Learning Experience #1

Candidate Name: Subject/Grade/Program Type:

Science/First Grade
Date: Title of the Lesson:
3/5/18 What’s in the Bag?
Lesson Essential Question: Concepts/Big Ideas:
What do we need in order to see? Light is needed in order to see objects.
Unit Essential Question:
What is light and how can we manipulate it?
Objective Student will be able to (SWBAT):
Expected Learning Students will be able to investigate the affect that light has on the ability to see.
(NAEYC 5a, 5b, 5c; Students will be able to participate in a read aloud about light.
Danielson 1a) Students will be able to illustrate what they were able to see with the light.
Students will be able to write a sentence connecting light and the ability to see
objects.
Content Standards Standard(s)
Next Generation Science Standards:
1-PS4-2. Make observations to construct an evidence-based account that objects
can be seen only when illuminated.
Reading Informational Texts:
RI.1.1. Ask and answer questions about key details in a text.
Writing:
W.1.8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.
Speaking and Listening:
SL.1.1. Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.5. Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
SL.1.6. Produce complete sentences when appropriate to task and situation
Resources/ “All About Light” by: Angela Royston, paper bag, small container, flashlight, bear
Materials (Danielson figurine, smart board, pencils, recording paper.
1d)

Assessment Pre-Assessment Checking for Post-Assessment

(edTPA Rubric 5; Understanding
NAEYC 3a, 3b, 3c,
Danielson, 1c, 1f)
Before beginning the Students will conduct After completing the
experiment, in a whole an investigation in investigation, the students will
group setting students which they are charting answer the question, “what
will be posed the the results; “What’s in did this investigation teach
following problem, the Bag!?” (see us? What can we conclude
“You are in a room assessment materials). based on the experiment we
with no windows and Students will be conducted with light and the
the lights go out. What circling whether they ability to see the object in the
can you use to help can clearly see what bag? Students will write a
you see?” The teacher the figure in the bag is sentence and draw a picture
will make a list of the and illustrate what they to demonstrate what they
saw. have learned. Response
paper is part of “What’s in the
 responses on the Bag!?” (see assessment
chart paper. materials).

Learning a) Brief Description:

