Object and Light

Intended Grade: 4
Length of time for lesson: This will take a total of one hour and 45 minutes, which will be done in two
days. One hour on day one and 45 minutes the next week for science class.
Next Generation Science Standards (NGSS): 4th Grade Structure, Function and Information Processing
Performance Expectations: Students who demonstrate an understanding can:
4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows
objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors
reflected and seen, the cellular mechanisms of vision, or how the retina works.]
Science and Engineering practices
Developing and Using Models - Modeling in 35 builds on K2 experiences and progresses to
-building and revising simple models and using models to represent events and design solutions.
Develop a model to describe phenomena. (4-PS4-2)
Disciplinary Core Ideas
Electromagnetic Radiation - An object can be seen when light reflected from its surface enters
the eyes. (4-PS4-2)
Crosscutting Concepts
Cause and Effect - Cause and effect relationships are routinely identified. (4-PS4-2)
NB Science Curriculum Outcomes:
Topic: Physical Science: Light
GCO: Objects and Light
SCO: Students will be expected to:
Distinguish between objects that emit their own light and those that require an external source of light
to be seen.
Investigate how a beam of light interacts with a variety of objects, to determine whether the objects
cast shadows, allow light to pass through, or reflect the light (303-5)
Students should investigate how light interacts with a variety of materials which allow light to pass
through and others that do not.
Students should first predict whether some, all, or none of the light will pass through the materials.
Learning Objectives:
Students become familiar with the properties of light by observing how light interacts with various
objects in the environment. These observations help them gain an understanding of light sources and of
materials that block or change the path of light and reflect light. Students become involved with light
interacting with a variety of materials. Some materials are opaque, transparent or translucent; some
materials will reflect, refract or disperse light.
Possible student misconceptions due to prior knowledge:
-Students may believe that all objects can cast shadows even when the object is transparent.
-Students may not realize that not everything needs light to be seen.
-Therefore it is the intention of this lesson to teach children how light encounters with objects in different
ways.

Flashlights #1
Mira (Red) (Math reflector manipulative)
Glasses (Drinking glasses)
Paper/Pencils
Eye Glasses
Children can choose other items around the
classroom as they wish (within reason) #1
Smartboard (YouTube Video) #1
Worksheet X2 #1 & #2
Evaluation sheet
Observation journals (All have students names on
them) (Orange duo-tangs) #1 & #2
Flip Chart Paper/Markers #1 & #2
Modifications for Larry
Modifications for Colin
Important Notes
Materials: 1 per 2 kids #1=Lesson 1/#2=Lesson 2

Located in back closet on top shelf

Located in yellow bucket on left hand wall of
classroom
Back closet on floor in box
Childrens desks
Second drawer of my desk

Wall, Video link can be found in lesson plan

Appendix C
Appendix D
In black box on back shelf
Both located at front of class
Appendix A
Appendix B
Appendix E
Location:

Before the lesson:

-Gather all materials for lesson # 1
-Place them in groups for children to grab right away
-Be sure to look at important notes to see who works well and who does not work well together
-On flip chart write what we know about objects
During the lesson:
What the teacher will do: Followed with Power
point
Engaging question: (5 minutes) Ask students
what they know about objects and light write it on
flip chart paper.
Exploration: (15 minutes) Give them a chance to
go around the room (in pairs) to collect random
items and give them a flashlight and tell them to
see what they can discover about the objects and
flashlight. Tell them to explore with their objects
and flashlight and write down what they notice
when exploring.
-They will most likely talk about the shadows that
the flashlight makes when they shine it on their
objects.
-Once theyve done that for about 10 minutes and

What students will do:

Answer questions accordingly
Students can come to front of room where mat is
and sit on mat while listening and watching video.
When the video is over they can go back to their
desks to draw their picture.
When doing their exploring, they can go to their
desks with a partner and also anywhere in the
room.
During explanation it is best to get them back at
original desks or sit at front on mat.

