Teaching Plan

Lesson 1
Anticipated Teaching Date: April 10th, 2024

Name: Kat Murray Grade: First Date: 4/10/24

Content Area: Science Curriculum/Unit: Amplify Light and Sound Lesson: Amplify 1.3

Lesson Focus: Light comes from a source

Preplanning Questions:
What do I want the students to figure out? (DCI) Light comes from a source.
What experiences do students need to figure that out? (Phenomena, CCC) Light source
hunt.
What do they need to do with that experience, what evidence will they need to have? (SEP,
CCC) Lights come from a source, they will observe and record their observations.
How will students show me what they have figured out? (Assessment) Students will be able
to share a light source.
How will I use this to understand what students know? (Assessment - understand student
sensemaking) Having students share a light source will show me that they understand
what a light source is.

Students will (Practice) to (Practice or CCC) (DCI). (using the lens of CCC)
3-Dimensional Learning
Goal Students go on a Light-Source Hunt to observe and record the different
sources of light (cause and effect) in their school environment.

1-PS4-2. Make observations to construct an evidence-based

Building Towards account that objects in darkness can be seen only when
Performance illuminated.
Expectation
-Students are identifying that light needs to come from somewhere.

-Clipboards
Materials Needed -Paper
-CleverTouch

 Whole group
 Discussion-based
Instructional Methods
  Think-Share-Pair  Sharing Out
 Cold Calling
Participation Strategies

To introduce the lesson, I will remind them that in our last unit, we
talked about kindness and answered the question “Can we see in the
dark?” I will have them turn to a partner to discuss the question. I
will then allow students to share that we cannot see in the dark and
Introduction to Lesson that we need light to see. I will then ask students our driving question
and Driving Question which is “Where does light come from?” I will then tell students that
(5 mins) we will be going on a hunt around our school. “We are going to take
a walk together around the school and as we walk, I would like you
to look at the different places that light is coming from. You will
each have a clipboard and a piece of paper to write down the
different lights that you will see.”

Before leaving the classroom, I will remind students, “I know this is

exciting, but we still need to follow 2/3 of our hallway rules, I want
you to watch in front of you, and catch a bubble in your mouth. As
you are writing down the different lights that you see I want you to
Science and Engineering
use your best-guess spelling to try and write, but you must be able to
Practice:
tell me what you wrote down.” I will then take the students on a walk
Observe/Record
(10 mins)
down the hallway, towards the gym, then up the ramp, and around
the upstairs. We will then take the stairs back down to the first-grade
area. As we walk, I will be pausing in different areas to allow
students to write. Students will be observing the lights throughout the
school and recording their thoughts on a piece of paper.

When we get back into the classroom, I will have students come to
their spots on the carpet so we can share our ideas. I will have
students pair up with someone next to them to share some of the
lights that they observed. I will then go through each partnership and
have them share the light that they observed, and I will record it on a
chart. After I have a variety of sources, I will point to one and ask,
“Where is this light coming from?” and I will go through each of our
Science and Engineering
lights to have them discuss where the light itself is coming from.
Practice: Record
When we come to the word “lamp” I will unplug one of the lamps in
(10 mins)
our classroom and bring it over to show them that the light is coming
off of the lamp, but the light itself is coming from a lightbulb. I will
then tell the students, “Light comes from a specific area and that is
called a light source, so each one of these is a light source.” I will
then ask, “Where does the light shine? What is bright when the light
is shining?” and engage in a discussion about how light makes
surfaces brighter.
 I will then ask students if they can think of any more light sources
that are not on our list. After giving them some time to think, I will
Closing/ Transition Out have students turn to their partners from before and discuss some
of Lesson and revisiting other possible light sources. I will remind them that in our turn and
the Driving Question talks, one partner will share their ideas and then the other will share
(10 mins) their ideas. I will allow each partnership to share their ideas and add
any new ones to our light source list. To close the lesson, I will ask
the students again, “Where does light come from?”

Assessment  Oral

Assessment Criteria Each student will be asked to provide a light source that they see
(What are you looking regularly.
for in student work to
help you know they’ve
met your learning goal?)

Technology -Clevertouch ActiveInspire to take notes.

Components

We have one-on-one time to work with students who need additional

Intervention
support.

As students are recording their observations, I will allow drawings

Modifications
for the students who do not feel confident with their writing.

Students who have vision issues are seated closer to the board, and
Accommodations
directions will be repeated multiple times.

As an extension, we could go outside and see what light sources are

Lesson Extensions
outside.

Cross-Curricular We do flashlight reading so that is another light source that all

Connections students know of.
Lesson 2
Anticipated Teaching Date: April 12th, 2024

Name: Kat Murray Grade: First Date: 4/12/24

Content Area: Science Curriculum/Unit: Amplify Light and

Lesson: Amplify 1.5
Sound

Lesson Focus: Light makes surfaces look bright.

