McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Kim Witham Date: 02-02-17

Title of Lesson: Reflection and Refraction Cooperating Teacher: Megan Tipton

Core Components
Subject, Content Area, or Topic
Science/Light

Student Population
39-Inclusion

Learning Objectives
The students will be able to compare and contrast reflection and refraction using water,
mirrors, prisms, and flashlights.
Virginia Essential Knowledge and Skills (SOL)
VA SOL 5.3: The student will investigate and understand basic characteristics of visible light and
how it behaves. Key concepts include
d. reflection of light from reflective surfaces; and
e. refraction of light through water and prisms.

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Water
Pencils
Clear cups
Mirrors
Promethean board
Bending Pencil Experiment Worksheet
Black construction paper
Prisms
Paper
Flashlights

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
TTW make sure that the students are not treating the tools as toys and dismiss students by
sections so they are not all moving at once. TTW instruct students not to shine the flashlight
another students eyes.

Time
(min.) Process Components
10 mins. *Anticipatory Set
TTW hand each student an entrance ticket from the previous days lesson.
TTW will let the students know from the day before: it takes light from the sun 8
minutes and 20 seconds to travel 93 million miles to reach Earth.

TTW ask them, So, we know that:

1.) Light travels very fast
2.) It doesnt need matter to travel and;
3.) it travels in a straight line.

So, what happens when the light actually hits an object?

The students will discuss with a partner what they think happens when light hits an
object.

*State the Objectives (grade-level terms)

The students will be able to compare and contrast objects that reflect and refract
light.

50 Mins. *Instructional Input or Procedure

(including TTW review transparent, translucent, and opaque with
anticipatory examples of each.
set) If students did not do well on entrance ticket, TTW make chart
with examples on Promethean board while reviewing
definitions.

TTW give clear and concise instructions to students before

dismissing them to the stations.
There are 3 different stations, so there are 3 different groups.
At 1 station (teacher will show which station), there is a
worksheet to fill out. At the other stations, write in your journal
what you observed.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 There is to be no horseplay. Everyone is on a 2 warning
system. If you are spoken to more than twice, you will not be
allowed to participate in the stations.
The tools are not toys and should not be treated as such.
TTW will dismiss groups one by one. TTW tell the students
that the materials will be delivered to them as soon as the
groups are quiet and ready to work. Each group will stay at
each station for 8 minutes.
After every group has had an opportunity at every station, TTW
have them bring their journals back to the front of the room for
discussion.
TTW open discussion by asking students what they noticed
about the pencil in the water, the prisms, and the mirror and
the flashlight.
TTW let the students come up with the definition in their own
words (let them think through it as a class). TTW will simply
attach the vocabulary word that goes with the meaning.
TTW say, We call this Reflection and Refraction and write it
on the Promethean board.
TTW go over each word and how the pencil appeared to have
bent in the water, etc.
TTW discuss the worksheet with the class first, and then the
teacher will discuss the prism station and mirror station with
the students.
TSW guide the conversation.
TTW write the following words on the Promethean board along
with the definitions for the students to write in their journals:
Reflection: the bouncing of light off the surface of an object
Refraction: the bending of light as it passes through one state
of matter (media) into another
TTW explain to the students that light waves travel in a straight
path until they can hit an object, where it bounces off (is
reflected), or it can be bent (is refracted).
TTW give student an example of refraction: sun setting. It
appears to be flat on the waters surface.
TTW explain that light waves are traveling fast (through air),
but when they hit another medium, like water, they travel
slower (Ex: running down the beach, then entering water: we
run fast, but we slow down when we enter water).
*Modeling
TTW model how each experiment is to be handled and performed at each
center during whole group.
TTW model on the Promethean board what the students need to write in
their science journals along with any diagrams.
*Check for Understanding
TTW check the entrance tickets to make sure the students understand the previous
days lesson (transparent, translucent, and opaque).
TTW check for understanding by facilitating around room during stations making
sure to pick up on any misconceptions that the students may have.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Guided Practice
TSW perform the experiments that were modeled for them at the start of class
(pencil in glass of water, mirror and flashlight, and prisms).
TTW guide students as necessary during stations.
*Independent Practice
TSW take notes in journal making sure to include the following vocabulary words:
reflection and refraction. They will also fill out a recording sheet at 1 of the stations.
Assessment
TTW hand out an entrance ticket to all students at the beginning of science class in
reference to the previous days lesson (transparent, translucent, and opaque). TTW
formatively assess the students during whole group and during the stations.
*Closure
TTW gather students at from of room to discuss observations about stations.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Based on the answers on the entrance tickets, students will be grouped for the following days
lesson for remediation groups if necessary.
Classroom Management Issues (optional)
TTW use, If you can hear me clap once... to gain the students attention during stations. TTW
have all students at front of room to review previous days lesson. TTW instruct students with
expectations and consequences. TTW then dismiss one group at a time. TTW have the supplies
manager deliver materials to groups that are quiet and ready to work. TTW facilitate during stations
to make sure that students remain on task. If a student has to be spoken to more than 2 times, he
or she will be removed from the activity. TTW use a timer to help with time management.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
During the stations with the afternoon class, it became a bit overwhelming for me. I need to give
this group more positive feedback during group activity. In the morning, I have more opportunity to
give the students positive feedback. However, with the afternoon group, I never take them in the
hallway, they dont have to line up for me, etc., so I feel like I need to do a better job at praising
them more. I am working on trying to manage my time better and plan better, but during the
afternoon, I felt like I lost control of the group. Next time I do group work, I will add a station in
which one group is a remediation group. That way, based on the entrance ticket I can make sure
that all students are understanding the material. Also, I would add another station because 3
stations created large groups.
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015