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    The lesson plan is for a 3rd grade class on light and colors. Students will describe why the sky is blue by completing an inquiry sheet involving experiments with water, powdered milk, flashlights, and CDs/glue sticks. The experiments demonstrate how blue light scatters in water while yellow and red wavelengths are transmitted, similar to how light scattering in the atmosphere makes the sky appear blue. Students will make predictions, observations, and conclusions about the experiments. The lesson incorporates differentiation strategies like grouping a student with peers for support.

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    305 Lesson 4

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    43 views4 pages
    The lesson plan is for a 3rd grade class on light and colors. Students will describe why the sky is blue by completing an inquiry sheet involving experiments with water, powdered milk, flashlights, and CDs/glue sticks. The experiments demonstrate how blue light scatters in water while yellow and red wavelengths are transmitted, similar to how light scattering in the atmosphere makes the sky appear blue. Students will make predictions, observations, and conclusions about the experiments. The lesson incorporates differentiation strategies like grouping a student with peers for support.

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    The lesson plan is for a 3rd grade class on light and colors. Students will describe why the sky is blue by completing an inquiry sheet involving experiments with water, powdered milk, flashlights, and CDs/glue sticks. The experiments demonstrate how blue light scatters in water while yellow and red wavelengths are transmitted, similar to how light scattering in the atmosphere makes the sky appear blue. Students will make predictions, observations, and conclusions about the experiments. The lesson incorporates differentiation strategies like grouping a student with peers for support.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    43 views4 pages

    305 Lesson 4

    Uploaded by

    api-486543867
    The lesson plan is for a 3rd grade class on light and colors. Students will describe why the sky is blue by completing an inquiry sheet involving experiments with water, powdered milk, flashlights, and CDs/glue sticks. The experiments demonstrate how blue light scatters in water while yellow and red wavelengths are transmitted, similar to how light scattering in the atmosphere makes the sky appear blue. Students will make predictions, observations, and conclusions about the experiments. The lesson incorporates differentiation strategies like grouping a student with peers for support.

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    Developmental Lesson Plan 4

    Teacher Candidate: Jessica Godshall Date: September 23

    Group Size: 18 students Allotted Time: 50 minutes Grade Level: 3rd

    Subject or Topic: Light and colors

    Common Core/PA Standard(s):

    3.2.3.B5. Recognize that light travels in a straight line until it strikes an object or travels from
    one material to another.

    Learning Targets/Objectives:

    ● The third-grade students will describe why the sky is blue by completing the inquiry
    and inquiry sheet.

    Assessment Approaches: Evidence:


    1. Inquiry sheet 1. Answers on Inquiry sheet
    2. Turn and Talk 2. Observation
    …. …
    Assessment Scale:
    Proficient - Student completes the graphic organizer. All five questions are answered
    thoroughly describing predictions, observations and conclusions.

    Basic - Student completes most of the graphic organizer. All five questions are answered
    describing some predictions, observations and conclusions.

    Below basic - Student completes less than half of the graphic organizer. Not all five questions
    are answered and/or student did not grasp the concept.

    Subject Matter/Content:
    Prerequisites:
    ● Light - a form of energy that you can see
    ● Ray - a straight path or beam of light.
    ● Reflect - to bounce or throw back
    ● Absorb - to soak up
    Key Vocabulary:
    ● Dispersion - to go or move in different directions : to spread apart
    Content/Facts:
    ● As light passes through the atmosphere, blue is the color that is scattered the most.
    ● Yellow and orange are the colors that are transmitted in the beam of light.
    ● As the sun becomes lower to the earth and passes through a greater thickness of
    atmosphere, it appears more red.
    Introduction/Activating/Launch Strategies:
    ● Say, “Yesterday, we learned about how our eyes see color. We learned that objects
    absorb different amounts of light energy. They absorb certain colors of light waves,
    and reflect others. The colors that are reflected are the ones that bounce into our eyes
    and allow us to see color. Today we are going to continue our exploration of colors as
    we learn about some of the colors we see in the sky.”

