LESSON PLAN
Name: Stephanie Bosello
Grade 4
December 7, 2012
Date
Cite sources used to develop this plan:
Grade 4 BC Curriculum Package
BC Science Probe Teacher’s Resource
Topic
Allotted Time
Science (Light)
45 minutes
1. Rationale: Why is this lesson relevant at this time with these students?
Students have finished their last unit on weather, and are now about to learn light and sound as guided by BC
curriculum for Grade 4. It is important that students learn about light and sound because they have many
properties that are related, and apply to their everyday surroundings. Light and sound are both forms of energy,
and students will have the opportunity to understand where this energy comes from.
Provincial Prescribed Learning Outcome(s) (PLOs): What IRP outcome(s) does this lesson develop?
• identify sources of light and sound
• explain properties of light (e.g., travels in a straight path, can be reflected)
2. Assessment (for/of/as)
Lesson Outcome
What will students learn?
“Students will be able to” (+
verb):
Sources of Evidence
What product or action will
show what students have
learned? (Title of Product or
Action) Write, Say, Do
Criteria
What will you look for in this
evidence (product or action)? What
does the successful product look
like?
-
Students will be able to
identify various
examples of light prior
to watching the video
-
Students will verbally
describe examples of
light in everyday life
-
Students will be actively
participating and
contributing in classroom
discussion on light
-
Students will understand
various properties and
vocabulary of light (i.e.
energy, waves,
reflection
-
Students will watch a
video and fill out a
worksheet describing
various light-related
vocabulary
-
Students will choose the
accurate answer to each
vocabulary/definition match
on the worksheet
-
Students will be able to
complete a worksheet
while watching a video
in class
-
Students will write
answers to questions on a
video worksheet
-
Students will display
responsible behavior when
watching the video in class
and will be actively
responding to questions on
the worksheet
3. Resources, Material and Preparation: What resources, materials and preparation are required?
- All About Light video
- All About Light video worksheet
J. Tonski Coursework
-
BC Science Probe textbook
MAYBE: Lighter and candle (to display light)
4. Lesson Development (Remember the 3 Main Principles of Teaching and
Learning)
 Introduction/Hook/Purpose (Anticipatory Set): How will you introduce this
lesson in a manner that engages students and activates their thinking?
- Light surrounds us; Ask students many questions like: where does light come
from? What is light? What are different kinds of light that we know of? MAYBE
light a candle (artificial light).


-
Teaching/Learning Sequence ( I do/We do/You do & M. Hunter): What steps
and activities are you going to use to help students acquire and practice the
knowledge, skills and/or attitudes needed to meet the outcome?
Pacing
5 minutes
35 minutes
Students will be given a worksheet that they must fill out during the movie: I will
explain the procedure and instructions as well as expectations for the movie.
I will explain that these worksheets will be marked by a peer after the video is over
I will explain that we will have the opportunity to go over the worksheets as a
class to make corrections
Students will watch the video All About Light (approx. 15-20 minutes) and must
respond to questions throughout the movie
Students will trade their papers with a partner and mark their worksheets
We will go over the correct answers as a class, and I will answer any questions
students have about the video content
If there is time, I will instruct the students to turn to Chapter 4 of their Science
Probe textbooks to introduce them to the content that we will cover next class
Closure: How will you solidify the learning that has taken place and deepen the
learning process?
Please let me know if this sounds like a good idea: offer students a challenge.
Ask students to keep track (mentally) or consider how many different types of
light they use in everyday life and think of a few examples to share next class
5 minutes
5. Accommodations (adaptations, extensions, other ): How will you plan for students who have
physical, learning and/or behaviour difficulties or require enrichment?
-
-
The worksheets have been created so that students do not have to write full words. This ensures that
they will be able to absorb the material from the video and not feel flustered trying to record lots of new
information.
The worksheet has been created so that students will be engaged with and listen to the video content
J. Tonski Coursework
Name:
Date:
Chapter 4: Natural and Artificial Light
After we finish reading Chapter 4 as a class, please respond to the following questions on
natural and artificial light using complete sentences.
