Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Natalie Grey, Crystal Riches

Grade Level Third Grade`

Subject Science: Light and Shadows Lesson

Date To be taught 1/31/19

Part One: Lesson Focus – “The What”

Thinking Points​: ​What am I expecting students to learn? What materials and
resources am I planning to utilize?​ ​What will I accept as evidence that my
students have learned?
Content Objective​: Kindergarten Objective 2: ​Examine what happens when
What do I want my students you block the sun’s light. Explore shadows and
to know and be able to do? temperature changes.
Students will be able to …… C

Standard​: Kindergarten Standard 2: Earth and Space Science.

What is the CCSS that Students will gain an understanding of Earth and
corresponds with this Space Science through the study of earth materials,
objective? celestial movement, and weather.

Language Objective​: ● Students will be able to explore the effects of

What will my students do to light and shadow on various objects.
learn and/or demonstrate ● Students will be able to alter mirrors to give off
their mastery of the lesson by light.
reading, speaking, writing, or ● Students will be able to begin to understand
listening? how light moves through some objects.
● Students will learn that light bounces off other
objects.
● Students will learn that light gets absorbed into
other objects.
Assessment: Students will be assessed by having a worksheet to be
What assessments will I filled out as they shine their light at different points of
utilize to determine that my the cups and objects to show understanding of what
students have learned and happens to the shadows of the objects.
met the objective?
There will also be a Science Talk to assess their
understanding.

Materials​ ​and Resources: ● Large light source for shadow puppets

What materials and resources ● Large empty white wall
will I utilize to facilitate ● Small flashlights
student learning? ● 6 dixie cups
● Small mirrors

Part Two: Lesson Implementation – “The How”

Thinking Points​: ​How will I teach to ensure learning for all students? How will I
engage my students in the learning process? How will I check for understanding
throughout the lesson? How will I make instructional adjustments for students
that are in need of additional support?
Lesson Teacher Expectations: Student Expectations
Components Instructional Strategies/Activities/
with Estimated Questions
Timeframe

Lesson Shadow Puppets

Introduction:
15 minutes The teacher will sit the students down Students will learn how to
How will I clearly on the rug and do shadow puppets on display shadow puppets.
communicate the wall.
the objective Students will try and make
and purpose for The teacher will show how to do the their own shadow puppets
learning? How shadow puppets. on the wall.
will I provide
background The teacher will put out other items: Students will be able to
knowledge? 1. Mirror make predictions about the
How will I “hook” 2. Empty plastic bag various objects’ shadows.
the students? 3. Plastic bag with quarter in it
4. Action figure
Science Talk Teacher will ask the following Students will answer the
5-12 minutes question(s): question and discuss how
1. How do shadows happen? they think that it happens.
2. How can we use sun to create
shadows?
3. What happens when different
materials block light?
4. What do you think will happen
when I block the light with this
paper? What about wood?

Instructional Cups and Light

Strategy:
Teacher I DO
Modeling –
5 minutes The teacher holds up the cup and The students will answer
What will I say asks: ​How will the shadow look of this with their own predictions
and do as I cup if I shine the light straight into the and watch how the process
demonstrate the cup? happens.
demonstrated
the concept? The teacher will make a prediction and Students will learn how to
draw what she thinks the shadow will fill out their worksheet
look like on the board. properly.

How will the shadow change if I move

the light higher and higher but still
shine down into the cup?

WE DO

The teacher holds up the cup and Students will make a

points at the letter A on the cup and prediction on their
tells each group to make a prediction worksheet along with the
about what the shadow will look like teacher.
from 6” away and draw it on the
worksheet. Students will draw the
image of the actual
How do you think the shadow will look shadow.
when it is shining on the Letter A from
6” away?
 The teacher shines the light on the
letter A and reviews how to fill out the
worksheet.

YOU DO

The teacher will tell the students that it Students will complete the
is their turn to do the rest of the worksheet and ask
worksheet with their partners. questions as needed.

Check for How did the shadows look as the light Students will answer the
Understanding: got farther away? questions to the best of
2 minutes their ability.
Why did the shadows change as the
light got farther away?

Instructional Mirrors and Light

Strategy:
Teacher I DO
Modeling –“
We Do” Teacher will ask ​How can you place Students will answer
5 minutes mirrors to make light shine on one side questions in partners.
What will I say ​ eacher will let
of the flashlight? T
and do as I students collaborate with partners to
demonstrate the
WE DO
demonstrated
the concept? Teacher will call upon students 3 times Students will come up in
show 3 different examples of how light pairs front of class and
reflects with mirrors. show 3 different mirror and
flashlight concepts.

YOU DO

Teacher will instruct students to work Students will work in pairs

in pairs with remainder of light and throughout the remainder
mirror stations. of the mirror stations,
solving how to make light
reflect the way instructed.
Check for How did you place the mirrors to make Students will answer the
Understanding: the light shine in 1 direction? questions to the best of
5 minutes their ability.
How will I know How did you place the mirrors to make
that all students the light shine in 2 different directions?
know the
objective and
purpose of the
lesson?

Instructional Other Objects and Light

Strategy:
Teacher I DO
Modeling
–“You Do” What happens when light travels from Students will make
5 minutes air (gas) into water (a liquid)? predictions of what will
What will I say Teacher will model experiment after happen with the light when
and do as I predictions. it hits the liquid.
demonstrate the
demonstrated WE DO
the concept?
How does light change when you Students will make
cover the flashlight with various predictions of how the light
materials (e.g was, paper, fabric, will change with the
plastic bag, plastic)? different variables.

Teacher will give materials to students, Students will be able to

and have students work in pairs. manipulate the variables to
base discussion on the
changes with the light.

YOU DO

Teacher will observe and watch for Students will go through

understanding from the students. rotations in pairs.

Teacher will also clarify questions from

the students.
Check for Which objects made shadows? Students will answer the
Understanding: How and why were the shadows questions to the best of
5 minutes different? their ability.
What is a general rule for making a
shadow?

Lesson Teacher will observe as they come up Students create their own
Closure with their own shadow puppets and shadow puppets and ask
2 minutes talk about how to make them work on any questions that they still
How will I review the walls. have about light and
and clarify the shadow.
concepts
taught?