youve had a class discussion about what they

found you can explain to them the purpose of the
activity.
Explanation: (20 minutes) Show video and tell
them to pay close attention
https://jr.brainpop.com/science/energy/light/
-Have a transparent, translucent and opaque
object ready for example.
-Now write the three different types of objects on
the flipchart paper and ask students if they
remember what they are from the video.
-If they remember thats great, if not please
explain using the object examples. (Glass cup,
Book, and Stained glass) You can see through
transparent objects: glass, clear. Cant see through
opaque objects, teddy, book. These objects cast
shadows because they block the light from going
through the object. Sometimes light hits the object
and it cant go through. Only some light passes
through translucent objects like stained glass,
sunglasses, some light passes through and some
reflects. With transparent objects the light can go
all the way through, like a glass cup. Show them
with the objects they already explored with using
the flashlight.
Explain to children that the objects we are using
right now need to have light to be seen.
Question: (6 minutes) Can you think of any
objects that dont need light to be seen?
-Glow sticks
-Light bug
-Lightening
-Stars
-Fire
Now that they know what the different types of
objects please have them draw and label one of
each.
Once theyre done their drawing, please collect
them.
Recap what weve learned: (5 minutes)
Weve learned about different types of objects
(translucent, transparent, opaque) Light can go
through transparent objects, some light goes
through translucent objects and some reflects, and
no light can go through all the opaque objects, it
reflects on us. Some objects need light to be seen
and some dont.

In students journals they will again draw three

different objects and explain what happens when
light hits those objects.
Evaluation:
-There is an evaluation sheet in appendix D for
you to make notes while students are working.
But overall for this lesson the evaluation will be
on their worksheet.
I will be looking for:
-Understanding of different objects
-Looking to see if they understand how light
reacts when it hits those objects.

Children will be excited and hyper after lunch.

Listening to music
Ask them to sit/lay anywhere in the classroom and
you may play slow calming music for two
minutes to bring them back.
https://www.youtube.com/watch?v=pd4j9osCNT4
Engaging: (6 minutes)
-Disappearing money trick.
- https://www.youtube.com/watch?v=-yk4wl3BMew
-Do this with the kids, then you can explain to them why that
happened, why they couldnt see the coin anymore.
-This happens because: When you poured water into the glass, it was as
though the penny had disappeared, but it was really just some bending light
rays. After traveling through the water and the side of the glass, none of the
rays were able to reach your eyes.
- So when the light rays are traveling from the money through the water, they
are bent and cannot make it to your eyes. In fact, the glass also bends the
light even more! You would be able to see it... if the plate were not
strategically placed atop the glass.
Explore, Explain, Eloborate: (60 minutes)
-Give student partners flashlights and mirrors. Then direct students to
explore shining the light on the mirror and locating the reflection. They will
take a white piece of paper place the mirror on top sideways and shine the
flashlight on the mirror. Once they have done that they will trace what they
think is the light beam. https://www.youtube.com/watch?
v=ooKFsNIiNfQ&feature=youtu.be This will help you when you are
explaining. In this video you can see the students are tracing the shadow of
the mirror and not so much the reflection of the light. With this video, you
can see that students understand that the light is bending
https://www.youtube.com/watch?v=jWIL_m1xbus&feature=youtu.be When
you think it has been enough time (15/20 minutes) that they have been
exploring, give them the (Reflection Explanation handout). Explain to
children that light can bend when an object interferes with it. Then direct
students to try and trace the path of the light to notice the equal angles once
they have gotten the handout and watched the video it should help. Ask
students if they can think of another time they could see a reflection.
-For the last part of this explore and explain part of the lesson, have students
imagine they are sleeping in a dark room. Ask students to think about what
happens when someone opens the door just a crack. (the room can actually
pretty bright?) Ask students to discuss how the room can be so bright.
-Turn off the lights in the classroom. Have students gather near the door,
close the door, then open slightly. Instruct students to look at the shape of the
light entering the room and instruct students to note the shape the light makes
on the floor and see if the light seems to expand when opening the door. To
further the explanation and help them understand, show them this video.
https://www.youtube.com/watch?v=fD1544bM_c4&feature=youtu.be
Evaluate:
As students make observations during this lesson, informally assess their
knowledge of the understand reflection. Looking to see if students realize
that the light hits the mirror and then is reflected off the mirror at the same
angle it hits the mirror. While we have not yet studied angle measurement in
math, this lesson will serve as a great way to use students prior knowledge
and connect math and science later.

