USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus

Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 10/10/17
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Lesson Content
What Standards (national or SC.3.P.10.4- Demonstrate that light can be reflected, refracted, and absorbed.
state) relate to this lesson?
(You should include ALL applicable SC.3.P.11.1- Investigate, observe, and explain that things that give off light often also give off heat.
standards. Rarely do teachers use
just one: theyd never get through SC.3.N.1.3- Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of
them all.) investigations conducted.

SC.3.N.1.6- Infer based on observation.

Essential Understanding
(What is the big idea or essential Big Idea: Light absorption
question that you want students to
come away with? In other words, Essential Question: How does light act when it passes from one kind of matter to another?
what, aside from the standard and
our objective, will students Learning Target: How can I understand how objects absorb light by engaging in mini experiments and
understand when they finish this recording the data in a chart?
lesson?)

Objectives- What are you

teaching? Students will be able to use their prior knowledge to share what they think the word absorption
(Student-centered: What will means/provide an example.
students know and be able to do
after this lesson? Include the Students will begin to understand the concept of light absorption by reading and discussing page 306-307
ABCDs of objectives: action, with their table groups.
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence Students will be able to connect their ideas to the concept of light absorption after engaging in some
written in the past or present tense, experiments and looking at the results.
A: the student B: will be able to re-
USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus
Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 10/10/17
19

write the sentence in future tense D:

with no errors in tense or tense Students will be able to understand that darker objects absorb more light by engaging in two scientific
contradiction (i.e., I will see her experiments and analyzing the data.
yesterday.)."
Note: Degree of mastery does not Students will understand that when light is absorbed, heat is produced.
need to be a percentage.)

Rationale
Address the following questions: I am teaching this objective because the students are learning about light energy. In this unit students
Why are you teaching this must learn about what occurs when light passes from one object to the next. This includes the concepts of
objective? Light, Reflection, Refraction, and Absorption. Before this unit, students learned a little about the different
Where does this lesson fit forms of energy which gave them the background knowledge they needed to know in order to be able to
within a larger plan? understand these bigger ideas when it comes to light energy. Students will also be able to connect what
Why are you teaching it this they know about heat and light in their understanding of light absorption. It is important for students to
way? learn about this concept because it occurs in the world around them and will prepare them for future
Why is it important for topics in later grades. I am doing small experiments with the students because they seem to be more
students to learn this concept? engaged in the lessons in which they are able to be hands on. The students in this class also love science.

Evaluation Plan- How will you

know students have mastered I will know that students have mastered my objectives because:
your objectives?
Students will write post it notes on what they already know at the start of the lesson.
Address the following:
What formative evidence will Students will engage in on topic discussions, be focused, and be able to answer some of my HOT
you use to document student questions.
learning during this lesson?
What summative evidence will Students will be able to analyze and interpret the data from the two experiments by being able to explain
you collect, either during this light absorption.
lesson or in upcoming lessons?
Students will show me that they understood the lesson by completing a journal response at the end of the
lesson: One new thing I learned today about light absorption is

What Content Knowledge is

necessary for a teacher to teach The teacher must understand the vocabulary: light, energy, absorption, color
this material?
USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus
Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 10/10/17
19

The teacher must also be able to explain the experiments and interpret the data results to the entire class.

The teacher must be able to connect the students prior knowledge on light, heat, and absorption
separately in order to understand the concept of light energy.

Teacher must be able to lead the class in a discussion on light absorption to get them connecting ideas and
thinking critically.
What background knowledge is
necessary for a student to Students must know that light is a type of energy. I know that they have this knowledge because this was
successfully meet these the previous unit taught to them. They also did well on that unit test. Before this lesson they also had to
objectives? review the vocabulary by creating a foldable. This gave them insight on what they would be learning.

How will you ensure students My learners are a group of 19 diverse students who enjoy science and engaging in hands on experiments.
have this previous knowledge? The students do a great job at thinking critically and engaging in class discussion with their peers on
Who are your learners? content read.
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content? Students might not understand that objects absorb light because they usually refer to the idea of
absorption as something soaking up liquid.

Students might also not understand that the lamp/ microwave light represent the sun in our experiments.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you In this lesson the teaching methods being used include demonstrations, group work, direct instruction,
use during this lesson? Examples class discussions, individual work and whole class experiments.
include guided release, 5 Es, direct
instruction, lecture, demonstration, I believe that it is very important to use a variety of teaching methods to meet the needs of all students. It
partner word, etc.) also makes the lesson more engaging and allows them to gain a deeper understanding of what is being
taught.
USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus
Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 10/10/17
19

