Date of Lesson: 5/1
Time: 2:00
Length of Lesson: approx 1 hour-1 ½ hours
Curriculum Area_Science-Content Area: Earth Science
Age/Grade Level: 6th
Teacher’s Name: Brittany Brooks
1. Learning Objectives(What the student must do or demonstrate)
a.) Observe events, plain objects, find patterns and effectively state their findings
b.) Form a conclusion that is rational based on prior knowledge
c.) Name effects that science has on life
d.) Effectively communicate what they have learned through entries in their writing
journals
2. New York State Learning Standards
STANDARD 1—Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
Key Idea 1:
The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing, creative process.
S1.1 Ask "why" questions in attempts to seek greater understanding concerning
objects and events they have observed and heard about.
S1.1a Observe and discuss objects and events and record observations
S1.1b Articulate appropriate questions based on observations
Key Idea 2:
Beyond the use of reasoning and consensus, scientific inquiry involves the testing of
proposed explanations involving the use of conventional techniques and procedures and
usually requiring considerable ingenuity.
S2.1a Indicate materials to be used and steps to follow to conduct the
investigation and describe how data will be recorded (journal, dates and times,
etc.)
S2.3a Use appropriate "inquiry and process skills" to collect data
S2.3b Record observations accurately and concisely. The observations made
while testing proposed explanations, when analyzed using conventional
and invented methods, provide new insights into phenomena.
S3.1 Organize observations and measurements of objects and events through
classification and the preparation of simple charts and tables.
S3.1a Accurately transfer data from a science journal or notes to appropriate
graphic organizer
S3.2a State, orally and in writing, any inferences or generalizations indicated by
the data collected
S3.4 Adjust their explanations and understandings of objects and events based
on their findings and new ideas.
S3.4a State, orally and in writing, any inferences or generalizations indicated by
the data, with appropriate modifications of their original prediction/explanation
S3.4b State, orally and in writing, any new questions that arise from their
investigation
3. Materials
 Hatchet by Gary Paulsen
 Science Journals
 Writing Utensil
 Clear, deep dish
 Water
 Milk (approx. 1 tablespoon)
 Flashlight
 Spoon
 2 Clear drinking glasses
 Opaque bowl
 Penny
4. Lesson Process
(A) Engage (10 minutes)
Teacher will read an excerpt from Hatchet. This piece of the book discusses refraction
and the bending of light. After reading this section, teacher will write the word
refraction on the board and discuss what happened in the story and why fish were not
able to be caught. A definition of refraction will be given to the students. Students will
write the definition of refraction and what happened in the story with refraction in their
science journals.
(B) Explore (10minutes)
1. Teacher will demonstrate refraction to the entire class using the large clear
deep dish, a flashlight, milk and water.
2. Teacher will:
a) Begin by filling the dish with water
b) Add a few drops of milk to the water (adding more if needed to give
water a cloudy look)
c) Shine flashlight into water (varying the angle of the light entering the
water if need be)
3. Make sure students can see the light bend as it enter the water
4. Discussion of what happened when light entered the water
5. Students should be able to communicate the relationship between the
occurrence and the definition that was given to them during the engage
6. Students will record the results in their science journals, paying specific
attention to why the light bent.
Links to other curriculum Areas:
Math- (angles)
Connections Strand
Students will recognize and apply mathematics in contexts outside of
mathematics.
6.CN.6 Recognize and provide examples of the presence of mathematics
in their daily lives.
ELA- (writing in their journals and HW assignment)
NYS ELA Standard OneStudents will read, write, listen, and speak for information and understanding.
As listeners and readers, students will collect data, facts, and ideas; discover
relationships, concepts, and generalizations; and use knowledge generated from
oral, written, and electronically produced texts. As speakers and writers, they
will use oral and written language to acquire, interpret, apply, and transmit
information.
(reporting what they learned in their science journals.)
(C) Explain (15 Minutes)
Students will be grouped in pairs to discuss what was learned from this lesson and what
they witnessed during the teacher’s demonstration to the class. I will use a think pair
share after asking them “does light passing through water make a difference on how we
see things or is it the opacity of the water that really matters?”
Teacher will review what was learned by leading a class discussion of the activity and
what occurred. Students will be told that refraction is just one of the many
characteristics of light. Since light usually travels in straight lines, it bends as I passes
from objects of different densities. Light travels at 186,000 miles per second. If a
material is more dense than air the slower the speed of light will be. Light passes slower
through water as an example. Also , give a brief overview of the learning centers and
what the activities included will entail, also letting them know we will discover the
question that was asked of them.
Students will be able to tell teacher what happened in the activity with detailed
descriptions. Also give an account of what they wrote that happened to Brian in the
story hatchet. Teacher will make sure they know that Brian could not catch the fish
because they were not where he thought they were because of the refraction.
(D) Extend, Expand, Elaborate(15 Minutes)
If time allows I would have students work on more activities that could actually be
center activities if time does not allow.
 Bending rays
o In this activity students will draw a vertical line on a sheet of paper, one
that is about four or five inches long.
o
o

