2 Developmental Lesson Plan

Teacher Candidate: Amanda Salomon Date: 2/20/21

Group Size: 25 Allotted Time: 60 minutes

Grade Level: Kindergarten

Subject or Topic: Lesson plan 2, How can sunlight change objects

Common Core/PA Standard(s):Standard: Standard - 3.2.2.B2

Explore and describe how different forms of energy cause changes. (e.g., sunlight,
heat, wind)

Learning Targets/Objectives:
● The kindergarten students will be able to identify why different light forms cause
changes by observing different objects with light
● The kindergarten students will be able to understand what light forms can cause by
observing objects and using an inquiry sheet

Assessment Approaches: Evidence:

1. Thumbs up/Thumbs down 1.Observational
2. Exit ticket 2.At the end of the class students will have an
3. Guided inquiry sheet exit ticket where they draw how the shadow
…. would look when different light sources are
presented (For example: there will be a
picture of a lamp up close and they will be
asked what a shadow of a rock would look
like. Students should draw a small shadow of
a rock from what they learned in the activity)
3.Through the inquiry students will fill out a
guided note sheet
…
Assessment Scale:
1.None
2.The students will be graded on a rubric for the exit ticket:
(shown at bottom of lesson)
3. 1-2 questions correct below proficient: we have watched a video on light sources and went
over it a few times
3 questions correct proficient: student understands the material
4-5 questions correct above proficient: student understands fully how light can change an
object with multiple different light sources and multiple different objects
Subject Matter/Content:
● light can cause objects to be portrayed in different ways

Prerequisites:
● A basic understanding of what shadows are
● An understanding of what reflections are (taught in the previous lesson)
Key Vocabulary:
● Shadow- the dark image cast on some surface by a person or thing blocking the light
of the sun or another source of light.
● Light- the form of energy that makes it possible for the eye to see. The sun produces
light.
● Size- a measure of largeness or smallness according to a numbered scale.
● Object- anything that has shape or form and can be seen or touched.

Content/Facts:
● What is light?
○ the form of energy that makes it possible for the eye to see. The sun produces
light
○ bigger light waves can be detected through the human eye
● What can light do to objects?
○ light can cast shadows, reflections etc on objects
○ light can give off the impression that an object is bigger or smaller than it is
when looking at a surface
● What type of light sources can give off energy that we can see (Ex. shadows,
reflections)
○ any type of bright light source can create energy
○ with some smaller light sources you may not be able to see the energy it gives
off with the human eye
○ light sources you can see (it’s energy) with the human eye
■ a lamp
■ a flashlight
■ the sun
■ a ceiling light
○ light source you may not be able to see (it’s energy) with the human eye
■ a laser pointer
■ a t.v. or computer screen
● Why might you not be able to see some light sources (energy) with the human eye?
○ some light sources may not be bright enough for the human eye to see it
making changes on objects
○ some light sources may not be big enough for the human eye to see it making
changes on objects (laser pointer)
● How can a light source make an object's shadow be portrayed bigger and smaller?
○ shadows can become bigger and smaller depending on how close or far you
hold the object from the light source
 ○ holding an object closer to the light source will make the shadow smaller
because the object will be blocking more light from the source
○ holding the object farther from the light source will make the shadow bigger
because the object will be blocking less light from the source
● What is an object?
○ an object is anything that has shape or form and can be seen or touched
○ light can cause any type of object to be portrayed in different ways
● How can an object's reflection or shadow be moved?
○ when the light source is moved the objects portrayed energy will also be moved
○ you can physically move a man-made light source (a lamp) to cause the objets
portrayed energy to move
○ an artificial light (the sun) will be moved naturally through the day to cause the
objects portrayed energy to move

