Lesson Plan Template

Subject / Course: General Science TC Name: Jordan Meyer

Grade Level: 10 AP (Gifted) Date:

Topic: Optics Time of Class: 1:15-2:30

AT Name: Barbara Jarosz Room # / Location:

1. Lesson Overview / Summary

Provide a general overview of your lesson so that anyone can quickly see where the learner is going and what
the learner needs to do to get there. Examine the front matter of the curriculum to learn where your lesson fits
within the broader context of the curriculum. Use the Understanding by Design framework.

a) What is it that students will learn and be able to do?

Refer to Section 7

b) How will you know that they learned or are able to do “it”?

Refer to Section 9

c) How will you guide them through the process to get them to “it”?

Refer to Section 7

d) Big Idea or Overarching Principle--What one idea do you want your students to take away
from this lesson?

Refer to Section 9

2. Instructional Expectations & Learning Skills

Identify specific expectation(s) or PART of an expectation from the ON Elementary Curriculum or the
ON Secondary Curriculum to be assessed and learning skills & work habits that occur during lesson.
a) Overall Expectation(s)

E3. demonstrate an understanding of various characteristics and properties of light, particularly

with respect to reflection in mirrors and reflection and refraction in lenses.

b) Specific Expectation(s)

E3.2 identify and label the visible and invisible regions of the electromagnetic spectrum

c) Learning Skills and Work Habits for Grades 1-8 and Grades 9-12 Check off skill(s) that align with
the learning experience in section 9 and describe how you will assess the selected skills.

Responsibility: Collaboration: Class works together to Yes

pool their knowledge about light before
they dive into the unit

Organization: Initiative:

Independent Work: Self-regulation: Open forum asking about Yes

the teacher; must be responsible and ask
questions that are appropriate for class

3. Pre-assessment and Addressing Student Needs

How will you pre-assess your students’ current knowledge in order to ensure that the learning experience will be
successful? Consider the students you will be teaching and anything that will affect their learning or your
teaching strategies (e.g., include academic, social/emotional, physical and diversity needs, and provide
strategies to address the needs and/or accommodations/modifications. How will you differentiate learning for
students? N.B. use initials of students rather than full names)
Refer to: OTF resource and Planning for Students with Special Needs
Supporting English Language learners in Grades 1-8 or Grades 3-12

Pre-assessment (diagnostic) How will you differentiate?

Academic Needs: Class is ahead of the

curriculum, requires challenges to keep their ● Bring inquiry problems that don’t have
attention definitive answers, allow students to explore
for extended periods of time
Behavioural/Social/ ● Lessons should support this type of behaviour,
Emotional Needs: Incredibly energetic and but route the enthusiasm to the material rather
distractive class - need to be reigned in than other topics
almost every 5 minutes, a lot of talking and ● Allow for them to joke around when
joking around appropriate, and be understanding of their
energy
● Be firm when out of hand

Physical Needs: None present in this class as

of yet ● Update when needed

Diversity/Inclusivity: No accessibility
accommodations needed as of yet, and the ● Update when needed
class is very white

4. Content
List content related material (NOT how you will teach it). This is a reference section for you, the teacher or
anyone else who uses your lesson plan, regarding content. Content can include diagrams, facts, maps,
definitions, terminology, examples, anything that may be necessary for you to understand to address
students’ questions, extend their thinking or scaffold learning.
If easier, add attachment and indicate here to “see attachment”; ADD or DELETE rows as needed.

Content Name Content Details

Conditions for Sight 1) Path - There must be a clear path between the object and the Eye
2) Orientation - The eye must align with the path

Ray Model of Light Light is represented as a ray that travels in a straight path, the direction of
which can be changed only by placing an obstruction in its path
Beam Model of Light Light is a bunch of small parallel rays traveling in the same direction, not
one large ray; it just appears that way to the eye

5. Learning Environment
Describe or sketch the learning environment to include the setup of workspaces, equipment, materials relevant
to the lesson, etc. – you may wish to include a map/layout of the classroom. See example.

