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EDEL606/EDSE608 Elementary and Secondary Math and

Science Methods
Fall 2016
Dr. Alain Gholam

Science Inquiry Lesson Plan


Course Assignment

Name of Pranti Zaveri


Student:
ID Number: 1506027516

Score:
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

HEADING
Subject Area: Science

Concept/Topic: Behavior of Light

Grade Level: Grade 1

Date: 15.11.2016

DESIRED OUTCOMES
Big idea/Conceptual Statement:
This lesson is an inquiry into the natural world and its laws; the interaction
between the natural world (physical and biological) and human societies;
how humans use their understanding of scientific principles; the impact of
scientific and technological advances on society and the environment.

Big Idea: Knowing that light comes from different sources and has different
properties and it is an essential resource.

Standards:
1-PS4-2: The student is expected to make observations to construct
an evidence-based account that objects can be seen only when
illuminated.
1-PS4-3: The student is expected to plan and conduct an
investigation to determine the effect of placing objects made with
different materials in the path of a beam of light.
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Objectives:
Students will be able to:
Understand how light behaves with different objects.
Describe what they observe during different light experiments.
Investigate placing objects made with different materials in front of a light
beam.
Construct an evidence-based account from what they see in the
experiments.
Report their findings from different experiments at the stations.

PLANNING OF LEARNING ENGAGEMENTS


Pre-requisites:
Students need to use visual thinking routines and stations during the lesson.
The skills required for this lesson will be thinking skills and questioning
skills. Also, technology will be used at one of the stations, students should
know how to use laptops.

Materials and Technology:


Smartboard
1 Pencil (per student)
4 Flashlights
1 Paper, piece (per student)
1 Student Journal: station 1 (per group)
1 Glue stick
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

1 Square sheet wax paper


1 sq. in. Wax paper (per student)
1 Square sheet plastic wrap
1 sq. in. Plastic wrap (per student)
1 Sheet black construction paper
1 sq. in. Black construction paper (per student)
3 Cardstock frames
1 Sheet white paper

1 Student Journal: station 2 (per group)


1 Mirror
1 Metal spoon
1 Rubber eraser
1 Wooden block
1 Index card
1 Sheet aluminum foil
1 Foam plate

Laptops (station 3)
1 Student handout: Station 4 (per group)
1 Student handout: Station 3

Differentiation:
The lesson is differentiated by content, process and product. Students work
in groups and explore how light behaves and the importance of light by
working at different stations. There are four stations that cater to different
learning styles (audio, visual, logical, kinesthetic etc).

5E Inquiry Cycle:
Engage: (5 minutes)
The teacher will begin the lesson by projecting an image of a sun on the
board and conduct a visual thinking routine (I see, I think, I wonder). The
students will be given post its to capture their ideas.
Hook: (5 minutes)

The students will explore the importance of light through drawing with no
light, full light, and a flashlight. Each student will be given a piece of paper.
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

The students will tri-fold the paper into three sections. Label the sections:
lights off, lights on, and flashlight.

1) First the teacher will turn out the lights. In the dark room, students
will be asked to draw the front of the classroom. Students will be
given few moments to try.
2) The teacher will then turn the lights back on and ask the students to
repeat the request for students to draw the front of the classroom.

The teacher will question the students:

Why is it easier to draw the front of the classroom with the


lights on?

Have you ever been home when the electricity goes out?

What are some ways you try to see then?

Students are given a flashlight to use. Students are asked to turn it on and
direct the beam at the ceiling, so that the front of the room will only be
dimly lit from reflected light. The teacher will then turn off the lights again,
and ask students to again try to draw the front of the room.

The teacher will then question the students:

When was it easiest to see the front of the room so that you
could draw it?

When was it hardest to see the front of the room?

How was it when the flashlight was used?

Explore: (25 minutes)


Description
This investigation is set up in four stations. The students explore the
importance of light and the different ways that light behaves. The students
will work in groups and rotate after 6 minutes at each station. The students
will be given a recording journal to write their findings. Students also have
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

a choice to create a mind map on a blank paper of their findings from the
different experiments to present during the explain section of the lesson.

Station One
At station one, students have to point a flashlight at a piece of white paper
and observe. What does the light look like on the paper?
One member of each group will hold Frame 1 (wax paper) and shine the
flashlight into the middle; while someone else holds the white piece of paper
a few inches behind the frame. Students will record all observations.
Students will repeat the previous step with frames 2 (plastic wrap) and 3
(black construction paper).
In their Student Journal: station 1, students glue a sample square of the
material that was in the frame into the box as their answer.

