Lesson Plan

Subject/Grade Level: 8TH SCIENCE

Lesson Title: ELECTROMAGETIC SPECTRUM PROJECT

Lesson Duration: 2-3 CLASS PERIODS (60 MINUTES)

Performance Objective: Upon completion of this lesson, the student will be able to
Understand how to use primary and secondary resources
Identify electromagnetic waves
Compare different components (wavelength, frequency, energy) of the electromagnetic spectrum
Identify uses of electromagnetic waves and their impact on living things

Preparation

Framework Strand: MSS-Science 8.2: Apply concepts relating to an understanding of chemical and physical
changes, interactions involving energy, and forces that affect motion of objects.

Content Standard Competencies/Objectives: 2e: Contrast various components of the electromagnetic spectrum
and predict their impact on living things.

MS CCR/CCSS:
RST.68.7 Integrate quantitative or technical information expressed in words in a text
with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.68.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RST.68.9 Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same topic.

ISTE:
3a Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
3b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other
resources.
3c Students curate information from digital resources using a variety of tools and methods to create collections
of artifacts that demonstrate meaningful connections or conclusions.
3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.

Instructional Aids: EMS powerpoint presentation and notes; textbook; internet access

Materials Needed: EMS foldable notes; internet access; instructions; rubric

Equipment Needed: chrome book; projector

Desired Student Prerequisites: Students prerequisites include:

Different types of waves
[8th Science]: [Electromagnetic Spectrum] Plan
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 The definition of Electromagnetic Waves
The waves that make up the electromagnetic spectrum
The order of electromagnetic spectrum (wavelengths, frequencies, energy)

Introduction/Anticipatory Set
TTW begin class discussion using prior knowledge of order of EMS (frequency, wavelength, energy) to predict
how each electromagnetic wave would impact living things. (positive/negative)
Lesson Outline/Procedures: Instructor Notes:
Day 1 Foldable is used for note-
Bell work: Students will be prepared to answer bell work questions reviewing the taking.
Students would have this
prerequisites:
from introduction of waves.
1. Darnel wants to list types of radiation based on their abilities to Introduction of the project is
penetrate human skin. Which list shows the order of radiation types given and foldable is used to
record information.
from lowest to highest penetration?
A. Infrared, X-rays, Radio waves, Microwaves, Visible Light, Gamma
Rays, Ultraviolet Rays
B. X-rays, Gamma rays, Radio waves, Microwaves, Infrared, Visible Light,
Ultraviolet rays
C. Radio waves, Microwaves, Infrared, Visible Light, Ultraviolet, X-rays,
Gamma Rays
D. Radio waves, Infrared, Microwaves, Ultraviolet rays, Visible Light, X-
rays, Gamma rays.

Anticipatory Set: TTW lead discussion of Bell Ringer to make real-world

connection. (Intro to Project)

Notes and Guided Practice: TTW guide students as they complete EMS foldable
displaying: types, uses and dangers to humans.

Independent Practice: TSW use primary and secondary resources to complete EMS
foldable.

Day 2 Students will be able to

Bell work: Students will be instructed to work bell ringer on given bell work sheet choose their own groups
(with teacher modification if
and explain the correct answer and how it was derived.
needed).
Students will use chrome
Anticipatory Set: TTW lead discussion of Bell Ringer to make real-world books to research additional
connection. information.
Students receive rubrics in
Notes and Guided Practice: TTW facilitate and guide students as they work on EMS order to understand what
project. information is needed for
project and how they will be
Independent Practice: TSW work collaboratively to complete EMS project, which scored as groups and
includes: individuals.
Students working in groups to develop a rap that reflects knowledge of
the EMS (each student plays a role in presentation)
(2) Students working in groups to develop a song reflecting knowledge of
the EMS (each student plays a role in presentation)
or (3) Student chooses to work independently to write a poem (any type)
reflecting their knowledge of the EMS. Each student will receive a rubric
that gives instructions and presentation requirements.

[8th Science]: [Electromagnetic Spectrum] Plan

Global Academic Essentials Teacher Institute 2017: MSU
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Day 3 Students will present as
Bell work: Students will be instructed to work bell ringer on given bell work sheet individuals or group.
Students will receive
and explain the correct answer and how it was derived.
immediate feedback.
Anticipatory Set: TTW lead discussion of Bell Ringer to make real-world
connection.

Notes and Guided Practice: TTW continue presentations and assess student
knowledge of the EMS.

Independent Practice: TSW finalize presentation for EMS project.

TSW begin presentations.
TSW be assessed on individual knowledge of the EMS.

Application
Guided Practice:
TTW guide students as they complete EMS foldable displaying: types, uses and dangers to humans.
TTW facilitate and guide students as they work on EMS project.
TTW continue presentations and assess student knowledge of the EMS.

Independent Practice:
TSW use primary and secondary resources to complete EMS foldable.
TSW work collaboratively to complete EMS project, which includes:
o Students working in groups to develop a rap that reflects knowledge of the EMS (each student
plays a role in presentation)
o (2) Students working in groups to develop a song reflecting knowledge of the EMS (each
student plays a role in presentation)
o or (3) Student chooses to work independently to write a poem (any type) reflecting their
knowledge of the EMS. Each student will receive a rubric that gives instructions and
presentation requirements.

TSW finalize presentation for EMS project.

o TSW begin presentations.
o TSW be assessed on individual knowledge of the EMS.

Summary
Lesson Closure:
Students receive feedback from rubric and reflect on:
1. How project was a success;
2. How project needs improvement
3. How can this project be taken a step further?
Evaluation
Informal Assessment/Review:
Rubric given to students

Formal Assessment:
Unit assessment.

[8th Science]: [Electromagnetic Spectrum] Plan

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 Lesson Extension
Extension/Enrichment:
Students can research the discovery of electromagnetic waves and their uses.
Students research one use instead of entire spectrum.
Students will conduct research and present final product (ppt, prezi, brochure, etc.) that displays knowledge and
application.
Accommodations/Differentiation:
Students with IEP accommodations will receive alternate assignments (research only or short summary) as well
as extended due dates and requirements.

References:

[8th Science]: [Electromagnetic Spectrum] Plan

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