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Light Unit Lesson 4Overview: In this lesson the student investigate what happens when light bounces or reflects

off things. They learn that when light hits an objects, it can bounce directly back,creating a mirror-like reflection, or bounce in many directions and scatter. They alsouse a model to describe what happens when light bounces.

Sources: Science Companion- LightLesson 4

Attending to the Learners

Anticipating student ideas: Students will have learned about the path that light can take and will now start tomove on to observing how light can bounce off of certain item. The students havelearned a lot about the moon and how it reflects the suns light which is why it lookslike it projects light. I anticipate that they will use this information to describe thereflection of light off of the tin foil.

Making the content accessible to allstudents:

This is a very hands on activity so students of all concentration level will have aneasier time staying focused. Students who also do not grasp the idea of lightbouncing will also be able to look at the ping pong ball example. This is a morevisual representation of the idea that light can bounce back in the same direction orscatter. Having the students engaged during the discussion after will also help themto stay focused. This visual will also help the student in my classroom that areEnglish Language Learners.

Learning Goals

Learning Goals Students will:1. Observe that light bounces or reflects off objects2. Recognize that light can bounce directly back in the direction it came

from, creating a mirror-like reflection, or bounce in many directions andscatter.

Connection to Standards S.IP.03.11 Make purposeful observation of the natural world using the appropriatesensesS.IP.03.14 Manipulate simple tools that aid observation and data collection

Instructional Sequence

Materials: Aluminum foil (27 sheets) Flashlights-check that they are all working Ping pong balls Rocks World book

*The flashlights and tin foil should be in different locations of the room but have one of each material ready tomodel for the class

Time Maincomponents

What the teacher will do What students will do

5 min Set-up: Call students to the carpet.

Ask a student to explain what happened inscience yesterday. Remind them that they sawhow light can reflect off of surfaces such asmirrors or the white board and they began todraw some models of how light traveled whenreflecting off an object.Explain that today we are going to look at how

light bounces off some different surfaces. Theywill compare bumpy tin foil to flat tin foil.

Students should come to the carpet quicklyand quietly.

One or a few students will talk about what wedid as a class yesterday. The other studentsin the class should be attentive and looking atthe students talking.

Students should show active listening by

looking at the teacher.

22 min Independentwork onproblem:

Model the two experiments to the students.Model the first experiment where the flashlightshould be held directly above the flat tin foil at aperpendicular angle. Tell them to record theirobservations on page 8 in their science journals.Next model the second experiment wherestudents should crumple the foil lightly and thenconduct the same steps as in experiment 1.

Students should continue active listening andstart to ask question when necessary. Theyshould be observing the modeling in front ofthe class.

Students will be working with their light

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Time Maincomponents

What the teacher will do What students will do

Before dismissing the students, ask some themto repeat the directions back to you to ensureunderstanding of the experiment.Have each partner get one of the materialsneeded before starting the experiment.

science partner on this experiment. Studentsshould be talking to their partner about theirobservations before they write anything down.Students should record all observations thatare made.

5min Launching of

Discussion:

Have students return the items and come to the

carpet as a class to form a circle around theedge. Ask: What did you notice? What did youexperience? Did you experience the same thing?Did anyone experience something different?

20 min Orchestration ofthe Discussion:

After students have shared their experiences, tryto find a connection that will transition into themodel.Show the students the model of the ping pongsbouncing off of the flat book compared tobouncing off of the rocks. Explain that the pingpong balls are the light beams, the book is theflat tin foil, and the rocks are the bumpy tin foil.

Ask:What did you notice? Do you see any similaritiesbetween this model and what we did with ourexperiments today? What do you think the lightdid when it hit the bumpy tin foil?Be sure to ask students to add onto others andask for thumbs and then ask students why theyagree or disagree.

Students should be watching the experiment.If some students seem a little antsy they canbe chosen to help with the experiment.

Students should be raising their hands tocomment on the model. They should beshowing their thumbs in the up or downposition to show their thoughts on theirclassmates thoughts.

1 min Conclusion: Review that light scatters when it is shined on ashiny bumpy surface and that light reflects at anangle when shined on a flat surface. Relatethese concepts to the models.

Student can ask any lingering question aboutthe concept or model here.

5 min End-of-discussion check

Give each student an exit slip to complete beforethe end of the lesson.

Student should draw these diagramsindividually.

Name:_________________________________ Date:___________________

Draw a diagram of what happens when lightbounces off of a flat shiny surface (like foil).Include:

The light source The surface The path of the light

Draw a diagram of what happens when lightbounces off of a bumpy shiny surface (like thecrumpled foil). Include:

The light source The surface The path of the light