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Gabriela Gomez

edTPA Lesson Planner


Grade: __3rd___ Content Area: ____Science and Art
________________________________
Group Size: ___30___ Lesson Length: __125_____ minutes

Planning for the Lesson


A: Standards
i.

Key Content Standard-Science:


3.PS2.0
Light has a source and travels in a direction. As a basis for understanding
this concept:
a. Students know sunlight can be blocked to create shadows.

Art Standard
3. Creative Expression
Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
2.4: Create a word of art based on the observations of objects in daily life,
emphasizing value changes.
B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).


Students will engage in hands on experiments to learn that light travels
in a straight line and that an opaque object can block light to create a
shadow.
Students will engage in an art activity that solidifies students
understanding of shadows.

ii.

Language Objective (transfer this from "Incorporating Academic


Language"):
The students will explain how light travels and what happens when an
opaque object blocks light during a class discussion.
Students will explain where the light source is coming from in their
shadows art project during a short group presentation.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence
will you see and/or hear and how will you note it?)
I will be monitoring students as they explore the experiments, listening
to see how they describe the experiments and the results. The class
discussions will also serve as informal assessment. When we chart the

ii.

KWL, I learned section, I will get a general idea of how the class did as a
whole in understanding the concept of light and shadows.
Students will be presenting their art work to their group mates, I will look
to see if students correctly identify the light source of their art work.
Written assessment you will use to determine, for each individual
student, to what extent they have met your learning objectives. (What
evidence will you collect?)
-The inquiry worksheets each individual students fills out will show me
the type of thinking they were doing during the experiments. This
worksheet will show me the students predictions, their description of the
experiment, the results, and a conclusion they derived from the
experiment. The worksheet will show me whether the student
understood the concept of light by what they write on their conclusion.
-Students will fill out a worksheet with various components about their
art piece. The most important part in regards to science is seeing if
students are able to correctly identify where the light source is coming
from in their art piece. Also important is the various colors students used
for their art piece.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text


pages, special supplies):

16 flashlights, 2 inquiry worksheets per student, 1 Shadows worksheet per


student, 1 vocab worksheet per student, homework worksheet, and class sized
KWL chart.
Various colored construction paper (for the background), glue, scissors, white
drawing paper, strips (1-2) of colored paper, black paper (for shadow), pencils,
colored pencils or markers. Art piece worksheet.

Instructional Sequence - Engaging Students in the Learning


Process
Learning Cycle
Introduction (__5_ min.): Describe how you will 1) make connections to prior
knowledge, tap into their experiences and interests or use a hook, AND 2) let
students know what the objective of the lesson is.
Engage
Inform students that today we will be starting a new unit.
Tell students that before revealing the topic of the unit, students will have to
predict what it is.
Give students the following clues (Instruct students to hold off answering until
theyve heard all the clues).

It is something we cannot live without


We use it every day.
Our understanding of it has helped us create objects such as eyeglasses and
magnifying glass.
Without it, the world would be very dark
It is found in nature, but is also made by man.

If can be blocked, reflected, absorbed, and bent.


Your parents probably tell you to turn it off at night.
Ms. Gomez tells you to turn it off when were going to watch a video.

Have students think pair share.


Give the following oral sentence frame: My prediction is__________.
Choose 2 students to share with the class.
Tell students that in this new unit they will be learning about light and how it
behaves.
Body of the Lesson (__50____ minutes): Describe step-by-step what the
teacher and the students will be doing during the lesson.
Have students choral read the objective: I can explain how light travels and what
happens when an opaque object blocks light.
Create a KWL chart
What students know, want to know, and learned about light.
Ask students to think about what they already know about light.
Have students think pair share. Give oral sentence frame: I know that
light_______________.
Choose 5-10 students to share what they already know about light. Whole class
chart student responses.
Now ask students what theyd like to know about light.
Have students think pair share. Give oral sentence frame: I want to
know_____________.
Choose 5-10 students to share with the class. Whole class chart student
responses on what I want to know section.
Exploration
Direct students attention to the front of the class.
Tell students that light is a form of energy.
Tell students that in this unit they will be using the scientific method to learn
about light.
Direct students attention to the poster they had previously created about the
scientific method.
Pose the following question: How does light travel?- write the question on the
board.
Have students write the question down on their inquiry worksheet.
Now ask students to make a prediction and write it down on their inquiry
worksheet.
Give the written sentence frame: My prediction is ________________.
Concept Acquisition
Tell students that we will now be turning off the lights. Tell them that for safety
they must be careful since it will be darker, tell them to be aware of their
surroundings and be careful if they must leave their seats.
Turn off the lights.
Invite a student to come to the front and shine a flashlight.
Have students write in the experiment section of the inquiry worksheet describing
the experiment.
Provide sentence frame: The experiment is_________________.
Have students fill out the results and conclusion section:

