ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern:Nathan Walters Date:

Grade Level:3rd Subject/Topic: Sound and Light
Approx. time spent planning this lesson: 1 Hour
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Colors of light investigation

Prerequisite Knowledge/Skills: Students know what light is. They have done a
light investigation about how light moves and they know it can only move in a
straight line. They also are aware that when light hits something it can either
reflect, get absorbed, or go through.

Objectives: [Indicate connections to applicable national or state standards.]

TLW identify light and sound as forms of energy. P.EN.03.11;S.I.A.03.12
TLW investigate properties of light. P.EN.03.21;S.I.A.03.12
TLW collaboratively investigate the path of light from its source to an object to the
eye. P.PM.03.52; S.I.A.03.13

Assessment: [Formative and Summative] Formative seeing their responses to

various prompts. Looking at their worksheets they fill out during the investigation.
Listening to responses at the end of the lesson when we go over worksheets all
together. Also looking at the quiz over previous material.
Instructional Resources: Prism, Diffraction Glasses, Colored Plastic Balls

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Multiple Means of
Representation Expression Engagement
Options for Perception Options for Options for recruiting
-Instructions will be action/interaction interest
spoken out loud. (auditory) -Hands on activities all -Brainstorm with
-Example will be on the together. partners.
projector. (visual) -Hands on experiences.
-Responses will be
recorded on the white
board. (visual)
-First hand experience
with the diffraction
glasses.
Options for
Language/Symbols
-Go over questions all
together. Apply questions
to the experiences
students have in the
investigation.
Options for
Comprehension
-Students can recall their
experiences from the
investigation.
Options for Expression
-Students have chance to
talk to partners during
turn and talk portions of
the lesson. They also can
write answers down on
the worksheet.
Options for Executive
Function
-The information is
experienced first hand in
the investigation then
expanded on in whole
group discussion.
Options for
Sustaining Effort &
Persistence
-Work through the
worksheet all together
as a class.
Options for Self-
Regulation
- Class is all at the
same part of the
investigation at the
same time so they can
compare with partners
to make sure they are
where they should be.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any
specific ways in which you plan to build or strengthen relationships and
community – student-student & teacher - student.]
Students will have chances to turn and talk to a partner. Students get the chance to step
up and lead the class by sharing their answers to the question prompts.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to

encourage self regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
-And a hush fell over the crown
-Give me 5.
Strategies you intend to use to redirect individual students:
Lots of questioning. “Are you doing your job?” “Are you helping others?” “What
are you supposed to be doing?” “Can you please move to a spot that will help
your learning?”

PHYSICAL ENVIRONMENT: Note any specific ways you will use the
environment to contribute to the learning. Students will be up front at the
risers for most of the lesson.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students
into the content.]
-Students will take the review quiz.

-Go over the quiz all together on the document camera

- Call students to the risers

Development: [It may help to number your steps with corresponding times.]
-Brainstorm in normal white light, coming from lights in the class, the sun, etc…
what colors do you think are in white light?

-Field responses and explain that we are going to investigate this all together by
an investigation as a class.

-Turn on the projector and make sure that it is projecting a plain white screen.
Ask students to ensure that it is a white screen before starting.

-Stand on the top riser and place a prism in front of the projector. Ask students to
notice what colors they see. Turn and talk to a partner about the colors and what
order they are in.

-Ask what colors they saw and what order they were in. Write responses down
on the board. Introduce the color order as ROYGBIV.

-Preform the prism activity once again so students can connect the ROYGBIV
order to what the prism did.

-Introduce the students to diffraction glasses and what they do. Pass them out
and then shut off all the lights in the room. Pull out a flashlight and have all
students look at the same white light. Have students turn and talk to a partner
over what colors they see and what order they are in.

-Write down responses on the board and use questioning to get the students to
see it is ROYGBIV once again.

-Prompt the students to think about if white light has all these different colors how
do we only see some colors?

-Send students back to their seats as they ponder this.

-Field student’s responses and thoughts. Remind them about what they know
light can do when it hits something.
-Introduce the colored balls and how they work. When white light hits a shirt or
anything of a certain colors the object that it hits absorbs all the colors other than
the one that it appears and it reflects that one. Show an example with the color
shirt that you have on that day.

-Throw balls of all colors at different students and have them catch the colors
they absorb (all except the color they have on) and throw back the colors they
reflect (the color they have one.)

-After doing this with a few students pass out the worksheet and have students
work with their table groups to do the worksheet.

Closure:

-Ask students to remind you what colors are in white light.

-Give instructions for what to do with the worksheet.

-Release students to go get ready to pack up for the end of the day

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note
recent evidence of your efforts as a professional.
Name:__________________
Quiz #3

1. What does all sound come from?

A) Vibrations
B) Loudness
C) People
D) Your ears

2. How does light move?

A) In straight lines
B) In circles
C) It bends around corners
D) However it wants to

3. How is a shadow formed?

A) Blocking the path of light.

B) Standing behind a light.
C) Shining light in the dark.
D) Randomly.

Name:__________________
Colors of White Light Investigation

Fill in the colors that are in white light below.

R____________________
O____________________
Y____________________
G____________________
B____________________
I____________________
V____________________

If someone is wearing a shirt that appears orange in white light, what colors
are that shirt absorbing?
_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

If someone is wearing a shirt that appears red in white light, what color is
that shirt reflecting?

_____________________