Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: _2/12/14___

School : _Chateaugay Central School Subject: Science-Light Energy Grade Level: __8th___

Unit/Lesson Title/Number: Light Energy Lesson #1-Light Energy Intro Context and Class Profile 8th Period- 6 IEPs, 22 students 9th Period- 4 IEPs, 19 students

Common Core Standards

Assessed: 4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position 4.4a Different forms of electromagnetic energy have different wavelengths. Some examples of electromagnetic energy are microwaves, infrared light, visible light, ultraviolet light, X rays, and gamma rays. 4.4b Light passes through some materials, sometimes refracting in the process. Materials absorb and reflect light, and may transmit light. To see an object, light from that object, omitted by or reflected from it, must enter the eye.

Interdisciplinary Connections

Part of Physical Science

21st Century Skills Lesson Objectives

Label : (Blooms Taxonomy)

1. Students will be able to recognize the visible light spectrum and name the visible colors in order. 2. Students will be able to differentiate between the visible spectrum and the electromagnetic spectrum. 3. Students will discover that white light is actually every color of light combined.

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1. Homework 2. Homework 3. Homework

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now, Write Now,

The students will enter the room and find the teacher with a set-up in the front of the room. The teacher will have a prism, a white light, and a red laser set up in front of the room. The teacher will also have a beaker filled with water at the front of the room. When the class begins, the teacher will shut the lights off and have the students facing the set-up.

Silent Starter Label: Transitions Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative) Label: Evidence of Cognitive Student Engagement (CSE) Label: Closure

The teacher will introduce light energy with demonstrations. The laser will be shone through the beaker filled with water. Students should recognize that it goes through the water in a straight line. The teacher will then drop a few drops of milk in the water. The laser will be shone through again, this time demonstrating internal reflection as the light bounces around the beaker and lights up the whole thing. The teacher will then draw attention to the prism. A red laser will be shone through the prism. The light that comes out will also be red. This will also demonstrate refraction. A white light will then be shone through the prism. The entire spectrum should come out of the prism. This will demonstrate that white light is made up of every color in the spectrum. The demonstrations will be set aside and the notes for the day will begin. Every student should be taking notes. Videos will be shown during the notes. o http://www.youtube.com/watch?v=VwRLIt6jgdM o http://www.youtube.com/watch?v=S9dqJRyk0YM o http://www.brainpop.com/science/energy/light/ The lesson 49 homework will be assigned

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

1. Homework (formative)- the homework will help the students learn the material and will allow the teacher to assess how much they learned during the intro lesson.

Technology
Describe type and purpose. Include a back-up plan.

SMARTBoard

Academic Language required for the lesson

Students will learn about light energy and how it refracts and reflects through different objects.

Accommodations, Student Supports,

and/or Interactions with Co-Teachers and/or Support Staff Resources/ Materials Time Required Smartboard, beaker filled with water, drops of milk, white laser, red laser, prism, white paper 1 class period, 38 minutes

Field Template
Lesson Objective (s): 1. Students will be able to recognize the visible light spectrum and name the visible colors in order. 2. Students will be able to differentiate between the visible spectrum and the electromagnetic spectrum. 3. Students will discover that white light is actually every color of light combined. 1) Demonstrations 2) Notes 3) Videos 8th Period- 6 IEPs, 22 students 9th Period- 4 IEPs, 19 students Smartboard, beaker filled with water, drops of milk, white laser, red laser, prism, white paper

Comments:
Back-up plan(s), areas that might cause confusion or misconceptions, anchor activities, etc.

Agenda for Board:

Student/Class Profile: Materials: Procedure:

Include: cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment Include key transitions

Include grouping if any Key academic language

The students will enter the room and find the teacher with a set-up in the front of the room. The teacher will have a prism, a white light, and a red laser set up in front of the room. The teacher will also have a beaker filled with water at the front of the room. When the class begins, the teacher will shut the lights off and have the students facing the set-up. The teacher will introduce light energy with demonstrations. The laser will be shone through the beaker filled with water. Students should recognize that it goes through the water in a straight line. The teacher will then drop a few drops of milk in the water. The laser will be shone through again, this time demonstrating internal reflection as the light bounces around the beaker and lights up the whole thing. The teacher will then draw attention to the prism. A red laser will be shone through the prism. The light that comes out will also be red. This will also demonstrate refraction. A white light will then be shone through the prism. The entire spectrum should come out of the prism. This will demonstrate that white light is made up of every color in the spectrum. The demonstrations will be set aside and the notes for the day will begin. Every student should be taking notes. Videos will be shown during the notes. o http://www.youtube.com/watch?v=VwRLIt6jgdM o http://www.youtube.com/watch?v=S9dqJRyk0YM

o Homework and/or Announcements

http://www.brainpop.com/science/energy/light/

Begin by: 1:40, 2:41

The lesson 49 homework will be assigned