    Development/Teaching Approaches
    ● Watch BrainPop video on Rainbows.
    ○ Say, “Yesterday we learned about how prisms refract light so that we can see
    colors. This is exactly what happens when we see a rainbow in the sky. When
    the sunlight hits a raindrop, it refracts the light and splits into different colors.
    When many raindrops refract light at the same time, it forms a rainbow. We are
    able to imitate that right here!”
    ● Demonstrate using a CD, basin of water, flashlight, and white sheet of paper. Shine a
    flashlight on the CD in the water so that a rainbow reflects onto the white piece of
    paper.
    ● “So when we look up in the sky and see a rainbow, we know that the raindrops are
    refracting the light into different colors. So how come when it is not raining, the sky is
    blue? Today, we’re going to perform an inquiry to discover why the sky is blue.”
    ● In small groups, have students fill clear containers with water. Add a few pinches of
    powdered milk to the water so that a light beam can be seen shining through the
    container.
    ● “Imagine that the flashlight is like the sun and the container of water is like the sky.
    What colors do you expect to see when you shine the flashlight through the container?
    Write down your predictions, and then your observations. When students look at the
    side of the container, the water appears blue. When they look at the end of the
    container it appears yellowish orange.”
    ● Explain that as light passes through the atmosphere, blue is the color that is scattered
    the most, and yellow and orange are the colors that are transmitted in the beam of light.
    As the sun becomes lower to the earth and passes through a greater thickness of
    atmosphere, it appears more red.
    ● Have students create models independently using glue sticks and flashlights. Have
    them write predictions of how the light will appear through the glue sticks. Have them
    record their observations as they shine the light through one glue stick, and then as they
    tape more on one at a time. How does the color change?
    ● “Similar to the experiment in the container, the beam of light transmits mostly yellow
    and red light waves. The glue sticks represent a light beam. The color of the glue sticks
    turns from white light, to yellow, and to red. The blue light is scattered almost
    immediately, which is why it shows up in our atmosphere, and not in beams of
    sunlight.”
    Closure/Summarizing Strategies:
    ● Have students record their observations. Have them take a few minutes to reflect on
    what they have learned, and turn and talk to their tablemates about the question, “Why
    is the sky blue?” Once they have had the chance to discuss, they should each write their
    own answer on their inquiry sheet.
    ● “You all did a great job, my little smarties. Tomorrow, we’re going to learn about the
    energy that comes from the sun, and we’ll also put into practice all that we’ve been
    learning this week!”

    Accommodations/Differentiation:
    ● For a student with a mild intellectual disability, I would intentionally group and pair
    her with students who will support her and work through each section at a slower pace.
    ● Instead of an inquiry sheet, I would have her record videos of herself on an iPad
    describing her predictions and observations of the experiments.

    Materials/Resources:
    ● Inquiry sheets
    ● 3 clear containers of water
    ● blank CD
    ● White paper
    ● flashlights
    ● powdered milk
    ● gluesticks
    ● pencils

    Blue Sky. (2020, October 2).​ Exploratorium.

    https://www.exploratorium.edu/snacks/blue-sky

    Rainbows - BrainPOP. (2020). ​BrainPop.

    https://www.brainpop.com/science/energy/rainbows/

    Merriam-Webster’s Learner’s Dictionary. (2020). ​Learner’s Dictionary.

    https://learnersdictionary.com/

    Sidman, J., & Zagarenski, P. (2009). ​Red Sings from Treetops: A Year in Colors

    (Sidman, Joyce) (0 ed.). HMH Books for Young Readers.


    Spilsbury, R. (2018). ​Investigating Light (Investigating Science Challenges).​ Crabtree

    Publishing Company.

    Spilsbury, L., & Spilsbury, R. (2013). ​Light and Sound (Essential Physical Science)​.

    Heinemann.

    Reflective Response:
    Report of Student Learning Target/Objectives Proficiency Levels

    Remediation Plan (if applicable)

    Personal Reflection Questions

    Additional reflection/thoughts

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