Challenge: At this station, the students also have to think like a scientist by
writing or drawing an explanation describing how light acts differently
when it hits different things.

Station Two
Students place the index card with the smiley face on the table in front of
them.
They choose one object at a time and hold it to the edge of the index card
with the smiley face drawn on it. Students look for the smiley face on the
object they are holding. If they can see the smiley face on the object, they
put it in Group 1. If they cannot see the smiley face on the object, they put it
in Group 2. Students draw the groups in their Student Journal: station 2

Station three: Gamification

After the students have finished each game they have a hand out to
complete which has guiding questions to facilitate their inquiry on light.

Game 1: http://www.bbc.co.uk/bitesize/ks1/science/light/play/

Video: https://www.youtube.com/watch?v=iletCKDCt_0
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Game 2:
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.sht
ml

At this station, students also have puppets to explore how light creates
shadows.

Station 4: Scavenger Hunt

In pairs, each group will be given a flashlight and paper for recording. The
students use the flashlight to circulate around the classroom (students can
also go outside the classroom) to find objects that allow light to pass
through, those that do not, and those that allow only some.

Explain: (10 minutes)

The teacher will then ask the students to come back to their seats present
their findings in groups. Each group will have 3-4 minutes to talk about how
light behaves with different materials and the importance of light.

Elaborate: (5 minutes)

After the students have presented their findings the teacher will conduct a
whole class discussion on:

If we lost power, how could we see objects?


Students will have to share experiences of a time they had no power and
how they lit up the room they were in so they could see. If students need
help, the teacher will begin the discussion with a time they lost power and
how they lit up the room at night using their cell phone until the battery
died.

The teacher will give students post it paper to jot down their examples of
items that will light up a room.

The teacher will then ask them: Who has ever lost power at their house?

After students raise their hands, students are asked if they think it would be
better to lose power during the day or at night and why.
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

The teacher will ensure after the discussion the students come to the
conclusion (either with teacher guidance or self-guidance) that there are
many ways to light up a room.

Evaluate: (5 minutes)

The students learning is evaluated throughout the lesson in all stages of the
5E cycle. The student data is collected through questions, student journals
completed during the stations. To begin the lesson, the teacher will conduct
a Visual Thinking Routine (I see, I think, I wonder) to assess prior
knowledge. At the end of the lesson, the teacher will involve the students in
a reflection where they will self-reflect on their learning by engaging in a
visual thinking routine. The visual thinking routine that will be used is a
headline. Students will be provided a space to write a headline for this topic
that summarizes and captures a key aspect that they feel is significant and
important.
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

ATTACHMENTS AND MATERIALS

I SEE I THINK I WONDER


EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Hook
Lights on Lights of Flashlight
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Student Journal Station 1


How the light behaves Material

This material lets light pass all the


way through.
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

This material lets some of the light


pass through.

This material does not let any light


pass through.

Challenge at station 1:
Thinking like a scientist, write or draw an explanation describing how light
acts differently when it hits different things.
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

When light hits something, it:

Student Journal Station 2:


EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Group 1: Group 2:
I saw the smiley face on these I did not see the smiley face on
objects. (reflection) these objects. (opaque)
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Station 3 Gamification
Part I: Play the Game

Play the game.

1. What sources of light did you choose?

a. ___________________________________

b. ___________________________________

c. ___________________________________

d. ___________________________________

e. ___________________________________

Part II: The Science of Light

Watch the video.

1. Why cant we see the objects themselves without light?

______________________________________________

______________________________________________

2. What is light?

______________________________________________
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

______________________________________________
Part III: Lights and Shadows

Click, drag, and complete the demonstration.

1. What happens on the inside when the light shines on different


objects?

______________________________________________

______________________________________________

2. What happens on the outside when it is nighttime?

______________________________________________

_______________________________________________
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Station 4: Scavenger Hunt

Practice shining a light on different objects. How much light passes


through? Draw the objects in the correct column below.

Most Light Passes Some Light Passes No Light Passes


Through Through Through
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Headlines
Use to space provided to write a headline for this topic that summarizes and captures a key aspect
that you feel is significant and important.
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Rubric for stations 1 and 2

Rubric adapted from Stemscope curriculum.


https://ali3.acceleratelearning.com/scopes/10099/elements/432608

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