Megan Borich

First Observation- Lesson Plan (Science)

Subject/Lesson Title
Science- Investigating the Reflection of Light

Estimated Time: 1 hour

Standards:
Strand 5-Physical Science- Concept 3- Energy And Magnetism
PO 1: Demonstrate that light can be reflected (with mirrors)

Learning Goals:
SWBAT… Explain the importance of light.
SWBAT… Demonstrate understanding of reflection of light.

Language Goals:
SWBAT… Verbally discuss and write key vocabulary words.

Key Vocabulary:
Light
Reflect
Reflection
Angle

Resources/Materials:
Mirrors
Tennis Balls
Flashlights
Poster paper
Pencils

Anticipatory Set:
Hold a discussion prior to the lesson, discussing students’ funds of knowledge about light.
Ask questions such as, “What do you know already about light, and why is it so important?”
“What is light’s importance to plants and animals?” “What does it mean when we say light is
reflected?”

Mini-Lesson:
After the anticipatory set, we will go outside and I will demonstrate an activity. The activity
is supposed to demonstrate how light travels. I will have a ball and bounce it straight down
in front of me. I will ask the students, “As I throw the ball straight down, how is it traveling
back to my hand?” Repeating this movement several times. I will be hoping that the
students see and respond that the path is straight down and straight back up. Then I will
choose a student and throw the ball to them at an angle. I will ask them to single bounce it
back to me. Continuing this activity, I will again ask what path the ball is taking. My hopes
are that students see that the paths are still straight but at an angle. Next we will head back
inside for another demonstration. The students will sit in a circle around me and I will
 Megan Borich

place a mirror on the floor and turn the lights off. Then I will shine a flashlight straight
down towards the mirror and ask the students to look for the reflected light. Next I will
shine the light at an angle and ask the students to locate the reflection now. Then I will ask
the students to compare the paths of the ball with the paths of the light. “What similarities
and differences did you notice between the paths of the ball and the light?” Then we will
record some of our responses on a piece of chart paper.

Work time:
After I give instructions of the group activity, students will work in their table groups to
complete the rest of the lesson. Students will do a further lesson on paths of balls and light.
They will work in small groups of 3 to inquire more about how light reflects. They will use
the mirrors and flashlights to observe these paths of light. After they work together for 10
minutes, we will come back together as a group.

Closure:
Come together for a group discussion of what they saw. “What do we call this bouncing of
light off the mirror?” (Reflection)
Close lesson by adding words to word bank (light, reflect, angle)

Differentiation for student needs:

Modeling, introduce and define vocabulary, hands on activities, group work.

Questions:
“How can you compare and contrast the paths of the ball and the light?”
“What does it mean for light to be reflected?”
“What paths to light travel in?”

Integration Areas:
Language arts- students will write and define vocabulary words. Students will compare and
contrast the activities.

Formative Assessment:
Teacher observation—informal notes, check for understanding before, during, and post
lesson. Students will have a more formal assessment in later lessons.