Preplanning Questions:
What do I want the students to figure out? (DCI) Light makes surfaces bright.
What experiences do students need to figure that out? (Phenomena, CCC) Flashlight
reading in a dark room.
What do they need to do with that experience, what evidence will they need to have? (SEP,
CCC) They can see the book clearly when their flashlight, can’t see without the light.
How will students show me what they have figured out? (Assessment) Draw a model of our
flashlight reading.
How will I use this to understand what students know? (Assessment - understand student
sensemaking) If students can draw an image that shows light making part of a surface
bright and show the darkness around, it will show me that they understand that light
coming from the flashlight makes a surface bright.

Students use flashlights to investigate making surfaces bright (cause and

3-Dimensional Learning
effect). They go on to create diagram models and make claims about
Goal
what causes a surface to look bright (cause and effect, patterns).

1-PS4-2. Make observations to construct an evidence-based

Building Towards account that objects in darkness can be seen only when
Performance Expectation illuminated.

-Flashlights
Materials Needed -Patterned sheets
-Worksheet

 Whole group
 Discussion-based
Instructional Methods

 Think-Share-Pair  Sharing Out

Participation Strategies

Introduction to Lesson To start, I will remind students that last time, we were answering the
and Driving Question question, where does light come from? To figure this out, we took a
(5 mins) hunt around the school, then took apart the lamp to discover that
light comes from a light source. I will then tell students that today
we will be working to figure out, “What makes something look
bright or dark?” (I will have students sitting at their desks at this
point.) “What have we learned so far to help us answer this
question?” (There needs to be light for things to look bright. Light
comes from a source. If there is no light then we can’t see, we can’t
see in the dark.) “We have also observed the pattern that light
sources make things and surfaces look bright. Just like we asked
questions about things we wondered when we read Can You See in
The Dark? Scientists and engineers also ask questions when they
see something new and wonder about it. They might ask, how does
this work? Or What is happening to make this work?”

“I have some light sources here, and some surfaces that we can look
at. Remember, our flashlights stay pointed only at the surfaces. If I
see a flashlight pointed at someone’s face or eye you will lose the
privilege to hold the flashlight, and you will have to complete this
lesson at Ms. Homer’s table.” I will pass out some sheets of paper
with different patterns, and flashlights to each student. I will then
Science and Engineering
attempt to make our room as dark as possible, (sheer
Practice: Investigate
curtains/fishbowl) and I will ask “What would you do to make our
(5 mins)
paper brighter? (Point the flashlight at the paper) Why do you think
that pointing the flashlight at the paper makes it look brighter?
(Light from the flashlight goes to the surface and the light shines on
the surface). I will prompt them to make their papers bright, make
them dark, make the desk bright, lets try shining it on our window,
what happens when we shine light on a clear surface, etc.

I will have the students go back to their seats and turn on our
CleverTouch. I will ask students, “What did you notice?” and write
their observations down. I will ask questions like, “What happened
when you moved the flashlight off of the paper?” and “How did
they look different?” After allowing time for discussion, I will flip
to an image with a flashlight and a surface. I will then ask, “One
thing that scientists and engineers do to figure something out is draw
Science and Engineering diagrams or models to show what they’re thinking. How could I
Practice: Modeling model this? If my light source is here, how would I show the light?
(15 mins) (Hold up a flashlight to a surface (Easel)) would it cover this whole
surface? How would I show that this part is dark?” I will then pass
out a sheet of paper with a large box. (See Materials). I will ask
students to put one of their sheets of paper on their desks and shine
flashlights onto it. I will then ask them to draw a model of what they
observed. I will tell them that I will also be doing this, and they only
have 10 minutes to draw this (I will turn the timer on. This will help
motivate the students who tend to dilly dally) and I will also let
 them know that when the timer rings, each of them will be showing
off their drawings on the HoverCam.

When the timer goes off, I will have the students come to their spot
on the carpet and bring their drawings. I will take turns having the
Closing/ Transition Out
students put their drawings under the camera and describe what they
of Lesson and revisiting
drew. They need to be able to tell me that light comes from the
the Driving Question
(5 mins)
flashlight and makes part of the surface light and leaves some parts
dark. “So, what makes a surface look bright?” (Light coming from a
source makes surfaces look bright)

 Oral  Project/ Product

Assessment
 Drawing

Assessment Criteria Models include the light source and light shining on a specific area
(What are you looking for of the paper to make it bright.
in student work to help
you know they’ve met
your learning goal?)

Technology Components -Clevertouch ActiveInspire to take notes.

Intervention I will be circulating for any needed interventions.

I will provide cutout images of flashlights for students to use on

Modifications
their model.

Timers will be posted for students who need help with time
Accommodations
management.

To extend this lesson, I could have students model light making

Lesson Extensions
different surfaces bright.

