Olivia Brown

ELED 3221__002
9/15/16
_____________________________________________________________________________
Central Focus/Big Idea: Light can be reflected or refracted.
Subject of this lesson: Light waves can be reflected and refracted
Grade Level: 4th
NC Essential Standard(s):
Next Generation Science Standard(s):
4.P.3.2Recognizethatlighttravelsinastraightlineuntilitstrikesanobjectortravelsfromonemediumtoanother,
andthatlightcanbereflected,refracted,andabsorbed.

21st Century Skills:

Collaboration
Students work collaboratively with others, both in small and large groups, in their science
classroom. I chose this one because students will work together observing and answering
questions.
Critical Thinking and Problem Solving
Students construct their own scientific understanding and develop their scientific process skills
by asking scientific questions, designing and constructing their investigations, constructing
explanations from their observations, and discussing their explanations with others.
Academic Language Demand
Language Function: I chose compare/contrast because we are talking about the different
characteristics of solids and liquids, and some ways they differ and are similar.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: Solid, liquid, melting, freezing, reversible change.

Instructional Objective:
Students will be able sort items into categories that reflect light, refract light, or neither and
complete a two-question exit ticket. Total, they will need to correctly answer 6 out of 8 questions
to show mastery.
Prior Knowledge (student): The definition of reflection and refraction. This lesson is meant to
be a review, and students should be familiar with the pattern light travels.
Content Knowledge (teacher): Light travels in a straight line, unless it is bent by traveling
through one medium into another thus changing its speed. If light hits a shiny surface, it bounces
off and reflects.

Accommodations for special needs (individual and/or small group): For ELL students, I will
add visuals so that they can relate.
Total Estimated Time: 45 minutes.
Source of lesson:
Safety considerations: Students instructed not to shine flashlight into peoples eyes, be careful
with the mirrors, and put nothing in their mouths.
Content and Strategies (Procedure)
Materials and Technology requirements:
Smart board
Copy of lesson plan for teacher
5 small mirrors
5 prisms
5 flashlights
5 squares of cardboard
5 squares of tinfoil
5 glasses lenses
5 cups of water and pencils
Worksheets to record data and for exit ticket
Total Estimated Time: 30-40 minutes
Safety considerations: Caution using the glass, even bough it is not sharp. Do not shine fish
light at others.
Content and Strategies (Procedure)
Engage: Review: How does light travel? If I hold a flashlight, and point it
somewhere, where will the light go? Off into space? Out the window? Who
can guess which way light travels(ask two students to demonstrate traveling,
one in a straight line, one in a swerving path, and have students identify
which is more similar to the way light travels.)? (If needed, remind the class
that light always travels in a straight line.) (3 min)
What happens when light hits a shiny surface? (If necessary, remind the
class that when light hits a shiny surface, like a mirror, we say it is reflected.
Reflected light bounces back off the shiny surface in a strait line.) like a
_______ (have students turn and finish the sentence with a partner) (2 min)
Today we are reviewing and learning a bit more about what happens when
light is refracted.

Refracted means the light bends. It has trouble going through something,
and it bends, I like I would if I were trying to walk through peanut butter or
something sticky. (Show examples of refracted light) (3 minutes)
When it bends, it might split into colors.
Even though we sometimes think light is white, it is actually made up of all
the colors in the rainbow.
Ok, so light always goes in a straight line EXCEPT when it GOES THROUGH
WATER OR A PRISM. (Hold up a prism and explain that it is cut glass) (3 min.)
Explore: Have class go to their table and split into table groups. Each will receive a prism,
flashlight, glasses lens, a cup of water and a pencil, a piece of tin foil, a mirror, and a piece of
cardboard. They will record which example refract, reflect, or neither.
(6 min)
Explanation: Have students talk about where the color comes from, and if the pencil moves or
not. Why do these things happen? Can we make a rainbow without light? (5 min)
Elaborate: show video of rainbow forming and have students write about how that might have
happened. Share that everyone has hidden talents, even though others might not see them. Have
students add two more details to this analogy. (6 min)
Evaluate: answers recorded for if objects reflect, refract, or neither. Writing about how the
rainbow in the video formed, and students addition to the analogy.