● Class is arranged in large lab benches - two benches are in the middle of the room, with room fo
about 12 students each
● Around the extremities of the classroom are more lab benches
● Each seat has an older computer, with a thick keyboard (computer has educational programs)
● Front of the class features large lab bench when teacher sits, with a projector screen behind
● Not many materials present for actual labs, extra pencils and erasers in the cabinets behind the
teacher lab bench

6. Required Resources
List ALL resources required to conduct this lesson such as website URLs, paper, pencils, lab equipment,
markers, rulers, paint, books, maps, videos, posters, handouts, number of copies, etc.)

● Chalk and Eraser to create dust from Chalk

● Laser
● No worksheets for this lesson - meant to be easygoing and introductory
7. Learning Goals and Success Criteria
Learning Goals identify what students are expected to know and be able to do – in student friendly, clear
language – based on the expectations and other learning opportunities; shared with students at the beginning of
a learning cycle (i.e., lesson, unit, point in a unit, etc.)
Success Criteria describe in very specific terms, what successful attainment of the learning goals look
like/sound like; how will students specifically provide evidence of their learning to demonstrate their knowledge
and skills, also refer to achievement charts for the subject; often co-constructed with students. Here is an
example.

1. Learning Goals

I will be able to;

1) Describe the conditions which must be true for Sight

2) Explain the Ray Model of Light
3) Explain the Beam Model of LIght

2. Success Criteria

I will be successful when;

1) I understand that path and orientation are the two conditions for sight
2) I understand that the Ray Model of Light characterizes light as a phenomenon which
travels in a straight path, unless an object is put in its path
3) I demonstrate that a single light ray has multiple small light parallel light rays within
them

8. Scaffolding via Gradual Release of Responsibility and Planning the

Assessment
This section provides considerations to help organize the learning experience in section 9. Consider the level of
Scaffolding via gradual release of responsibility and Planning the Assessment
Describe the task under each section; Minds On, Action, and Consolidation. Specifically describe
instructions/strategies for each part of the lesson. How will you differentiate instruction for your learners, i.e.,
content, process, product and environment/affect?
Minds On
● How will you introduce the lesson? What will you say/do? Include 2 or 3 key questions and
anticipated responses. How will you model this?
● What will students do? How will you motivate students and maintain meaningful engagement?
● How will you transition from one part of the lesson to another?
● What instructional strategies will you use for this component?
Action
● What specific questions will you ask? List 4 or 5 key questions and anticipated responses to be
included.
● How will you use your pre-assessment of students to address their needs during the lesson?
● What will students do? How will you motivate students and maintain meaningful engagement?
● How will you gradually release responsibility? Look at your Level of Scaffolding. This should change
within each section of the LP.
● What will students do with others?
● How will you transition from one part of the lesson to another?
● How will you gather evidence of student learning?
● What assessment tool will you use to document student learning?

Consolidation
● How will the lesson end? How will key components be summarized or reviewed?
● Provide 1 or 2 key questions and anticipated responses.
● What assessment tool will you use to document student learning?

9. Organizing the Learning Experience: Minds On, Action, Consolidation

*Feel free to add and delete rows as needed*

Agenda
Consider a quick overview of the lesson and list key elements in the lesson to write or draw on
white/blackboard as an agenda for students and you to follow; keep it concise and catchy; for non-readers,
use symbols or images). Where will you display your agenda?

1. Minds on - Who Am I?
2. Action - Conditions for Sight;
3. Consolidation - Homework Wonderings

Timing/Scaffolding/ Assessment Three-part lesson

(see part 8 for details on scaffolding each section)
eg: 9:00-9:15am
Timing: Hook/Minds On (activation)
Level of scaffolding Slide 1;
Select and highlight one:
[Link] - Egg Mirror
▢ I do it Description; why can we see the egg in the mirror even though
(demonstration or modelling)
the paper is in the way ? Give them 5 minutes to figure out.
▢ We do it Review of Laws of Reflection and Plane Mirrors
(shared practice)
▢ You do it together [Link]
(guided practice)
▢ You do it
(independent practice)

Purpose of Assessment
▢ for learning
(diagnostic or formative)
▢ as learning (formative)
▢ of learning (summative)
How will you gather evidence of
student learning?
▢ observations of:
▢ student/teacher conversations
(whole class, small group, individual
questioning) regarding:
▢ student tasks / products that
provide students with ways to
demonstrate learning, specifically:

Timing: 30 minutes Action (application/exploration/meaningful student

engagement throughout lesson/activities)
Level of scaffolding
Select and highlight one:

▢ I do it
(demonstration or modelling)
▢ We do it Slide 2: We think of all curved mirrors in terms of one reflective
(shared practice) sphere diagram. Draw on the board a sphere; show one side as
concave and convex - if we take this half of the sphere, and
▢ You do it together
don’t worry about the other side, we get a convex mirror, where
(guided practice)
the reflective surface is pointed outwards. We’re not focusing
▢ You do it on that today. We want to focus on the otherside. If you
(independent practice) take the other side, where the reflective surface is pointed
inwards, you get a concave mirror. Those are the mirrors
Purpose of Assessment we’re looking at today, and that are gonna be on the quiz.
▢ for learning Slide 3: So here’s how we’re going to draw them - Taking a look
(diagnostic or formative)
at this diagram, there are a couple terms we have to understand
▢ as learning (formative) before going further and drawing ray diagrams with concave
▢ of learning (summative) mirrors.
How will you gather evidence of Slide 4: All of this will make more sense when we start working
student learning?
with ray diagrams. Go through each phrase and draw a diagram
▢ observations of: with the class; they must follow along.
▢ student/teacher conversations
(whole class, small group, individual Draw a diagram with the class; 1) Draw the actual mirror
questioning) regarding: symbol, curved inwards with lines dashed outwards
▢ student tasks / products that 2) The first point we need to know is the centre of curvature
provide students with ways to (read definition) - what does that mean? If we extended our little
demonstrate learning, specifically: curved mirror and thought of it as part of a whole sphere, the
centre of curvature is right in the middle of that sphere. Erase
rest of sphere - we label this point C.
3) Next we draw a line extending from the centre of curvature to
the midpoint of the mirror. Notice the line intersects at the mirror
at a 90 degree angle, meaning you’ve just drawn a normal.
This is called the principal axis, and is the basis of our ray
diagrams.
4) The point where the principal axis and the mirror surface
meet is called the vertex. Label with a V.
5) Show video again;
[Link] - What do
we notice about the light rays reflecting off the concave mirror?
First of all, they are all coming in parallel to the principal axis,
but what happens when they are reflected? They are meeting at
a single point. This point is called the focus.
6) The distance between the vertex and the focus is called the
focal length. The distance between the centre of curvature and
the focus is always the same as the focal length on our
diagrams.

Ok, so now we know the important parts of a concave mirror

diagram, now how can we use these to describe the images
shown to us in these weird curved mirrors. Well there are some
rules to remember.
Slide 5: Explain all of these with the diagram we just built.
Draw another concave mirror diagram underneath the rules.
Copy what I am doing.
1) Parallel ray to principal also reflects into the focus
2) Light ray through centre of curvature
3) Reverse of 1; show how car headlights take advatnage
of this rule - car headlights are made with concave
mirrors, place lightbulbs on the focus of the concave
mirror, so that every light ray emitted is coming from the
focus. This means that the reflected rays will reflect
parallel to the principal axis, which is why headlights
give off those nice straight beams of light
- NUMBER THESE RULES OFF AT THE END OF
THE RAYS

Ok, now that we know these rules, we can start finding images
within the mirror like we did with Ray diagrams in plane mirrors.
If you weren’t at the second lab we did, I’m sorry, but to find the
locate and describe the images in plane mirrors, we were
looking for intersection points between two light rays. That’;s
what we have to do with concave mirrors. Depending on the
position of the object relative to the cetnre of curvature and
focus, the image we see will look really different. So lets go
through it.

Slide 6: Depending on where we place the object relative to the

mirror, we get different images, but we use the same steps to
figure out how these images look. Do this same thing every time
you see a concave mirror! We’re going to look at 5 cases with
different images.