Introduction/Activating/Launch Strategies:
● To get the students excited about lights I will have the students all sit on the rug as a
group
● I will then play “The light song”
● https://youtu.be/kmxhbT9a2jY
● Students can get up and dance around/sing along to the song
Development/Teaching Approaches
● I will instruct students to move around the room and collect one object they think will
change when light is shined on it
○ Items will be placed around the room prior to this by the teacher as a guide for
the students (items will also be labeled so the students can copy/write it down
on the inquiry sheet)
○ Some items may include
■ a cereal box
■ a canvas
■ a pencil
■ a notebook
■ etc.
● Once students gather there object they will head back to there tables (5 people at each
table)
● Students will talk about what object they gathered and be directed to answer a few
question
○ The teacher will ask each question then give the students a few minutes to talk
about each while walking around and making sure they are on track
■ What do you think will happen when you put the object close to the
light source?
■ What do you think will happen when you put the object far from the
light source?
● After students are finished talking they will be instructed to gather on the rug for a
story
○ The teacher will read the story “Firenze’s light” by Jessica Collaco
○ To keep the students engaged throughout the story, we will stop frequently and
 finish and make a new anchor chart about light and shadows
■ The students will give points about the light from the book and
background knowledge they have learned about light/shadows so far
■ The teacher will also have premade sticky notes for the anchor chart to
guide the students
● Now that we have finished the story we will talk about our questions from previously
○ What do you think will happen when you put the object close to the light
source?
○ What do you think will happen when you put the object far from the light
source?
■ students will share their predictions
○ the teacher will then have the students play a game called thumbs up thumbs
down
○ students will put there head down on the desk and they will be asked two
questions
■ If you think your objects shadow (energy) will look bigger on the desk
when you put it closer to the lamp put your thumb up (“I think it will
look bigger”) or thumb down (“I don’t think it will look bigger”)
■ If you think your objects shadow (energy) will look smaller on the desk
when you put it farther from the lamp put your thumb up (“I think it will
look smaller”) or thumb down (“I don’t think it will look smaller”)
■ the teacher will tell the students that we are now going to start an
inquiry to find the answers
● Students will now head back to there table of 5
● At there tables there will be some materials for the students to work with; materials
will include:
○ one of the previously said light sources
○ a guided inquiry sheet (shown at the bottom of the lesson)
○ There previously picked objects they predicted would cause light to change it
● Students will move throughout the five stations to test out the different light sources
○ Students will get five minutes at each table, once the teacher says switch; the
students will be permitted to move to the next table
● They will leave the found objects at the tables so they are able to test out different light
sources as well as different objects
● On there guided inquiry sheet students will draw what they see when there object gets
closer and farther away from the light
○ at each table they will draw what they are observing
○ the teacher will remind the students to move the object closer and farther away
and to stay on task
■ throughout this inquiry the teacher will continuously remind the
students the key points to observing
● gather information
● talk with peers
● draw or write down what you are seeing
● Once the students are done at all tables they will head to the big group discussion rug
and wait for further directions
 ● Students will be directed to turn to a partner and talk about what they learned
○ They will turn and talk about if there predictions were right or wrong
○ What did the light do to the different objects?
● Once students have talked for a minute or so the teacher will quiet everyone down and
we will have a group discussion
○ students will share out what they talked about and if there predictions were
correct
● The class will also talk about what happen when the object got close and farther away
from the light source (previously learned in the content section)
● Students will now go back to there tables again and have an exit ticket to fill out
○ The exit ticket will once again show different light sources (close and far away)
along with an object (shown at the bottom of the lesson)
○ Students will have to draw the object either big or small depending on the
distance of the light source
○ Students have now done this physically with the experiment today so they
should be able to understand what is being asked of them

Closure/Summarizing Strategies:
● To close students will be instructed to start cleaning up their supplies
● They will put there found objects in a bin in front of the room as well as there
completed guided inquiry sheet in a bin in front of the room
● Once students are finished cleaning up they will again gather on the rug
○ the teacher will ask the students if they can think of any other light source that
we didn’t use in today's inquiry
○ The teacher can give hints to make it more engaging and fun for the students
■ The answer will be the sun
● The teacher will tell the students that tomorrow we will be taking a trip outside to use
the sun's energy source and see what that can do to objects
● The students will leave thinking about this:
○ How are we going to use the sun to change objects?

Accommodations/Differentiation:
● Student A has ADHD
○ since he may have difficulty paying attention on his own while doing the
experiment he will be at a table (as they travel with there tables to each station)
with a student who excels in the subject science
○ This student will help student A keep on track
○ Student A will also be allowed one fidget toy to hold while he walks around to
the different tables with this table mates
○ The teacher and aid in the classroom will also be keeping an eye specifically on
this student to make sure he’s on task

Materials/Resources:
 ● Anchor chart
○ Colorful markers to make the anchor chart
● Objects placed around the room that could potentially make shadows (25) including:
○ a cereal box
○ a canvas
○ a pencil
○ a notebook
○ etc.
● The book “Firenze’s light” by Jessica Collaco
● Collaço, J., & Li, A. (2014). Firenze's light. United States?: Shine Your Light Books.
● The light song
○ https://youtu.be/kmxhbT9a2jY
○ Youtube link
● Different types of light sources (5) including
○ a bright computer screen
○ a big lamp
○ a laser pointer
○ a t.v. screen
○ a flashlight
● Guided note inquiry (25)
○ writing utensil for the guided note sheet
● Exit ticket (25)
● Fidget toy for student A(1)
● Children's dictionary where the definitions were found
○ https://kids.wordsmyth.net/we/?ent=shadows
● Premade sticky notes for the anchor chart

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

Remediation Plan (if applicable)

Personal Reflection Questions

 Additional reflection/thoughts

Anchor Chart: Made by Amanda Salomon

Exit ticket: Made by Amanda Salomon
Exit ticket rubric: Made by Amanda Salomon