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in 1:10- responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. 2:10 (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
The 1. Have materials ready for the lesson and have students get out their
Where applicable, be sure to responsibilit science textbooks and science notebooks.
address the following: ies of the 2. Review the Learning target with the students: How can I understand how
What Higher Order Thinking teacher and objects absorb light by engaging in mini experiments and recording the
(H.O.T.) questions will you ask? the students data in a chart?
How will materials be are 3. Take out chart paper and write the word absorption at the very top. Post
distributed? explained in it in front of the class.
Who will work together in the step by 4. Read the students the word and ask them to write down anything they
groups and how will you step know about the word (definition/example/illustration) on a sticky note.
determine the grouping? directions. 5. Give the students 3 minutes to complete this. When the timer goes off or
How will students transition as the students finish, have them put the sticky notes on the chart paper.
between activities? 6. Skim through the notes and discuss some of their ideas.
What will you as the teacher do? 7. Specifically focus in on the idea that many students will describe, a
What will the students do? sponge.
What student data will be 8. Then take out a sponge and a bowl of water and ask students to describe
collected during each phase? why they believe and how they know that a sponge absorbs.
What are other adults in the 9. Soak the sponge and then squeeze it to get out the water that was soaked
room doing? How are they up.
supporting students learning? 10. Then ask, Then how can objects absorb light?
What model of co-teaching are 11. Have them read page 306 and 307 with their Table groups and discuss
you using? some of the concepts. (At this time the teacher should start setting up the
experiments)
12. Have a whole group discussion about the ideas discussed in the textbook.
13. Then have students record both graphic organizers in their science
notebooks.
- One will be recording what happens to the marshmallow overtime as
you microwave it on a black plate versus a white plate.
USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus
Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 10/10/17
19

- The other will be recording the temperature of water overtime in two

containers (black versus white) as light hits them.
14. Begin with the jar experiment:
a. Find two identical glass jars
b. Wrap one with white construction paper and the other with black
construction paper.
c. Fill both glasses with the same amount of water and record the starting
temperatures.
d. Place both glass jars in the heat lamp and check the temperature after 5
minutes and again after 10 minutes. Record both of the temperatures in
the data chart.
15. Complete the marshmallow on a plate experiment next:
a. Take a marshmallow and place in on a white plate.
b. Take another marshmallow and place it on a black plate.
c. Place the plates in the microwave and have the students record their
observations and draw illustrations after 10 seconds, 20 seconds, and 30
seconds.
16. Review both experiments and have students discuss what they noticed
about how objects absorb light. They should come to the conclusion that
darker object absorb more light, which causes things to heat up faster.
They might also be able to relate this to the temperature of different
colored cars.
17. After the discussion, have the students look back on their sticky notes
and this time write in their journals one new thing that they learned.

What will you do if a student struggles with the content?

If a student struggles with the content, I will help them one on one or in a small group. I will also
lead the class into discussion that could aid the understanding of the lesson. The CT will also be
there to assist students as needed. Lastly, I will try to connect the ideas of light absorption to ideas
that they are already familiar with. Real world examples always help students.

What will you do if a student masters the content quickly?

If a student masters the content quickly, they will have to provide real world examples of light
USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus
Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 10/10/17
19

absorption. It would also be a good idea to have them fill out a Venn diagram in which they
compare their findings from the first experiment to the second experiment.

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

The students love science lessons and engaging in experiments. This lesson on light absorption
will help the students understand light energy better and provide them the opportunity to
participate in classroom discussions and think critically.

If applicable, how does this lesson connect to/reflect the local community?

This lesson connects to their lives because light absorption occurs all around us. A perfect
example is how a black car tends to be hotter than a white car after spending time in the sun (a
source of light). Their level of understanding in cases such as these, will increase.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Students who need additional challenge in this lesson will be able to engage in a deeper level of
conversation on their findings in the experiment and on what they read in the book. Students may
also be asked to explain some real world examples of light absorption to the class.

How will you differentiate instruction for students who need additional language support?

Students who need additional language support will be provided with the graphic organizers.
They are reading the text in groups, which will help them get all of the information regardless of
their reading ability. They are always able to access a dictionary, refer to the word wall, or use
their vocabulary foldable for the lesson. If needed I can translate any words necessary, draw
pictures, or work with the student individually.

Accommodations (If needed) J- This student needs to be constantly reminded to stay on task. I will continuously check on this students
(What students need specific and make sure he is working instead of doodling.
accommodation? List individual
USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus
Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 10/10/17
19

students (initials), and then explain B- This student has no problem completing his work, but likes to seek attention and has behavioral issues.
the accommodation(s) you will I will closely monitor this student and ensure that he is not distracting others during the lesson.
implement for these unique
learners.) A and H- These students are not allowed to work together because they would not get anything done, for
this reason they will not be allowed to partner up. They are at the same table group, so I will just have to
ensure that they are staying on task.
Materials
(What materials will you use? Why Science notebooks
did you choose these materials? Science textbooks
Include any resources you used. Chart paper
This can also include people!) Sticky notes
Pencils
White board
White board marker
Two jars
White construction paper
Black construction paper
Water
Thermometers
Heat lamp
Marshmallows
Black plate
White plate
Microwave
timer