Kara Weinstein 2/24/2017

Description: Students will learn about main ideas, key details, and interpreting charts &
diagrams while exploring the scientific concept of light and light waves.
Standards:
CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it appears.
4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength
and that waves can cause objects to move.
Objectives:
Students will be able to identify the main idea of non-fiction texts.
Students will be able to interpret information given in charts.
Students will be able to explain how information given in charts support the authors
main idea.
Students will be able to create a model that illustrates the properties of waves.
Procedure:
1. Review 2. Main Idea/ Supporting 3. Share 4. Closure - 5. Post
Details Map Assessment
Watch the Students will write their Students Return to the The post-
video own paragraph about will share bubble map that assessment will
Properties something they learned their the class created assess students
of Light about light. The students paragraphs in the first understanding of
by Real will begin by filling out a and lesson. Have the main ideas and
World table that has their main diagrams students discuss interpreting
Science on idea, 3 supporting details, with the rest anything that charts. Students
Discovery and then their conclusion. of the class. they would like will be given a
Education They will create a diagram Volunteers to add or paragraph about
to review that helps support their will explain change on the light with a
the main idea. After students their main map. Have diagram. Read the
concepts complete the table, they idea, students raise paragraph aloud
that the will write a final copy of supporting their hands and and have the
students their paragraph and details, and record students examine
have diagram. diagram responses on the diagram.
already with their the map. Students will then
learned. classmates. answer 3 multiple
choice questions
about the text.
Prior Knowledge: Students have learned the basics of light and how light travels. They learned
that electromagnetic waves are light given off from the sun and that apportion of these waves are
visible light. Students have learned about incandescent lighting and fluorescent lighting. Finally,
students have learned the light travels in waves. They know the terms wave length, frequency,
amplitude, crest, and trough.
Opening: Students will watch the video Properties of Light by Real World Science on
Discovery Education. The video will review the topics from the previous lesson. Link to the
video: https://app.discoveryeducation.com/player/view/assetGuid/f333b72c-e6cc-4455-910b-
dfa3ebf0a19c
Questions:
What was the most interesting thing that you learned?
How do you determine your main idea?
How do you chose what details to support your main idea?
What should I include in my diagram?
What did you learn about waves?
Academic Language:
Wave: a disturbance that moves away from its starting point
Vacuum: a region that is empty of any matter
Wavelength: the distance from one crest to the next crest
Amplitude: the height of the wave from resting position to its highest point
Trough: the low point of a wave
Crest: the high point of a wave
Frequency: the number of waves produced each second
Hertz (Hz): unit that frequency is measured in
Materials: Properties of Light video, projector, main idea worksheet, lined paper, pencils,
bubble map, marker, post-assessment
Adaptions: Students who need extra support will be able to work with the resource teacher and
teacher consultant. When writing their paragraph, students who struggle will only be required to
write 2 supporting ideas instead of 3. When taking the post-test students with IEPs and 504s will
work with me in a small group so I can aid them.
Check for Understanding: Students will write a paragraph about the information that they
found most interesting, which will demonstrate their understanding. As a whole groups, students
will go back to the bubble map that was created in the first lesson and add their new knowledge.
Assessment: Students will complete the same assessment at the beginning of the lesson segment
and at the end of the lesson segment to show that they understand main idea and can interpret
diagrams which aligns to the standards.
Continuity: This is the final lesson in the segment. This lesson has students apply the
information they learned about light and light waves. Students will take this information they
learned and write a paragraph containing main idea, supporting details, and a diagram or chart.