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Language arts LESSON BACKGROUND Subject/Lesson: Science/Introduction to Light Differentiation by Content Readiness Process Interests Product Learning preferences(manipulative) Grade Level: 5 Heterogeneous inclusive classroom

Tiered model group exercise Cooperative group Learning styles or MI Choice: of different methods they can use in future Differentiation narrative (rationale how you are differentiating and why) This lesson is being used as an introduction to the scientific unit of light. This lesson adheres to the multiple intelligences through the use of visuals, auditory and real life demonstrations (kinesthetic). A copy of the notes will be given to students who may not have completed copying the information presented. Color and light books will be passed out to students who have finished writing down all of the notes from the lesson. The notes that will be needed for students to copy down will be written in a different color that the teacher will announce to reduce confusion of what is necessary to copy down. Mrs. Massy (the special education teacher) may be working alongside the teacher to give aid to students in need. Standard(s): RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. SL.5.1: Engage effectively in a range of collaborative discussions. (turn and talk) W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for range of discipline-specific tasks, purposes, and audiences. Key Question for the lesson: What is light? What are some forms of light? Instructional Objective(s) Students will be introduced to the concept of light, its forms, and how we see light through reflection. Students will use note taking skills to copy down new information into their science notebooks and table of contents. Students will turn and talk to a partner about examples of natural, artificial, and reflective light. Students will watch a short clip explaining how we see through reflective light. Materials, Media, Resources, Multi-cultural connections: SMART Board, a ball to bounce between the teacher and a student, YouTube link: https://www.youtube.com/watch?v=iletCKDCt_0 to explain how we use reflective light to see, and a , power point presentation which introduces what light is, two forms of light (artificial and natural) and how we see light through reflection.

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format 1

Assessment of Prior Knowledge (Readiness/Interest): This lesson may ask students to recall prior knowledge of the concept of light. This lesson will ask students to come up with their own examples of natural, artificial, and reflective light. Students will use their prior knowledge to come up with these personal connections. LESSON PROCEDURE Bellwork or transition into lesson: Mrs. Galantes homeroom students will take out their three subject note books after the math lesson and be asked by the teacher to copy the heading of the page along with the page number and date. Students will also be asked to record this information in their table of contents located in the science section folder within their three subject notebook. (3-5) minutes. students will return to Science class after lunch. When they return their books should be open on their desks ready to begin the science lesson. The lesson will begin at 12:20. Initiation with students Hook to lesson: Students will have previously set up their materials to be ready for the lesson. Students will have previously been asked the question what is light. This question will be re-introduced to the students as the hook for this lesson. Explanation of Objectives: Good afternoon class. Today we will be learning about light. I had asked you previously, what is light? Would anyone like to share their hypothesis? Development of lesson including assessment(s): (I DO): The teacher will re-ask the question what is light to his or her students. (WE DO): Students will have the opportunity to share their hypothesis about what they think light is with the teachers feedback. (I DO): The teacher will redirect their students attention to the definition of light written on the SMART Board. (STUDENTS DO):The teacher will ask students to write the definition of light underneath their heading of their page in which the students should have already set up. (I DO): The teacher will then introduce and explain different types of light (artificial and natural). The teacher will ask students to leave spaces as instructed in their notebooks to go back and write in their own personal examples of each of these types of light. (WE DO): The teacher will present four examples on the board (two of artificial light and two of natural light). The teacher will go through each one and ask students based on the definitions of these two types of light which type of light is represented by each image. Students who exemplify good behavior will be called upon to

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format 2

share their thoughts about which type of light is represented in the image. (STUDENTS DO): After the teacher has gone through these four examples with students, students will be asked to turn and talk to a partner about other examples that they can think of that represent artificial and natural light. Students will be asked to write down these examples in the spaces that they had left previously when note taking. (I DO): The teacher will regain students attention and show the class a quick video clip introducing reflection of light and how we use it to see. (WE DO): After the video is finished the teacher will ask the question what is reflection and wait for students to respond. Students who show good behavior will be asked to share with the class their definition of reflection based off of the information that they learned in the video. (STUDENTS DO): After a student has shared the teacher will present the definition of reflection on the SMART Board and ask students to copy it down into their notebooks. Closure: (I DO): When students have finished copying these notes down the teacher will gain the attention of his or her students to the center of the room for a quick demonstration. The teacher will bounce a ball in a straight line onto the floor and catch the ball once it bounces back. Once this is done the teacher will ask their students what had happened. After the teacher has heard some responses from students he or she will ask for a volunteer to bounce the ball to. After the teacher bounces the ball to another student the teacher will again ask the students what had happened/ what happened different? If time allows the teacher will explain that bouncing the ball directly to the floor was the angle of incidence and that when the ball was bounced to the student it was an example of the angle of reflection. This will be accompanied by a visual demonstration of how light is reflected off of a mirror. If time allows students will be asked to copy down the definition for both the angle of incidence and the angle of reflection into their notebooks. Small books on color and light will be given to those students who have finished copying down the needed notes. Students who have missed notes throughout the lesson will have the opportunity to copy off of a peers notebook, and or receive a printed copy of the notes given. Timing 5-10 minutes

Assessment Strategies: The performance of each student will be recorded as data. The objective of the lesson will be reviewed for clear understanding. If the teacher sees any pattern of difficulty that the students had during the activity/lesson he or she will address these needs in the following lesson. Analysis of student performance data in light of objectives: One of my objectives for the students was to develop note taking skills. I feel that I should have been more clear of what was expected to be copied down and what was not. There were several questions during the lesson on what was to be copied. I also feel that I could have been more clear

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format 3

when asking students to turn and talk to a partner about what other examples of light they could think of. I feel that It would have been better if I had asked students to come up with a minimum of three examples of natural light and three examples of artificial light. I should have also told students ahead of time that I would like them to write down these examples in their note books. Self reflection on the lesson: I feel that I could have improved my lesson instruction by writing my objectives for the lesson on the board for all students to see. I feel that I should have introduced the objectives of the lesson before teaching and to have students realize that our objectives are out goals of what we hope to achieve during the lesson. I feel that with the guidance of having the objectives written on the board somewhere for all students to see that I would have kept myself more organized throughout the lesson and not confused myself when introducing and transition to different subtopics throughout the lesson. I also felt that I should have instructed students to come up with a number of examples on their own when they were engaged in their turn and talk activity. Giving students a number to follow when creating their own examples allows all students to have an exact number of examples and gives students more direction and understanding of the task. At the end of the lesson I feel that I should have asked all students to copy down the visual presented instead of instructing students to copy down the visual if it helps them. I feel that visuals help all students, especially when students look back on their notes to see what they had learned that day. I feel that I should have reintroduced the objectives and check to see that they were met at the end of the lesson. The next time I teach a lesson will be more explicit and detailed when instructing students on what is and is not important to take notes on. It is also important to teach students why we take notes and what information is important for us to keep tabs on.

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

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