Experience (edTPA
rubric 4, 8; NAEYC
5a, 5b, 5c;
Danielson 3a, 3b,
3c, 2a)
To begin the lesson, students will gather on the front rug. The teacher will say,
“This week, we will be experimenting with light. So, picture this, you are in a room
with no windows and the lights go out. It is dark all around you, what are some
things that you can use to help you see?” As students respond, teacher will
record responses in a list format on the front board. Once all responses have
been recorded teacher will sit in a rocking chair with the students and say, “We
are going to be reading a book about light called “All About Light” by Angela
Royston. “What is on the cover of this picture?” After students respond, the
teacher will say, “It is a candle, and candles give off light. As we read through this
book, I want you to think about what light is, and where it comes from.” Teacher
will read pp. 1-11. After reading the book, teacher will ask, “What is one fact
about light that you can remember?” Teacher will then hand out clipboards,
charting paper packet titled “What’s in the Bag!?”, and pencils. Teacher will
explain, “We are going to be investigating how light can help us see. I am going
to walk around the circle and have you look into the brown bag (teacher will pick
up brown paper bag with bear figurine inside of it and show it to the class). There
is something inside this bag. As you look inside you will circle if you can see the
object or not and drawing a picture in the box of what you see (teacher will model
the experiment and filling in the chart). Each time you look into the bag, I am
going to change the amount of light that is able to get into the bag.” Teacher will
close off the top of the bag with one hand and fold the top down around her
hand. She will start moving around the circle and have each student look into the
bag, and once she gets completely around the circle, the teacher will say, “Were
you able to see what was inside the bag? Circle your answer and draw what you
did see!” Teacher will then poke a smaller hole in the side of the bag and repeat
her walk around the circle having the students look into the bag. The teacher will
then have the students record if they were able to see what was in the bag and
illustrate what they saw. Teacher will then shine a flashlight into the hole
punched in the previous step and ask students to look inside and record if they
can see it and what they can see. Lastly the teacher will just open the bag and
allow students to look inside and have them record if they can see the object and
draw what they see. Teacher will conclude the investigation by saying, “We just
conducted an experiment. An experiment is used to test something. So, what do
you think we were testing in this experiment?” After a few student responses,
teacher will say, “When a scientist finishes an experiment, they make a
conclusion. A conclusion is a sentence that explains what we learned during the
experiment. What did we learn in this experiment? What did you need in order to
see the object clearly? With those questions in mind, you are going to go back to
your seats and try to write a conclusion.” Students will return to their seats,
 teacher will hand out paper with lines and a box for drawing. Before beginning
their conclusions sentence the teacher will prompt the conclusion sentence by
saying again, “What did we learn about what we needed in order to see the
object in the bag?” Teacher will walk around and provide support and feedback
to students as they work to write their sentences. As students finish their
conclusions speak to them about their picture before allowing them to hand it in.
New vocabulary terms: experiment and conclusion.
Elements of an (Briefly address only 1-6 for Grades 1 through 3, and address all in Pre-
Effective Learning K/K)
Environment
1) Differentiation As the students work through the experiment teacher will provide varied levels of
(edTPA rubric 6, 7, support based on student readiness. Various students will also be supported in
8; NAEYC 4b, 4c, how they complete their conclusion sentence as they will verbalize what they
4d; Danielson 3d) would like to say and a teacher will write it down for them to copy. Various
students will also be asked to describe their pictures in order for them to
verbalize their understanding of the content. Learning experience is also in a
whole group setting in order to support peer support among the varied level of
students in this particular class. The amount of the text read in this learning
experience is also shortened to accommodate the attention span of the students
included within this learning experience.
2) Diverse Learners Needs of diverse learners are accommodate through support and explicit
(edTPA rubrics 6, 7; directions. There are also print, verbal direction, and modeling of experiment
NAEYC 1c; provided throughout the lesson. There is a student who receives a special chair
Danielson 1b) when sitting on the rug and a chew necklace. Students are able to both write and
draw about what they have seen so students who are not as strong in writing can
still demonstrate knowledge through their pictures and picture explanation.
Throughout the lesson, the classroom aide and other teacher in the room will
also provide support if necessary. In order to support struggling readers, the
directions will be modeled and read out loud, and for those who struggle to write,
they will verbal tell a teacher what they would like to say and the teacher will
write it for them to copy onto their paper. Scaffolded support will also be
integrated to help students who are struggling. New vocabulary will be repeated
and included in print form on their recording sheets to help support student
retention of new terms and their meaning.
2) Intellectual Higher level intellectual skills are integrated throughout this experiment including
Growth (edTPA rubric critical thinking, problem solving, imagination, and observational skills. Students
6, 8; NAEYC 4d) work to make observations and problem solve as to what is the bag and how
they would be able to see without light. They use imagination and creativity as
they illustrate what they see. Their critical thinking is addressed as they attempt
to come up with their conclusion of what they learned through their observations
in the experiment.
3) Self Regulation/ Students are building self-regulation as they work in a whole group setting to
Autonomy (edTPA 6, complete their activities. They are making observations and recording what they
8; NAEYC 4d; see, encouraging questioning and promoting student autonomy as they are
Danielson 2b, 3b, 3d) completing their data on their own.
5) Instructional Throughout the lesson the teacher will provide both verbal and written feedback.
Feedback (edTPA 7, As the students are working through the experiment the teacher will provide
8, 9, 12, 13; verbal feedback as she moves around the circle. As the students work to
Danielson 3d) complete their conclusion sentences the teacher will provide both verbal and
written feedback, writing on the paper but also verbalizing what is being written.
6) Multimodality Throughout this learning experience the students are participating in a hands-on,
(edTPA 1; NAEYC visual experiment, engaging in information text on the topic, creating two
4b, 4c, 4d). dimensional pictures of their observations, using their sense of sight to
investigate light, and creating a class list of lights on the smart board. Most
directions and the text reading include verbal, modeling, and print versions to
match various learning styles and create multimodal experiences. They are also
engaging in group conversation about the topic that they are learning about,
which further enriches language and literacy development.
 Learning Experience #2

Candidate Name: Subject/Grade/Program Type:

Science/1st Grade
Date: Title of the Lesson:
3/6/18 Is it Real Light?
Lesson Essential Question: Concepts/Big Ideas:
How are artificial and natural light different and A light can be artificial or natural.
what makes each kind of light? Living and nonliving things can light up in different
Unit Essential Question: ways.
What is light and how can we manipulate it?
Objective Student will be able to (SWBAT):

Expected Learning Students will be able to compare artificial and natural light.
(NAEYC 5a, 5b, 5c; Students will be able to analyze how living and nonliving things create light.
Danielson 1a) Students will be able to investigate how various objects are able to create light.
Students will be able to identify and sort objects based on light source.
Content Standards Standard(s):

Next Generation Science Standards:

1-PS4-2. Make observations to construct an evidence-based account that objects
can be seen only when illuminated. [Clarification Statement: Examples of
observations could include those made in a completely dark room, a pinhole box,
and a video of a cave explorer with a flashlight. Illumination could be from an
external light source or by an object giving off its own light.]
Speaking and Listening
SL.1.2. Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Language
L.1.5. With guidance and support from adults, demonstrate understanding of
figurative language, word relationships and nuances in word meanings.
B. Define words by category and by one or more key attributes (e.g., a
duck is a bird that swims; a tiger is a large cat with stripes).
L.1.6. Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using frequently occurring
conjunctions to signal simple relationships (e.g., because).
Resources/ Glow stick, flashlight, picture of the sun, cell phone, candle, night light or picture
Materials (Danielson of, picture of a campfire, picture of lightning, picture of lamp, picture of fire fly.
1d) Paper for illustrating examples of artificial or natural light objects, scissors and
glue, YouTube video on light sources:
https://www.youtube.com/watch?v=ifAVp0VqN70

Assessment Pre-Assessment Checking for Post-Assessment

(edTPA Rubric 5; Understanding
NAEYC 3a, 3b, 3c,
Danielson, 1c, 1f)
 Students will make Students will be asked Students will match the
predictions about how to pull details from the definition to each light source
certain objects are video to describe and draw an example of
able to produce light various objects as something that makes light
or “glow” Class artificial or natural. artificially something that
prediction chart (see Items include; makes light naturally.
assessment materials) Flashlight, Picture of Response paper “Which is
the sun, Picture of a which?” (see assessment
campfire, Picture of materials)
lightning, Picture of
lamp, Picture of fire fly,
Candles, Night light,
Cell phone
Learning a) Brief Description
Experience (edTPA
rubric 4, 8; NAEYC
5a, 5b, 5c;
Danielson 3a, 3b,
3c, 2a)
To begin the lesson the teacher will ask the students what we learned about light
thus far. Teacher will then explain, “Today we are going to learn about how
objects are able to glow or give off light.” (teacher will then display class
prediction chart on the smart board). Teacher will hold up each object or picture
and ask the students to predict how they are able to make light. After complete
the chart as a group, the teacher will put a clean note page up on the smartboard
and say, “Today we are going to talk about light sources (as she writes it at the
top of the page). A light source describes how an object is able to light up or
glow. (Teacher will add this to the board as she verbalizes it.) There are two
kinds of light sources, “Artificial and natural. What do you think natural light is?
Natural light is light that occurs without the help of humans.” The teacher will
have the students repeat the vocabulary word and definition together, “Natural
light is light that occurs without the help of humans. (Teacher will write it on the
board as they say it.) Teacher will continue with, “if we know natural light occurs
without the help of humans, what do you think artificial light is? Artificial light is
light that occurs with the help of humans.” The teacher will have the class say the
word and definition together as she writes it on the board. “Artificial light is also
called man-made light” Teacher will then pull up YouTube video on light sources:
https://www.youtube.com/watch?v=ifAVp0VqN70 and say, “now we are going to
watch a video that gives us some examples of each kind of light. I want you to
pay attention to each example.” After video is completed, the teacher will ask the
students, “What are some examples of artificial light? What are some examples
of natural light? What was an example given in the video of something that could
be both artificial and natural?” Teacher will then set out objects that have either
artificial or natural light sources. Teacher will say, “We are going on a light source
hunt, I have some objects on the front carpet that have either artificial or natural
light sources. When you are called on you will come up (teacher will model as
speaking) pick a source and tell the class what you picked. Then you will decide
if it is artificial or natural, tell us how you know and sort it under the correct
category on the rug under the side based on the words on the smartboard.”
Teacher will complete the first one as a model. Students will then be called on to
come to the front pick an object and sort it based on it being artificial or natural. If
a student that is chosen struggles, ask the class to help them sort it correctly.
 Once they have completed the sort, the teacher will explain which objects are
under what category. After the sort students will be told to take out a pencil, glue
stick, and scissors and complete the post assessment titled “Which is which?”
where they will match the definition to the vocabulary term and draw an example
of each.
(New Vocabulary: Artificial light, Natural light, and Light source)
Elements of an (Briefly address only 1-6 for Grades 1 through 3, and address all in Pre-
Effective Learning K/K)
Environment
1)Differentiation Content, process, and product is varied based on learning profile. Higher
(edTPA rubric 6, 7, 8; learners are defining each light source using the definitions provided. Other
NAEYC 4b, 4c, 4d; students are only required to draw an example and verbalize what they drew.
Danielson 3d) Three students will also be worked with one-on-one in order to help them
verbalize their ideas of each light source before illustrating their objects. Some
students will also be allowed to have more time to complete the post
assessment. During the whole group sort, peers will be encouraged to support
one another by assisting students who ask for help when participating.
2) Diverse Learners Students work as a whole group throughout this entire learning experience,
(edTPA rubrics 6, 7; supporting one another through the object sort. Various learners are supported
NAEYC 1c; through the use of repeated directions, visual aids, and scaffolded support. After
Danielson 1b) the students watch the video, I accommodate needs of diverse students by
repeating definitions, clarifying new language, and creating a visual aid on the
smart board to help retention of new vocabulary. As each student picks an object
to sort they will be prompted and supported through guiding questions that will
help them think critically about the light source. Visual aides are also provided in
the form of two and three-dimensional objects that students can hold and
manipulate in order to understand how they work. Various levels of readers and
learners are accommodated through one-on-one support during the post
assessment. Students will be able to draw an example of each light source and
cut and paste already provided definitions. Definitions will be read aloud to
students who need help and the visual aide on the smart board and object sort
will be left up for reference. Two students will also be accommodated in
organizing thoughts through one-to-one conversations with a teacher in the
room.
4) Intellectual In this learning experience students are developing higher intellectual skills in the
Growth (edTPA rubric form of decision making, memory growth, critical thinking, classification,
6, 8; NAEYC 4d) comparison, and reasoning. To start the lesson, the students are asked to think
critical about each object shown to them and predict how the object may be able
to glow or produce light. After this, the students will build memory growth as they
work to remember examples for the video and classify objects based on light
source. Decision making skills come into play as they are able to decide if an
object is artificial or natural light source. Finally, as students illustrate an example
of both the artificial and natural light sources, students will be build creativity as
they draw.
5) Self Regulation/ Student autonomy is supported as the students draw an example of each type of
Autonomy (edTPA 6, light source, but even further, though the teacher helps to facilitate the object
8; NAEYC 4d; sort, students are sorting the objects on their own based on the knowledge they
Danielson 2b, 3b, 3d) constructed throughout the learning experience. Students will also engage in
decision making skills as they sort objects and provide peer feedback if others
require assistance.
5) Instructional In this learning experience the feedback and scaffolding is done verbally through
Feedback (edTPA 7, discussion and prompting deeper response from students. Feedback will be
8, 9, 12, 13; provided by guiding whole group and student responses through prompting
Danielson 3d) questions and gesturing. Verbal and one-on-one feedback will also be used as
needed to clarify confusion. Peers are able to provide verbal feedback when
chosen in order to help the student sort the object correctly. Students will use
feedback to think critically about artificial and natural light and to promote
adjustment of completions of the sort. They will also use feedback to clarify
misunderstandings or uncertainty.
6) Multimodality Multimodal experiences are weaved throughout this learn experience in the way
(edTPA 1; NAEYC of technology, audio, visual, video, and kinesthetic experiences. The smartboard
4b, 4c, 4d). is used to help students define each kind of light sort based on the video included
within the lesson. Verbal discussion reinforces the concept for the students and
is used to make predications to assess student prior knowledge of how things
glow. Kinesthetic activity and visual aids are integrated through a sort of objects
based on their source of light, as the students use the vocabulary and definitions
displayed on the smart board to create two categories.
 Learning Experience #3