Cross-Curricular We do flashlight reading so that is another light source that all

Connections students know of, and all students have experienced.
Lesson 3
Anticipated Teaching Date: April 15th, 2024

Name: Kat Murray Grade: First Date: 4/15/24

Content Area: Science Curriculum/Unit: Amplify Light and Sound Lesson: Amplify 1.4/1.5

Lesson Focus: Cause and effect

Preplanning Questions:
What do I want the students to figure out? (DCI) Students will be able to write a sentence
using a sentence stem, using cause and effect language.
What experiences do students need to figure that out? (Phenomena, CCC) Light comes
from a source and makes a surface look brighter.
What do they need to do with that experience, what evidence will they need to have? (SEP,
CCC)
How will students show me what they have figured out? (Assessment) Filling out a sentence
stem to describe their models.
How will I use this to understand what students know? (Assessment - understand student
sensemaking) Students need to be able to identify the light source on their model and
identify that the light makes a surface look bright. I am looking for a light source, a
surface and the word bright or brighter.

Students will (Practice) to (Practice or CCC) (DCI). (using the lens of CCC)
Students analyze and interpret observations they gathered on the
3-Dimensional Learning
Light-Source Hunt to explain or describe the cause and effect
Goal
relationship that all light comes from a source and that surfaces are
bright because of light coming from a source. (Cause and effect)
1-PS4-2. Make observations to construct an evidence-based
Building Towards account that objects in darkness can be seen only when
Performance Expectation illuminated.

-Google slides
Materials Needed -ActiveInspire
-Half sheet with sentence stem

 Whole group
 Discussion-based
Instructional Methods

 Think-Share-Pair  Sharing Out

 Tables/Pod Discussions
Participation Strategies
 “Over the past couple of days, we have investigated the questions
‘Where does light come from?’ and ‘What makes surfaces look
Introduction to Lesson bright or dark?’ so what can you tell me about what we have figured
and Driving Question out?” I will allow time for recalling and discussing what we have
(5 mins) learned so far. “So we learned that light comes from a source, and
makes surfaces bright. Today, we are going to be writing about what
we’ve figured out.

“Scientists need to know what happened but they also need to know
why it happened. Using these words will help us explain what we
know about light.” I will point to the word ‘so’ on the slideshow.
“The word ‘so’ shows that two things are connected. For example, I
kicked the ball so it rolled across the playground. I could’ve just
said, ‘I kicked the ball.’ But so many things can happen when you
kick a ball so its important to connect kicking the ball to it rolling
across the playground. Another example is, “I bit into the apple, so
my tooth came out.” There are many things that could cause your
tooth to come out, so it’s important to connect it to the apple.” I will
then display the second sentence frame and ask the students, “how
can we use this sentence stem to describe an image from Can You
See in The Dark?” I will place an image on the screen of a
streetlight, and allow students to build a sentence.(Light comes from
the streetlight, so the street looks bright.) I will then show pages 6
and 7 of the book, and help students fill in the blanks of our
Science and Engineering
sentence stem. (Light comes from the projector, so the movie screen
Practice: Analyzing Data
looks bright). I will then show pages 10 and 11 of the book, and
(10 mins)
have students work with a partner to come up with a sentence.
(Light comes from the campfire, so the tent looks bright) After I
give time for the partnerships to find the light source and what it is
making look bright. “I’m noticing a pattern here. Something
happens with light, so a surface looks bright. This is something that
scientists pay attention to and care about a lot. It is called cause and
effect. It means that one thing makes something else happen.
Scientists and engineers have words like ‘so’ that they use to let
other people know that one thing causes another. There are many
other cause-and-effect connections all around us. One thing happens
so something else happens.” I will then draw a Tchart on the board
and write our sentence “I kicked a ball so it rolled across the
playground.” Into the corresponding sides of the cause and effect
Tchart. I will then ask students if they can think of any more
examples of cause and effect using ‘so’. After our discussion, I will
send students back to their seats.

Science and Engineering I will then ask students, “How can we use our sentence frames to
Practice: Making Claims describe the models we drew yesterday? I am going to pass out our
(10 mins) models from last time and this half sheet of paper with our sentence
 stem. I am going to put our sentence stem back on the board, and I
want you to use this to describe your model.” As a hint, I will write
underneath each blank what goes in each spot. (light source, surface,
what happens). I will pass out the sentence stem sheets and their
models from yesterday. I will circulate as students are writing.

Closing/ Transition Out As students finish, I will have them bring me their models and
of Lesson and revisiting sentence stems and staple them together. This will be their
the Driving Question assessment that I will analyze for student learning.
(5 mins)

 Written  Project/ Product

Assessment
 Drawing

Assessment Criteria Students need to be able to identify the light source in their model,
(What are you looking for as well as acknowledge that it is making their surface bright.
in student work to help
you know they’ve met
your learning goal?)

Technology Components ActiveInspire, Google Slides

Intervention I will be circulating for any needed one-on-one interventions.

Modifications I will be doing examples on the board for students.

Accommodations I will provide a word bank for some students.

I could have students write sentences about the other light sources
Lesson Extensions
that we have looked at.

Cross-Curricular Students will be practicing ther writing.

Connections