performance for students, make an effort to get to
know and connect with each student and foster a positive social climate
in the classroom.
Oral reading should be encouraged to increase their confidence and
love for English.
Small group projects/experiments with presentations and discussions to
generate simple explanations should be added more. (Science
laboratory should be provided to maximize learning).
Science vocabulary will be Thai translated for easy comprehension, and
English vocabulary memorization will be imposed.

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Another thing is that there should be a consistency and complementary
of lessons taught by the Thai and English so as to support each other
and will ensure high percentage of understanding by the students about
the lesson taught.

RUBRIC FOR LESSON PLAN DEVELOPMENT

NAME: MS. RUTH K. MAGISAN
DATE: January 5, 2024

Beginning Developing Accomplished Exemplary Score

1 2 3 4
Instruction Goals Instructional goals and Instructional goals and Instructional goals and Instructional goals and
and Objectives objectives are not stated. objectives are stated but objectives are stated. objectives are clearly
Learners cannot tell what is are not easy to understand. Learners have an stated. Learners have a
expected of them. Learners Learners are given some understanding of what is clear understanding of
cannot determine what they information regarding what expected of them. what is expected of them.
should know and be able to is expected of them. Learners can determine Learners can determine
do as a result of learning Learners are not given what they should know what they should know
and instruction. enough information to and be able to do as a and be able to do as a
determine what they should result of learning and result of learning and
know and be able to do as a instruction. instruction.
result of learning and
instruction.
Instructional Instructional strategies are Some instructional Most instructional Instructional strategies
Strategies missing, or strategies used strategies are appropriate strategies are appropriate appropriate for learning
are inappropriate. for learning outcome(s). for learning outcome(s). outcome(s). Strategy is
Some strategies are based Most strategies are based based on a combination of
on a combination of on a combination of practical experience,
practical experience, practical experience, theory, research, and
theory, research, and theory, research, and documented best
documented best practices. documented best practices.
practices.
Assessment A method for assessing The method for assessing Method for assessing The method for assessing
student learning and student learning and student learning and student learning and
evaluating instruction is evaluating instruction is evaluating instruction is

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evaluating instruction is vaguely stated. Assessment present. Can be readily clearly delineated and
missing. is teacher dependent. used for expert, peer, authentic. Can be readily
and/or self-evaluation. used for expert, peer,
and/or self-evaluation.
Technology Used Selection and application The selection and The selection and The selection and
of technologies are application of technologies application of application of
inappropriate (or are beginning to be technologies are technologies are
nonexistent) for learning appropriate for learning appropriate for the appropriate for the
environments and environments and learning environment and learning environment and
outcomes. outcomes. Technologies outcomes. Some outcomes. Technologies
applied do not affect technologies are applied to applied to enhance
learning. enhance learning. learning.

Materials Needed The material list is missing Some materials necessary Most materials necessary All materials necessary for
for students and teachers to for students and teachers students and teachers to
complete lessons are listed, to complete lessons are complete the lesson are
but the list is incomplete. listed. clearly listed.
Organization and The lesson plan is The lesson plan is The lesson plan is The complete package is
Presentation unorganized and not organized, but not organized and neatly presented in a well-
presented in a neat manner. professionally presented. presented. organized and professional
fashion.

Total Points

Ms. Wansakarn Prasertsuk

Head of Foreign Language Department