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Lesson 1 Weebly

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84 views

Lesson 1 Weebly

Uploaded by

api-176697632
Copyright
© Attribution Non-Commercial (BY-NC)
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Lesson 1 Teacher Candidate: Jennifer Dixon Subject/Grade: Science/ 5th grade Oct 2nd 9:00 am

Date and Time of Lesson:

Learning Objective: The students will be able to identify materials as transparent, translucent, and opaque. Alignment with Standards: SC Science Standards: Science-4-5.4 Compare how light behaves when it strikes transparent, translucent, and opaque materials. Developmental Appropriateness or Cross-curricular connections: This lesson is appropriate for my class because they have been studying light and energy for the past week. This is the final section before the test on Friday. The students already possess the prior knowledge needed about light. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) During: Group responses during the discussion time. Post: Short check-up quiz. Use of Formative Assessment If students do well on the post-assessment, we can move on. If they do poorly, I know that I need to re teach and use more examples. I will also pull students aside who need extra examples or instruction.

Objective 1: The students will be able to identify materials as transparent, translucent, and opaque.

Accommodations: Having students work in groups automatically accommodates for the 4 ELL students that are in my classroom. They will be able to collaborate with other students to help them understand the information. Also, this lesson contains little reading and writing, but a lot of hands-on and discussion. This means that ELL students will benefit instead of struggle. If needed, I can pull the 4 students to the back table and read the quiz questions aloud while the remainder of the class is taking the quiz. Materials: Teacher will provide: saran wrap, wax paper, wrapping paper, and aluminum foil for each group. Students need science notebooks (they already have these).

Procedures: Probing Question: Describe the characteristics of transparent, translucent, and opaque materials. Classify objects according to the material they are made of. (Transparent, translucent, or opaque.) How do you know that Saran wrap is a translucent material?

Introduction Today we are going to be looking at different types of materials and learning about some properties they have. We will be doing some hands-on activities and then writing in our science notebooks. (Put students in groups of 38 groups.) We know that light behaves in different ways when it strikes different materials. So far, you guys have learned about different types of light. Materials can be: transparent, translucent, or opaque. (Write these 3 on SMART board.) Transparent materials allow almost all of the light that hits them to pass through. You can clearly see what is on the other side. (Write this on board.) Translucent materials allow some of the light to pass through but scatter the rest. When you look through these materials, it will be blurry. (Write on board.) Opaque materials do not let any light pass through them, meaning you cannot see through them at all. (Write cannot see through on board.) There are 2 types of opaque materials: materials that reflect light and materials that absorb light. (Write on SMART board) Engaging With your group, we are going to look at different objects through different materials to classify what type of materials they are. You will have 10-15 minutes to do this. We will have a discussion to see what you came up with. You may look out the window through your material, hold it up to the SMART board, etc. Ask yourself: how clearly can I see what I am looking at? How much light is passing through? (Students will look through saran wrap, wax paper, aluminum foil, and wrapping paper.) (After 10-15 minutes, I will gather the class back together.) Lets talk about what we found out. 1. What material is translucent? How did you know? 2. What material is transparent? How did you know? 3. What materials are opaque? Out of these 2, which one reflects and which one absorbs? How do you know? (This should take 5-8 minutes. Allow for all groups to share.) Now, turn back to your group and come up with 2 objects of each category: 2 transparent, 2 translucent, and 2 opaque. (4 minutes) (Have groups share their 2 examples and have students write response on SMART board.)

Raise your hand if you agree that this object is transparent/translucent/opaque. Who objects? Explain why. (Use this questioning throughout the group-share time.) Science Notebooks Now we are going to record some notes in your science notebook so you can use them to study for your test Friday. Copy down the 4 definition we have on the board: translucent, transparent, opaquereflect, and opaque-absorb. We are going to glue a small piece of the materials we have used in our notebooks so you can refer to it while you are studying. (Pass out glue and small squares of saran wrap, wax paper, aluminum foil, and wrapping paper.) Label each material. Conclusion Thank you all for working so hard today. To end our class, you have a small little check-up to complete. I will pass these out. Quiz: 1. How are transparent and translucent materials different? 2. Is the cover of a textbook opaque or translucent? How do you know? 3. ________________ materials only absorb and reflect light.

Activity Analysis: Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: How each activity (instructional strategy) supports the lesson objective(s). The activity I have planned supports the objective because it is hands-on and engaging. Students have to know more than just definitions; they have to be able to explain why they chose their answer and tell the different between materials. This is best learned by an engaging activity. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. I will be using the SMART board to write notes and have students come up and write their answers to share with class.

References: Scott Foresman South Carolina Science. This is the text used by the class.

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