USF Elementary Education Lesson Plan Template (S 2014) Name: Abigail Still

Grade Level Being Taught: 3 Subject/Content: Science Group Size: Date of Lesson: Oct 3, 2017
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Lesson Content
What Standards (national or
state) relate to this lesson? SC.3.P.10.1
(You should include ALL applicable Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
standards. Rarely do teachers use
just one: theyd never get through SC.3.P.10.4
them all.) Demonstrate that light can be reflected, refracted, and absorbed.

Essential Understanding
(What is the big idea or essential
question that you want students to Students will learn about some of the behaviors of light, reflection, refraction, and absorption, through
come away with? In other words, a video, a kinesthetic activity and summarizing informational text. Students need to know that energy
what, aside from the standard and is involved in all physical processes and is a unifying concept in many areas of science
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching? After working through the textbook and a hands on activity, the students will be able to identify light as a form
(Student-centered: What will of energy, through demonstrating the basic behaviors of light energy such as reflection, refraction, and
students know and be able to do absorption.
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
USF Elementary Education Lesson Plan Template (S 2014) Name: Abigail Still
Grade Level Being Taught: 3 Subject/Content: Science Group Size: Date of Lesson: Oct 3, 2017
19

Note: Degree of mastery does not

need to be a percentage.)

Rationale
Address the following questions: A. Energy is involved in all physical processes and is a unifying concept in many areas of science
Why are you teaching this B. Energy exists in many forms and has the ability to do work or cause a change.
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

Evaluation Plan- How will you

know students have mastered
your objectives? I will be collecting formative evidence through class discussion and student participation. While
the students are talking with their partners I will be listening to the conversations to make sure
Address the following: that everyone is on the right track with the content.
What formative evidence will The summative assessment will be when they are given their energy test at the end of the unit.
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach Understanding how light moves.
this material? Refraction, reflection, and absorption.
USF Elementary Education Lesson Plan Template (S 2014) Name: Abigail Still
Grade Level Being Taught: 3 Subject/Content: Science Group Size: Date of Lesson: Oct 3, 2017
19

What background knowledge is

necessary for a student to SC.2.P.10 Energy exists in many forms and has the ability to do work or cause a change.
successfully meet these
objectives? Students should be familiar with graphic organizers to explain thinking (i.e. circle graphic organizer).

How will you ensure students Students should be familiar with coding text as a reader.
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

What misconceptions might

students have about this content?
The light waves are actual visible waves that you can see bouncing between objects.
Only shiny objects that I can see myself in reflect light.
Only metals and water reflect light.
Everything reflects light but only if it is in the Sun.
Light reflects off things if the angle is correct.
The hotter an object can get the more light it can reflect.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you Whole group discussion
use during this lesson? Examples Graphic organizers
include guided release, 5 Es, direct Turn and talk
instruction, lecture, demonstration, Mix pair share
partner word, etc.)
USF Elementary Education Lesson Plan Template (S 2014) Name: Abigail Still
Grade Level Being Taught: 3 Subject/Content: Science Group Size: Date of Lesson: Oct 3, 2017
19

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)

Where applicable, be sure to 20-25 Both 1. Start class discussion by asking, How does light affect your world? and
address the following: min. Could we survive without artificial light? How about natural light?
What Higher Order Thinking Sample answers:
(H.O.T.) questions will you ask? o Light causes things to grow. I also use light for electronics.
How will materials be o Yes, we can survive without artificial light, but we could not survive
distributed? without natural light.
Who will work together in 2. I will then hook the students with a chart paper circle graphic organizer
groups and how will you posted in the front of the room labeled "light energy". Guide students in
determine the grouping? creating a circle graphic organizer in their science journals.
How will students transition 3. Ask students to list examples of things that emit light (i.e. sun, lamp, TV,
between activities? flashlight, lightning etc).
What will you as the teacher do? 4. Fill out answers on graphic organizer.
What will the students do? 5. Ask the students to turn and talk with their partners to discuss the question,
What student data will be "How do we use light energy?" Possible answers include to light our homes,
collected during each phase? plants need light, cell phones have light.
What are other adults in the 6. Come back as a class; write some of their response on graphic organizer.
room doing? How are they 7. Ask Students to open their textbooks and turn to page 298.
supporting students learning? 8. Instruct students to track their reading along with me while I read to them.
What model of co-teaching are 9. After I finish reading aloud the sections in the textbook, I will ask students to
you using? open their science notebooks to their energy T-chart.
10. As I model filling it out on the document camera I will fill in light energy,
the definition, and draw an example of light.
11. Give the students 3 minutes to finish their drawings.
12. Instruct the students to stand up and mix-pair-share, in order to share their
drawings with their peers.
USF Elementary Education Lesson Plan Template (S 2014) Name: Abigail Still
Grade Level Being Taught: 3 Subject/Content: Science Group Size: Date of Lesson: Oct 3, 2017
19

13. Allow for two rounds of mixing.

14. Come back as a class and have two students share a drawing that their peers
drew.
15. If time permits, I will show the flocabulary video on light energy.

What will you do if a student struggles with the content?

I will pull them during guided reading on the following day and give further instruction either in small
group or one on one, to help further deepen their comprehension.

What will you do if a student masters the content quickly?

I will have the students add to the graphic organizer and challenge them to think of more examples of
light energy, how it travels, and/or how it is used.

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
These students are very interested in the technological advances of todays world. Without
artificial light these things in their life would not be possible.

If applicable, how does this lesson connect to/reflect the local community?

With the hurricane just recently hitting and leaving many people without power, some students
may have gotten to experience what life would be like without light. They could use this to reflect
on how important light is in their every day lives.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

I will have the students add to the graphic organizer and challenge them to think of more examples of
light energy, how it travels, and/or how it is used.
USF Elementary Education Lesson Plan Template (S 2014) Name: Abigail Still
Grade Level Being Taught: 3 Subject/Content: Science Group Size: Date of Lesson: Oct 3, 2017
19

Students who master this with ease will be asked to brain storm an experiment that could show
refraction, reflection, or absorption.

How will you differentiate instruction for students who need additional language support?

Students who need more language support will be allowed to right responses in their first language, or
draw additional pictures.

Accommodations (If needed)

(What students need specific AH: I will make sure to call on this student during class discussion to make sure that he is paying attention
accommodation? List individual and engaged with the class. I will use proximity control while I am reading aloud, by standing near him to
students (initials), and then explain ensure that he is following along while I am reading.
the accommodation(s) you will AH, KB, MH: All of these students seem to have a lot of built up energy at the end of the day. The mix pair
implement for these unique share activity will allow them to move around and get energy out, while keeping them engaged with the
learners.) content.

Materials
(What materials will you use? Why Chart paper
did you choose these materials? Science text books
Include any resources you used. Marker
This can also include people!) Computer
Science notebooks
Flocabulary video