Provide sentence frames: The results were ________________________.


In conclusion, my prediction ___________________________.
Discuss the results and conclusion as a class.
Students should come to the conclusion that light travels in a straight line.
Inform students that one way light can be controlled is by blocking it with an
opaque object.
Vocab
Ask students: what does opaque mean?
Have students think pair share. Give oral sentence frame: Opaque
means________.
Choose 2 students to share.
Give definition: Opaque means: an object that stops light (write definition
on the board).
Have students write down the definition in their vocab worksheet.
Concept Application
Ask students the question: What happens when light it blocked by an opaque
object?
Have students write the question on their inquiry worksheet.
Have students come up with a prediction based on what they know about light.
Have students write their predictions on their inquiry worksheet.
Provide sentence frame: My prediction is ___________________.
Tell students that they will be working in pairs to explain what happens when an
opaque object blocks light.
Assessment
Give students the following instructions (write the instructions on the board):
1. In pairs students will use a flashlight and shine it towards a wall.
2. The other student will grab an opaque object and put it between the wall and
the flashlight
3. Students will record what happens on their inquiry worksheet in the results
section.
4. Students will then write their conclusion: was their hypothesis correct
* Demonstrate the steps of the experiment without turning on the flashlight.
*Students write their responses on their inquiry worksheet.
* Use the same sentence frames used for the inquiry worksheet for the
question: How does
light travel?

Before turning off the lights again, remind students of the safety precautions from
earlier.
Have a brief discussion about what happened when we put an opaque object in
front of a light.
Students should come to the conclusion that it creates a shadow.
Assessment (If time permits)
Have students continue to explore the shadows (Each students will fill out their
worksheet independently, although they will be conducting the experiment
together and may discuss their results with their partner).
Pass out a worksheet with the following questions. Choral read the
questions.

1. Now that you know that putting an opaque object in front of a light creates a
shadow, use the same opaque object and move the flashlight closer to the
object. What happens?
2. Now move the flashlight farther away from the object. What happens?

Have a discussion about what happens to the size of the shadow as the flashlight
moves toward the opaque object and away from it.
Students should conclude that the farther away the light, the smaller the shadow
and the closer the light the bigger the shadow.
Closure (_5-10_minutes): Describe how you will prompt the students to
summarize the lesson and restate the learning objective.
Now tell students that today they explored what light was and a way to control
light, by blocking it with an object.
Ask student to think about what they learned about light.
Students think pair shared. Provide oral sentence frame: I
learned__________________.
Choose 3-5 students to share.
As a class chart their responses on the What I learned section of the KWL chart.
Homework
Have students take a light walk with an adult. Students will observe 3 different
objects and their shadows during different times of the day. Students will record
how the shadows of the objects look like around noon and how the shadows look
like around 4 pm.
ART EXTENSION on the following day (60 minutes)
Discuss the shadows homework with the students and how the same
objects shadow looks different during different times of the day
o Discuss how this is caused because of how the light is hitting the
shadow
Explain to students that today they will be doing an art project based on
shadows.
Ask students to explain what a shadow is.
o Students think pair share.
o Sentence frame: A shadow is ____________.
Have students choral read the objective with you: I can create a portrait of
myself and shadow, and I can explain where the light source is coming
from.
Show students an example of what they will be doing (this is helpful for
ELLs and students who need a visual).
Tell students that they will be presenting their project to their group mates,
saying what types of colors they used and where the light source is coming
from in their portrait and their favorite part of the project.
Review the rubric with the students so they know what to expect. Read the
rubric to the students aloud.

