EDUC 4113- Makayla Snow, Lindsey Brown, Darcy Ryder

Essential Question: Outcomes and Indicators:

Indicators:
-Investigate technologies that use light (COM, PCD, CT,
TF)
-Investigate optical devices (COM, PCD, CT, TF)

Differentiation:

Content: Content can be provided in various formats, such as giving instructions verbally and
written or providing videos for those who learn better through this channel. Materials do not
have to be limited to tape, students can also use glue should there be an issue with the
texture/sound of the tape.

Process: If a student does not feel comfortable working in a group to complete their periscope
activity, they may complete it individually or in partners. Extra time can also be given to those
who need it to complete the activity or journal entry.

Product: If a student has difficulties writing, they may create a verbal journal with the
completion of a video to help explain what they would have put in their journals instead of
writing it. Additionally, there is the option of the speech to text writing tool that students can
use to write their journal entry, should they need the extra support.

Assessment:

Formative Assessment: The teacher will walk around the class during the periscope building
time to engage in discussions with students. This will be used to help them collect feedback
about the students’ predictions and question them to explain their thoughts to gauge their
understanding of the material.

Observation Checklist:
- Are students able to understand how the periscope works?
- Are students able to understand the difference between reflective and refractive
properties?
 - Are students making educated predictions about the reflective properties before
creating their periscopes?
- Can students see how the periscope activity relates to the light reflection topic?

Summative Assessment: The periscope activity will provide the teacher with two forms of
summative assessment. The first being the finished periscope tool and the other being an
activity journal (attached below), they will both demonstrate the understanding that students
have on how light is used.

Learning Experience / Lesson Outline

Hook:
Display submarine picture (slide 2 of PowerPoint). Ask students, “what do you notice?”.
Accept all answers and if periscope isn’t mentioned, ask guiding questions such as “what do
you see on the submarine” to draw students’ attention closer to the periscope.

Opening:
The teacher will introduce students as the new class of submarine drivers and explain that
before they can get their license, they need to complete one last piece of training which is
learning how to make and use the periscope optical tool. The teacher will then explain that the
training involves creating their own periscope with mirrors and that they will be expected to
make observations and collect information while they log their journey. At the end of the
training their driving instructor will get to read their journals and can use this information to
give them their licenses.

Lesson Intro:
The teacher will then begin the lesson by going over reflection and refraction with students,
with aid from the accompanying video and the PowerPoint presentation (linked below).

Links:
Scholastic - Study Jams - Light Absorption, Reflection, & Refraction
Science Lesson-Light

During the time spent working with the powerpoint, the student's prior knowledge of light
reflection and refraction will be examined by the teacher by asking guiding questions. Students
will be shown examples of both ideas and then asked to determine if they are reflection or
refraction. After these examples are completed, the teacher will then move onto the body of
the lesson where they will explain the periscope activity to the students.

Body & Consolidation:

Body:

Periscope Activity:
Each student will be given their own copy of the individual experiment log sheet and will be
asked to make a prediction on how they believe their periscope will work (light reflection).
After the predictions are completed, the class will be divided into several smaller groups. Each
group, containing around 6-8 students depending on the class size, will each be provided with
a milk carton, mirrors, and tape. They will be instructed to create their own periscopes
following the instructions provided by the teacher. Upon finishing their periscopes, they will
then be asked to record their observations and their final findings.

Conclusion:
Following the periscope activity, the teacher and the students will engage in a conversation
about how they believe the periscopes relate back to the topic of light as well as reflection and
refraction. Teachers will conclude the lesson by asking if anyone would like to share their
periscopes or journal entries with the class.

Closure:
Upon finishing the concluding sharing piece, students will be told that they have passed their
training session and are officially licensed submarine drivers. To finish off, the teacher will
then explain what the students will be doing in their next science lesson.

Resources & Materials Needed:

-Milk cartons
-Tape
-Scissors
-Powerpoint / Youtube videos
-Periscope Journal (picture below)
Contingency Plans, Extension Activities & Notes:

Contingency Plans:

-Bring extra milk cartons / paper towel rolls in case students need more.

-Extra copies of experiment logs

-Have notes on the subject available incase of a computer / video failure

-Have a description ready in case students need to learn what submarines are

Extension Activities:

-Similar to the periscope activity, students can make kaleidoscopes using similar materials.

Curricular Connections:

-Visual Arts: Learners will create artworks that express feelings, ideas, and understandings.

-Physical Education: Learners will apply communication and interpersonal skills during
different types of physical activities.

-English (ELA): Learners will communicate effectively and clearly respecting cultural
contexts.