Students will place this paper on the bottom of the glass, cutting it in
half.
Students will peer into the glass and keeping their head still they will
poor water into the glass to see what happens to the line.
Spoon in a glass
o In this activity students will fill a clear glass with water.
o Then they will place a spoon in the glass.
o Looking into the glass from the side, students will notice what happened
to the spoon after being placed in the water.
(E) Evaluation
(a.) Learning outcomes of previous lessons related to this topic.
(b.) Focus of assessment in this lesson
1. Assess student’s ability to find patterns, observe events and plain objects,
and effectively state their findings.
2. Evaluate student’s ability to form a reasonable conclusion based on prior
knowledge and new information presented
3. Review student’s ability to name the effects that science has on life
4. Assess students ability to communicate what they have learned through
entries in their science journals
(c.) Method of assessment
Students will write entries in their science journals about the day’s activity and what
they learned from the lesson, activity and the learning centers they went through
afterwards.
(d.) Differentiation
i.
Low Level Students
Students will demonstrate their knowledge gained from lesson and activity
in whatever way they can best display and relay information.
Expectation that students will be able to give an account of what happened
in the story and how it was similar to what we saw in the classroom
activities. (type of adaptation- output)
ii.
Higher Level Students
These students would have their science journals handed in and graded.
Teacher would pay attention to detail on their entries.
(e) Lesson modifications
i.
Low Level Students
These students may be paired with a confident student who would keep the
group on task and help the lower level student understand what is going on in
the activity. Also, students may want to have the opportunity to be provided
with an online activity if they cannot focus on the activity that is going on in the
classroom.
ii.
Higher Level Students
These students could be given the challenge paper about the disappearing
penny and answer questions about what happened to arcimedes ships once
they have finished the other activities the class was working on. To make the
activity more challenging, students could see if the angle that they look into the
glass has an effect on what they see. They should explain in detail.
5. Assessment of lesson
Assessment will be based on the journal entries.
6. Student work
Challenge worksheet (attached. )
Homework- Writing their own story about light refraction, being sure to include new
vocabulary and ideas they have learned through lesson and activities.
7. Learning Center
There will be three stations in this learning center. (2 of these centers were used as
extensions of there was time)

Spoon in a Glass (explained above)

Bending Rays(explained above)

Magic Penny
o Students will place a clear container on the table and place a penny in
the bottom of the container (no water)
o Students will start walking away from the container keeping their eye
on the penny.
o When the students can no longer see the penny, they stop.
o Another student from the group will pour water in the container and
they will watch the penny reappear.
o A discussion of why this happened should occur as well as an entry into
their science journals.
8. References
Needham, F(Ed.). (2005). ScienceSaurus. Wilmington, MA: Houghton Mifflin Company.
Pgs(314)
Reed, Kirsten (2002, August 9th). Utah Education Network. Retrieved April 3rd, 2009, from
www.uen.org/lessonplan/preview.cgi?LPid=2339