Light Lesson

Light Unit Lesson 4
Overview: In this lesson the student investigate what happens when light bounces or reflects off things. They learn that when light hits an objects, it can bounce directly back, creating a mirror-like reflection, or bounce in many directions and scatter. They also use a model to describe what happens when light bounces.
Sources:
Science Companion- Light Lesson 4

Attending to the Learners Students will have learned about the path that light can take and will now start to move on to observing how light can bounce off of certain item. The students have learned a lot about the moon and how it reflects the suns light which is why it looks like it projects light. I anticipate that they will use this information to describe the reflection of light off of the tin foil. This is a very hands on activity so students of all concentration level will have an easier time staying focused. Students who also do not grasp the idea of light bouncing will also be able to look at the ping pong ball example. This is a more visual representation of the idea that light can bounce back in the same direction or scatter. Having the students engaged during the discussion after will also help them to stay focused. This visual will also help the student in my classroom that are English Language Learners. Learning Goals Students will: 1. Observe that light bounces or reflects off objects 2. Recognize that light can bounce directly back in the direction it came from, creating a mirror-like reflection, or bounce in many directions and scatter. S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses S.IP.03.14 Manipulate simple tools that aid observation and data collection Instructional Sequence
Anticipating student ideas:
Making the content accessible to all students:
Learning Goals
Connection to Standards
Materials:
Aluminum foil (27 sheets) Flashlights-check that they are all working Ping pong balls Rocks World book *The flashlights and tin foil should be in different locations of the room but have one of each material ready to model for the class
What the teacher will do What students will do Students should come to the carpet quickly and quietly. One or a few students will talk about what we did as a class yesterday. The other students in the class should be attentive and looking at the students talking.
Time 5 min
Main components Set-up:
Call students to the carpet. Ask a student to explain what happened in science yesterday. Remind them that they saw how light can reflect off of surfaces such as mirrors or the white board and they began to draw some models of how light traveled when reflecting off an object. Explain that today we are going to look at how light bounces off some different surfaces. They will compare bumpy tin foil to flat tin foil.
Students should show active listening by looking at the teacher. 22 min Independent work on problem: Model the two experiments to the students. Model the first experiment where the flashlight should be held directly above the flat tin foil at a perpendicular angle. Tell them to record their observations on page 8 in their science journals. Students should continue active listening and start to ask question when necessary. They should be observing the modeling in front of the class.
Time
Main components
What the teacher will do Next model the second experiment where students should crumple the foil lightly and then conduct the same steps as in experiment 1. Before dismissing the students, ask some them to repeat the directions back to you to ensure understanding of the experiment. Have each partner get one of the materials needed before starting the experiment. Have students return the items and come to the carpet as a class to form a circle around the edge. Ask: What did you notice? What did you experience? Did you experience the same thing? Did anyone experience something different? After students have shared their experiences, try to find a connection that will transition into the model. Show the students the model of the ping pongs bouncing off of the flat book compared to bouncing off of the rocks. Explain that the ping pong balls are the light beams, the book is the flat tin foil, and the rocks are the bumpy tin foil. Ask: What did you notice? Do you see any similarities between this model and what we did with our experiments today? What do you think the light did when it hit the bumpy tin foil? Be sure to ask students to add onto others and ask for thumbs and then ask students why they agree or disagree. Review that light scatters when it is shined on a shiny bumpy surface and that light reflects at an angle when shined on a flat surface. Relate these concepts to the models. Give each student an exit slip to complete before the end of the lesson.
What students will do
Students will be working with their light science partner on this experiment. Students should be talking to their partner about their observations before they write anything down. Students should record all observations that are made.
5min
Launching of Discussion:
20 min
Orchestration of the Discussion:
Students should be watching the experiment. If some students seem a little antsy they can be chosen to help with the experiment.
Students should be raising their hands to comment on the model. They should be showing their thumbs in the up or down position to show their thoughts on their classmates thoughts.
1 min
Conclusion:
Student can ask any lingering question about the concept or model here. Student should draw these diagrams individually.
5 min
End-ofdiscussion check
Name:_________________________________ Date:___________________ Draw a diagram of what happens when light bounces off of a flat shiny surface (like foil). Include: The light source The surface The path of the light Draw a diagram of what happens when light bounces off of a bumpy shiny surface (like the crumpled foil). Include: The light source The surface The path of the light

Light Lesson

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Light Unit Lesson 4

Science Companion- Light Lesson 4

Anticipating student ideas:

Making the content accessible to all students:

Main components Set-up:

What students will do

Orchestration of the Discussion:

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