Name: Megan Costa

Day: Wednesday

Date: 9/21/16

Subject: STEM, Grade 3

Common Core Standard(s):
CCSS.ELA-LITERACY.W.3.1.C

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion
and reasons.
NH Science Curriculum Framework:
S:PS2:4:3.7 Use observations of light in relation to other objects/substances to describe the

properties of light (i.e., can be reflected, refracted, or absorbed). [PS2(K-4)SAE-5]

S:SPS4:4:2.1 Use a variety of tools and formats (oral presentations, journals, and multimedia

presentations) to summarize and communicate the results of observations.

S:SPS4:4:7.1 Keep a journal record of observations, recognizing patterns, summarizing

findings, and reflecting on the observations.

Objective(s): At the end of this lesson my students will be able to
Demonstrate an understanding of the properties of light by summarizing each property, and be
able categorize which property is being observed in relation to other objects/substances.

Resources/Materials List:

Sound and Light by Colin Kong

Lets Investigate Light book
Properties of Light interactive notebook page
Worksheet
Clipboards/pencils

Flashlights
Cellophane (variety of colors)
Mirrors
Gummy bears
Variety of materials (optional) including, but not limited to:
o Water beads
o CD
o Projector
o Magna-tiles
o Lightbox

Procedure: Includes but is not limited to: focus, review, modeling, guiding
questions, guided practice, and independent practice. This can be a detailed,
bulleted list.

1. Read Sound and Light aloud (pgs 16-20)/ Lets Investigate Light (pg. 18 & 19)
Effective questioning (cues, questions, activating prior knowledge): Somebody help
me outwho can retell what we just learned about reflection? Absorption? Ive seen
this before. How about when you lean up against a brick wall on a nice sunny day?
o Display pre-done anchor chart on properties of light.
2. Assign each student to one of the following: reflection, absorption, or refraction.
They will become an expert on this topic and will be writing about it in their interactive
notebook.
Reciprocal teaching. Youre going to be playing the role of teacher later on when
youre in a group. Youll need to understand your property and be able to explain it to
someone else.
o Put out materials around room before step 3.
3. The students will explore the materials around the room (not limited to listed
materials, can be anything) and find one material that they like best that shows their
property. Write about this under that tab in their interactive notebook.
4. Have students make groups of 3. There should be one expert on
reflection/absorption/refraction in each group. They will explain their property to
the group so that they can fill in those sections of their interactive notebook.
o Make sure learners use linking words or phrases to explain why this is
occurring/ what is happening. (i.e., because, therefore, for example)
5. If time allows, or groups are ahead, have groups make a poster on the materials they
used to show and explain each property. If not, move to step 6.
6. Re-group as a class and fill out the worksheet together.
Plans for differentiation: Address the individual needs of students based
on performance levels. This can also be a list describing the way you will
match the instruction and instructional tasks to low or high performers. List
the students name and a sentence describing the plan.
o Differentiate based on challenge level (using Blooms Taxonomy), groups
who are high performers can move on and create a poster, those who are
low performers stick to finishing interactive notebook.
o Limit resources to a specific number for certain students, if needed.

Assessment: How do you know the student met your objective? This can be
a rubric, a checklist, or a statement.
I will use a checklist (see pg. 6) to know that my students met the objective. I will check off it
they understood each property individually by walking around and observing each student,
interacting with them (asking questions), and observing the group work to see who individually
understands each property. I also plan to mark how I observed this (if the student explained it
orally, written, etc.) to work towards determining their individual learning style.

Plans for accommodation/modification: Describe any needed

accommodations (changes in teaching method or materials), modifications
(changes in learning objectives), or modified assessments needed to meet
student IEP goals, objectives, or behavior plans here. Provide the students
name, a reference to the related IEP objective (e.g., Goal 3, Objective 2), and
a description of the accommodation/modification.

o
o
o
o

Make anchor chart on vocab words, allow copying from this.

Repeat instructions, break down into smaller steps.
Pre-cut interactive notebooks if needed.
Use growth-mindset phrases. What parts are difficult for you? Lets look
at them. Your hard work is really being shown! Look at how much
progress you made on this! Remember how difficult this was
(yesterday/last week/year).

Whats next? Teachers plan each day in relation to a bigger picture. How
does this lesson relate to the unit, theme, or concept development? What do
you plan to teach next? This can be a sentence.
Exploring light. Next, work on transparent/opaque/translucent. Extend into prisms/color.

What does absorbed

Name: ________________ What
Date:_______________

does reflect m

Match the word to the meaning . Write

the correct letter on the line .

What does it mean when light

1 . Reflection ____
a . the
bouncing of light rays off a surface
2 . Absorbtion ____
of light waves

b . the bending

3 . Refraction ____
of light waves

c . the taking in

t Light

4 . What are 3 materials that reflect

light?
_____________ _____________ _____________
5 . Explain how we are able to see a red
shirt. What happens when light rays
strike the shirt?

All Abo

6 . True or false? As light travels through

different materials, its speed stays the
same. _____