Slide 7: Ok so, to use a ray diagram to locate images, we shoot

two rays from the top of our object every time - one parallel to
the principal axis, and one through the focal point. Follow the
rules we discussed again - a light ray shot parallel to the
principal axis will reflect through the focus, and a light ray shot
through the focus first, will reflect parallel to the principal axis.
The point where these two rays intersect is where our image is
formed. So we have an image formed in front of the mirror,
that’s kinda weird no? Let’s see if an image is formed behind
the mirror. Extend the reflected rays behind the mirror, you
notice that there isn’t going to be a point of intersection. So
there isnt any image formed in a mirror when an object is
placed beyond the centre of curvature, its produced in front of
the mirror. We call this type of an image a real image, becasue
the light rays we see are actually arriving at an the images
location. Show the video here, what do I mean by this? What do
I mean by this; show this video (8:58)
[Link] - where is
the image appearing? You can see there’s no actual image in
the mirror in this case,

Ok now we have to bring in SALT to describe the image,

reminder SALT means size, attitude, location, and type.

Slide 8: Do the same thing with the rays - one parallel, one
through the focus

Test if there is a virtual image again

[Link] (7:38)

Slide 9: Give the students time to try this on their own. Then
take it up. Do the same thing with the rays - one parallel, one
through the focus

[Link] (4:57)

Slide 10: Obviously we can’t shoot a ray through the focus

because we’re on the focus, so we’ll use our other rule; and
shoot a light ray at the vertex. What do we notice about the
reflected rays? No intersection point. What about behind the
mirror? No virtual image?

[Link] (3:43)

Slide 11: Obviously we can’t shoot a ray through the focus

because we’re on the focus, so we’ll use our other rule; and
shoot a light ray at the vertex. SAME THING

[Link] (2:42)

Slide 12: Overview

 Timing: 20 Minutes Consolidation
Level of scaffolding
Select and highlight one: -
- Color is real according to our brains, but it is not a
▢ I do it natural property of the world. Electromagnetic
(demonstration or modelling) waves are a natural phenomenon; but it’s our minds
▢ We do it that have evolved to pick up electromagnetic waves
(shared practice) from 700-400 nm. Think about a person with
▢ You do it together blindness; they don’t perceive color at all, and if you
(guided practice) were to try and describe a color to them, you literally
▢ You do it wouldn’t be able to. But the electromagnetic waves
(independent practice) still exist around them.
- A person with total blindness has no conception of
Purpose of Assessment the electromagnetic spectrum between 700-400 nm ,
▢ for learning just like we have no actual conception of x rays, or
(diagnostic or formative) radio waves - we don’t perceive them. Color is only
▢ as learning (formative) our perception of a small portion of the EM
▢ of learning (summative) spectrum, and not

How will you gather evidence of

student learning?
▢ observations of:
▢ student/teacher conversations
(whole class, small group, individual
questioning) regarding:
▢ student tasks / products that
provide students with ways to
demonstrate learning, specifically:

10. Reflective Practice

Select and respond to a reflective prompt from below. Please do not continually use the same prompt after
each lesson. Consider the rationale behind WHY you have selected today’s prompt. Record your reflection on
this lesson plan.

1. How do I know the students learned? What specific areas of the lesson could I have improved? Why? How
might I improve my future lessons?
2. How does my teaching reflect the wide range of learners in the class? Do I respond in ways that avoid the
marginalization of some of my students in my classroom? How might I improve?

3. How might I improve my questioning strategies? Why? What next steps will support this?

4. In what ways did I help my students enhance their creativity? (e.g., How did I help them come up with new
ideas and solutions?) What is one specific step I might take to learn more about facilitating student creativity?

I got my students to think critically about color, and discuss the metaphysical implications of vision. “Is
color real sparked a lot of debate in the class, and the students had a lot of fun debating with each other. I didn’t
necessarily get them to create new solutions, I got them to be able to be comfortable with having no solution. This
is a skill that all students should have in the future, especially in exploratory math.

5. How did I help my students enhance their critical thinking skills? (e.g., How did I help them question and
evaluate ideas and solutions? How did I help them consider other perspectives regarding a particular topic? How
did I help them think about their thinking?) What is one specific step I might take to learn more about facilitating
students’ critical thinking skills?

6. How do I think the lesson went in general? Why? What evidence supports this?
What questions do I have now that I have implemented this lesson? How will I address these questions?

7. What was most challenging in planning and implementing this lesson? Why? How did I or will I address this
challenge going forward?

8. What did I learn about myself as a “teacher” after planning and implementing this lesson? Why? What are my
next steps?