Take the art lesson step by step- it should be guided so that students do not
become confused or fall behind.
o Make sure to give students time limits as well
Explain to students that first they will draw themselves, full body on a white
paper using a pencil
o Inform students to draw lightly in pencil, this helps in case they make
a mistake.
Once the majority of students have finished with the drawing of themselves
invite them to color in their drawing
o Remind students to try and stay between the lines.
Once the majority are done coloring, pass out scissors
o Have students cut out their colored drawing.
o Remind students to carefully use the scissors. Remind them that
scissors are not for playing, theyre for cutting.
Now pass out a black paper to each student, demonstrate to students that
they will outline their cut drawing with a white colored pencil on the black
construction paper.
o Have students do this.
Instruct students to cut out their outline they made on their black paper.
Ask students to think about what the black outline represents.
o Students think pair share.
o Sentence frame: The black outline represents ____________.
o Choose 1 student to share
Have students choose a construction paper (whichever color theyd prefer).
Instruct students to glue their black outline first (make sure they do it
towards the middle of the paper)
Tell students to glue their drawing over their black outline
o Tell students to glue their drawing either toward either the left or right
of the black outline.
o Demonstrate how they could do it without gluing it on yours.
Pass out strips of colored paper and instruct students to create a border for
their portrait, demonstrate how to do this.
Give students a worksheet in which they will title their portrait, put their
name, write where the light is coming from and what side the shadow is
casted, write what colors they used in their art piece, and write their
favorite part of the project.
o Read the directions and questions on the worksheet to the students.
o Remind students to write in complete sentences.
Have students use their knowledge of the shadows they created the day
before and the shadows from their shadows walk to figure out where the
light is coming from in their portrait.
Give students the following sentence frames:
o The light is coming from __________________ this creates a shadow on
____.

o I used ______ colors.


o My favorite part was _____________.
Have students staple their worksheet and portrait on a bigger construction
paper.
Students then share their project to their group mates using the information
from their worksheet.
o Remind students to use a clear voice with appropriate volume.

Incorporating Academic Language


1. Describe the rich learning task(s) related to the content learning objective.

Students will be engaging in a series of hands on exploratory experiments.


Students will make predictions based on a question, test the prediction, record
the results, and conclude whether their predictions were correct or incorrect.
Students will be able to explain how light travels, what happens when an
opaque object blocks light, and what happens to a shadow when light gets
closer and farther away.
During the art lesson, they will use their newly acquired knowledge of shadows
to identify the light source location.

2. Language Function: How will students be communicating in relation to the


content in the learning task(s)? Identify the specific function (purpose or
genre) you want to systematically address in your lesson plan that will scaffold
students to stronger disciplinary discourse. The language function will always
be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.

Students will explain.

3. Language Demands: Looking at the specific function (purpose or genre) your


students will be using, what are the language demands that you will
systematically address in this lesson?
Vocabulary:
Key to this lesson: opaque, shadow, and light, light source.
Syntax1: My prediction is_____________. I know that light __________. I want
to know_____. The results were: ____________. In conclusion my prediction:
__________. Opaque means___________. I learned _____________. The light is
coming from ______ this creates a shadow on_____. I used ___ colors. My
favorite part was ________________. The black outlines represents ___________.
A shadow is____________.
Discourse2: Students will engage in think pair share and class discussions
and group presentations.
1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

4. Language Objective: What is/are the language objective(s) for your


lesson? (The students will (FUNCTION) (LANGUAGE RELATED TO CONTENT)
(SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using
transition words such as similarly, different from or by contrast. Note: be sure
to copy and paste this into the top of the lesson planner.
The students will explain how light travels and what happens when an opaque
object blocks light during a class discussion.
Students will explain where the light source is coming from in their shadows
art project during a a short group presentation.
5. Language Support: What instructional strategies will you use during your
lesson to teach the specific language skill and provide support and
opportunities for guided and independent practice?
Instruction
Sentence frames
Thinking pair share.
Choral reading.
KWL chart (graphic
organizer).
Group discussion.

Guided Practice
Sentence frames
Working in pairs.
Think pair share.
Choral reading
instruction.
Group discussions.
Guided
demonstrations done
by the teacher.

Independent Practice
Sentence frames.
Help from partner when
doing the experiments
(although each student
fills out their own
worksheet).

2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.

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