Appendix A:
Modifications for Larry:
Introduction Larry (Twice Exceptional)

Larry is a student who has a reputation of complete enigma. In kindergarten and grade
one he could barley read and write his own name, but when he returned for grade two he showed
a huge increase in language skills and ended up leading the class. Years after, he started to
possess bizarre behaviours such as eating chalk, and going completely mute. No one understood

why Larry was acting this way, but eventually all the behaviours disappeared. Later, in his life
Larry picked up music, he became very talented very quick and ended up being able to play
music with children that were much older than him. Again, his parents had no explanation as to
why Larry exceled in music he just did. He became a very good writer along with his musical
talents in school which may have effected his other subjects.
Option #1:
Each thing that Larry becomes interested he inevitably he becomes disinterested every
time there was some type of break or change in routine. For Larry, it is essential that he is
completely aware of what is going to happen in the classroom. Learning disabilities are
neurologically based processing problems (Derosa, Abruscato, 2015, pg. 148). Therefore, to
help Larry process things it is very important that he knows exactly whats going to happen and
when it is going to happen. I believe that Larry is what we call twice exceptional he is very
low in some areas, but in others he excels. Gifted students with learning disabilities are a unique
subgroup of students who demonstrate both superior intellectual ability and specific learning
problems (Twice exceptional). Working with his parents is essential in this situation to help
Larry. If we can work with his parents and allow them to show Larry the lessons that are going to
be done in class before they happen it could be very helpful for him when he comes to school. As
a teacher, we must make special lessons to give to Larrys parents to go over with him so he
knows what is going to happen in class. It can just be a brief step by step overview of the lesson
so he can see it before it happens. Brief overview of this lesson can be found on page.
Option #2

For this lesson, if just giving him heads up about what we are going to do is not enough
for him I have also created another alternative that he can do instead of the regular lesson with
the class. At this stage in Larrys life, he loves music and writing. He loves to play the clarinet.
We will be giving him one of the class iPad for him to create a song on his clarinet and record
himself playing it on the iPad. When he records himself, he will be able to see the sound waves
of what hes playing. With the handout (Diffraction explanation) he can see that, very similar to
sound, light creates waves. After he has made his song and recorded it, and has been able to see
the sound waves, he is going to do research on how sound waves and light waves are very
similar. He can do this on the iPad. Then write to me the similarities and differences between the
two. It is also very important to give Larry more time than other students, he will want to finish
this assignment before moving on and that is okay, let him do it.
Option #3:
The final option that will be given to Larry, is to create his own sound/light wave, again
he can connect the wave to his clarinet and see how when he plays music it can create a wave
just like light does (diffraction explanation handout). After he sees that they both make waves, he
is going to create his own using shish kabob sticks, duck tape and gum drops. He will watch this
video on YouTube to help with the creation. https://www.youtube.com/watch?v=sB8w2FvPsBA
Again, he may need more time than the other children to do this, which is fine.

Conclusion:
For this lesson, I am hoping at least one of these strategies will work. Sending the
lesson home, having him use his clarinet as a part of the lesson, or building his own wave to help
Larry be successful. It is important to recognize that not all strategies will work with all twice

exceptional students. It is best to diagnosis the disability and tailor instruction and
accommodations to the educational plan. (Twice-exceptional) He will know exactly what to do
when the lesson comes and will get to choose what he would like to do. In the considerations
packet, it gives suggestions that teachers can do for these students, for example, visual, tactilekinesthetic and movement activities, lesson plans and assignments provided in advance,
extended time, and opportunities to embed instructional technology such as web searches,
Webquests and multimedia to enhance lessons. A list will be given to his parents at least three or
four days before to help him understand and know how it will work.

Appendix B
Modifications for Colin
Introduction: Colin (Gifted)
Colin is a very interesting individual who is very intelligent. Throughout his first
elementary years, he pulled some crazy pranks that no one else would even be able to think of,
just because he was bored at school. In third grade, he ended up with an educational assistant and

a teacher with a passion for Reniasance art, Colin produced a mural which duplicated Da vincis
Last Supper, but from a ground level perspective. From the reactions of this paining, the
educational assistant urged for Colin to be tested as a candidate for gifted class. Turns out, she
was right, and Colin had been gifted in creativity and the pranks stopped. Right now Colin
qualifies for the highest level of gifted placement in the schools district, but his parents would
like him to stay at the school he is currently at. Therefore, all lessons need to be adapted for
Colin. Most students who are gifted appear to be advanced in communication, memory, insight,
reasoning, observation and motivation (Hutchinson, 2017). Colin needs to be given lessons that
can challenge him in these strengths to keep him out of trouble so he does not get bored and
continue his pranks.
Option #1:
Of course, Colin can have the option to do the same as the other children in the class, he
can work alone if he wishes to do so. Also, to expand on this, he can create a painting/drawing of
his findings instead of writing about it.
Option #2:
The second option for Colin is creating a model or paining of how light energy enters the
eye. He can research this topic on the iPads, figure out exactly what the diagram needs to look
like, then he can create it as big or small as he wants, either using clay or paint. You can show
him an example, if he wants it. He may want to do the research himself. After he has created the
model ask him to explain either in writing or by telling you, exactly how it works.
Option #3 and #4:

Also, give Colin the options to do the same thing as Larry, even though he is not overly
interested in Music, it could be something he might be curious to learn about. He does not need
to use the clarinet; he can simply use his voice with the sound waves if he wishes.
Conclusion:
Colin is a very bright child and needs someone to challenge him. Again, he needs to be
given many options to choose from. Giving gifted children open-ended assignments can be very
useful for them. They are given options for completing an assignment and deciding how far to
take their learning (Hutchinson, 2017). So, same with Larry, Colin may need some extra time to
do his assignment, he will want to do it until it is perfect.

Important Notes:
Most of the children work very well together, apart from Jimmy and Johnny. They will want to
be partners, but always end up arguing and not getting any work done. If possible, please avoid
putting them together. Other than that, they can pick their own partner if they wish. During class
time, Sally may need a couple of breaks, send her out to get a drink and she will be fine when

she comes back. My class is your class, please do as you wish and make it your own. Remind the
children that you are a different teacher so you may do things differently than myself. (If you
dont say this they will hound you all day that Miss Limkilde does it this way) Enjoy your day!

Lesson to give to Larrys parents:

#1:
Students will get into pairs of two.
They will be given flashlights and be told to explore with them and obects

They will watch a video

They will get an explanation from the teacher about different types of objects
They will draw pictures of different types of objects and hand them in.
#2:
There will be a small experiment done by the teacher.
The kids will be given a flashlight and mirror, and told to see if they can see where the light
beam goes.
They will watch videos of what the teacher wants to see
They will continue to explore with the flashlights.
The teacher will be monitoring this process.

Evaluation for entire class:

Sally:

Zach:

Johnny:

Isabell:

Jimmy:

Skyler:

Caroline:

Ben:

Erika:

Liam:

Stephanie:

Alexis:

Aydon:

Ryley:

Ethan:

Brittney:

Samantha:

Jarred:

Jillian:

Emily:

Tyler:

Brent:

Karel:

George:

Evaluation for Larry/Colin:

Rubric: Model & Presentation of How Our Eyes Use Light Waves to See
Name ___________________

Date _________________

Model Accuracy

Model has all the parts

required to explain how the
eye processes light to allow
us to see.

1-2 parts are not

accurate or needed to
explain how we see.

3-4 parts are inaccurate

or not needed.

More than 5 are

inaccurate or not
needed.

Model Parts
Communicated

Model has all the parts and

correctly labeled.

Model has 1-2 parts

mis-labeled.

Model has 3-4 parts mislabeled.

Model has more

than 5 parts
mislabeled or no
labels.

Quality of Work

Exceptional effort was made

to be neat, clean and does not
distract from the information
it gives.

1 part of the model was

messy or disorganized.

of the model is messy,

disorganized or parts are
missing.

Its a mess!!! NO
effort was made.

Level of
Engagement

The model is engaging.It

informed me accuarately and
is a good instructional tool to
help the audience understand
how the eye uses light
energy..

The model is engaging,

but lacks a fact or two.
It is a fair instructional
model.

The model was not

engaging. The facts were
confusing and a person
cannot learn from it.

It was not engaging

at all and a person
cannot learn a thing
from this model.

Presentation
Quality

Clear, concise, accurate and

informative. Mostly told from
their understanding and not
read.

1 step is out of order, it

is not as clear or
concise. The
presentation is read.

2 steps are not correct or

out of order. It is not
clear or can confuse the
audience. It is apparent
that the presenter does
not understand the
model.

3 or more steps are

out of order. It is
very confusing to
the audience.
Content is not
understood by the
presenter.

Connection to
Model

Presenter connects
completely and naturally to
the model for instruction.

Presenter stumbles in
one place, but refers
naturally to the model
for instruction of the
audience.

Presenter stumbles more

than once and cannot
connect the model to
what they are saying.

The presenter does

not know the
information and
how it connects to
the model.

Publication

The project is free of spelling,

capitalization or grammar
errors.

1-2 errors in spelling,

capitalization or
grammar.

3-4 errors.

More than 5 errors.