1. If I had only natural light, my life would be different because:
________________________________________________________
________________________________________________________
________________________________________________________
________
2. Some things that produce artificial light are:
________________________________________________________
________________________________________________________
________________________________________________________
________
3. The advantage of artificial light produced by electricity is that:
________________________________________________________
________________________________________________________
________________________________________________________
________
4. We can see road signs at night because:
________________________________________________________
________________________________________________________
________________________________________________________
________
5. An important difference between natural and artificial light is that:
________________________________________________________
________________________________________________________
J. Tonski Coursework
________________________________________________________
________
6. What are some sources of natural light?
________________________________________________________
________________________________________________________
________________________________________________________
________
LESSON PLAN
Name: Stephanie Bosello
Science - Light
Grade 4
Topic
December 14, 2012
9:05/9:15-10:05
Date
Allotted Time
Cite sources used to develop this plan: Grade 4 BC Curriculum Package
BC Science Probe Textbook Teacher’s Resource package
6. Rationale: Why is this lesson relevant at this time with these students?
Students have finished their last unit on weather, and are now about to learn light and sound as guided by BC
curriculum for Grade 4. It is important that students learn about light and sound because they have many
properties that are related, and apply to their everyday surroundings. Light and sound are both forms of energy,
and students will have the opportunity to understand where this energy comes from.
7. Provincial Prescribed Learning Outcome(s) (PLOs): What IRP outcome(s) does this lesson develop?
• identify sources of light and sound
• explain properties of light (e.g., travels in a straight path, can be reflected)
8. Assessment (for/of/as)
Lesson Outcome
What will students learn?
“Students will be able to” (+
verb):
-
Students will be able to
differentiate between
Sources of Evidence
What product or action will
show what students have
learned? (Title of Product or
Action) Write, Say, Do
-
Students will complete a
worksheet that includes
Criteria
What will you look for in this
evidence (product or action)? What
does the successful product look
like?
-
Students will thoughtfully
complete their worksheets
J. Tonski Coursework
sources of / recognize
natural and artificial
light
comparing the
differences between
natural and artificial light
based on textbook
readings
during class time and they
will work quietly (students
will be able to
discuss/brainstorm answers
with a fellow student)
-
Students will be able to
respond to questions
derived from the
textbook
-
Students will complete a
worksheet that includes
questions from the
textbook
-
Students will complete their
worksheets using the
textbook as a resource for
information
-
Students will be able to
apply what they learned
about light to their daily
lives
-
Students will orally
describe (and be given a
“bucket filler dollar”) to
contribute to class
discussion on this
challenge topic
-
Students will actively be
involved and engaged with
this activity
9. Resources, Material and Preparation: What resources, materials and preparation are required?
- BC Science Probe textbook (page 81)
- Overhead video worksheet answers and marked worksheets from last class
- Glossary of light definitions
- Natural and artificial light worksheets
- OVERHEAD of nat/art worksheet
10. Lesson Development (Remember the 3 Main Principles of Teaching and
Learning)
 Introduction/Hook/Purpose (Anticipatory Set): How will you introduce this
lesson in a manner that engages students and activates their thinking?
- Ask students about their findings from the challenge I issued from the last day
“how many ways do you use light everyday?”
- I will ask the students what were some of the key things they learned from the last
day


Pacing
5 minutes
30 minutes
Teaching/Learning Sequence ( I do/We do/You do & M. Hunter): What steps
and activities are you going to use to help students acquire and practice the
knowledge, skills and/or attitudes needed to meet the outcome?
I will hand out the students’ worksheets from the video we watched last lesson
I will review what we learned from the video last class and go over the answers
using the overhead.
Students will then be asked to put their worksheets in their duotangs and asked to
get out their textbooks
Students will turn to page 81 in their textbooks
Students will volunteer reading the chapter
Students will be given a worksheet to compare and contrast natural versus artificial
light
Students will also be given a glossary to define light related terms
Closure: How will you solidify the learning that has taken place and deepen the
learning process?
5 minutes
J. Tonski Coursework
-
We will go over their worksheets briefly and review what we learned in the
chapter
11. Accommodations (adaptations, extensions, other ): How will you plan for students who have
physical, learning and/or behaviour difficulties or require enrichment?
- Students will be given a vocabulary sheet to add to their glossary for science that they can complete
when they are finished work
- Accommodations: student (HJ) will be given a worksheet and only certain answers need to be
completed. Student will be held accountable for completing their work.
J. Tonski Coursework