Lesson Plan Template

Candidate Name: Jenell Tanksley

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;

C/C Thinking; Metaphorical; Windows Notes; Other
UNIT NAME
Light
LESSON NAME
Radiant Light
Grade
4th

Time Needed (Hours/Days)

45 minutes
Subject
Science

Course

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

S4P1.b. Investigate the reflection of light using a mirror and a light source.

ENDURING UNDERSTANDING:
At the end of this lesson, students will be able to describe how light is
reflected, refracted and absorbed.
ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?

How does the surface of an object affect the reflection of light?

TEACHER LESSON PREPARATION
When preparing a Windows Notes Lesson, the teacher should consider the
following questions:
Why are students creating Window Notes?
How will I collected students responses and connect those responses
back to the purpose guiding lesson?
How will students apply their notes to a meaningful task?
How will you encourage student independence in using Window Notes
as a learning and note making tool?
How could you use the different styles of thought embedded in
Window Notes to help students pay close attention to their
preferences and potential liabilities as learners?

ACTIVATING STRATEGY

Contains one of these in a well-developed, clearly explained format: related pre-assessment,

motivating introductory activity (hook or mini-lesson), opportunity for students to link content
to prior knowledge and interests, an advanced organizer, and/or clearly stated learning
expectations using related focusing and guiding questions

Encourage students to describe experiences they have had from viewing

reflections.
Ask students:
What do you see when you look at the calm surface of a lake or pound?
(an objects or a persons reflection; an image)
What do you see when you look at an object with a rough surface, such
as wood or stone? (You see only the object; you do not see your
reflection.)
How do you account for this difference? (Light bounces off a smooth
surface in such a way that you see a reflection.)
Tell students they will read and take notes using the Windows Notes template
to find out more.
Teacher will project the Windows Notes Template on the projector. The teacher
will explain how to use the template.

Instructional Sequence and Activities including use of technology

Includes all essential aspects of strategy, demonstrating clear understanding of how to use the strategy.
The procedures are well-scripted and very clear.
Technology is utilized efficiently, seamlessly, and creatively
1. Put the students into their groups and give students copies of their
leveled article.
2. Hand out the Windows Note Chart (some groups can complete Windows
Note template on the iPad)
3. Students will read their leveled article.
4. After the students have read their article, they will make notes that come
to mind, writing them in the appropriate section of the chart (facts,
feelings, questions, ideas). *They do not need to make the sections
even.
5. Have students meet with another person in the group and share and/or
explain their notes. Also have them observe and share similarities and
differences in what they wrote down.

Assessment Strategies
Assessment is all of these: aligned to the essential question(s), includes either informal or formal assessment
of student learning, and any assessment tools or questions used are included
Formative assessment: Students will be broken in to groups of four. Students
will share the information they collected on their Windows Notes template with

their groups. The teacher will walk around and listen to students as they share
their findings. The teacher will address and misconceptions and/or ask
questions to promote deeper thinking to check for understanding.

Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following: acceleration, extensions, enrichment,
tiered activities.
Lesson incorporates concepts, principles, cognitive skills, and methodologies that can be transferred across disciplines.
Activities require students to analyze, synthesize, and/or evaluate.

The Radiant Light article is leveled according to students reading levels

(See bottom of the page). *Level texted are selected based on students
F&P levels.
Students will answer one comprehension question according to their
reading levels.
o What three things does light do when it hits things?
o Describe three things that light does when it strikes an object.
o Describe how you can see light reflected, refracted and absorbed.
o How are you using reflection, refraction and absorption right now
to read this question?
Enrichment/Extension: Students will review information they gathered
from the previous lesson (New American Lecture) on Sound and Windows
Notes on Radiant Light. Students will try to make connections between
the two texts that they read. Students should support their connections
with evidence they gathered from their reading.

Materials/Links/Text References/Resources - Thorough

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The Strategic Teacher (pp.
207-215). Alexandria, VA: Association for Supervision and Curriculum
Development.
Materials
o Windows Notes Page
o Radiant -Light Reading Passage