Candidate Name: Subject/Grade/Program Type:

Science/1st Grade
Date: Title of the Lesson:
3/7/18 Translucent and Transparent and Opaque, OH MY!
Lesson Essential Question: Concepts/Big Ideas:
How does light change as it travels through Differences in how light passes through objects;
various materials? Development of scientific vocabulary
Unit Essential Question:
What is light and how can we manipulate it?
Objective Student will be able to (SWBAT):

Expected Learning Students will be able to answer question with key details about the topic of a text.
(NAEYC 5a, 5b, 5c; Students will be able to identify the difference between key vocabulary such as
Danielson 1a) translucent, transparent, and opaque.
Students will be able to apply vocabulary words to describe the way light passes
through particular materials.
Students will be able to analyze how light changes as it moves through various
materials.
Content Standards Standard(s):

Next Generation Science Standards:

1-PS4-3 Plan and conduct an investigation to determine the effect of placing
objects made with different materials in the path of a beam of light. (Clarification
Statement: Examples of materials could include those that are transparent,
translucent, opaque, and reflective).
Reading Informational Text:
RI.1.1. Ask and answer questions about key details in a text.
RI.1.2. Identify the main topic and retell key details of a text.
Speaking and Listening
SL.1.1. Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups.
Language
L.1.6. Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using frequently occurring
conjunctions to signal simple relationships (e.g., because).
Resources/ Three types of cups, flashlight, toilet paper tubes, tin foil, wax paper, cling wrap,
Materials (Danielson recording sheet, rock, paper, glass cup, cardboard, paper strips, pre-printed
1d) vocabulary words, “All About Light” by: Angela Royston, camera die cuts, objects
for sort, and three-column chart.

Assessment Pre-Assessment. Checking for Post-Assessment

(edTPA Rubric 5; Understanding
NAEYC 3a, 3b, 3c,
Danielson, 1c, 1f)
 Students will engage As each cup is filled
background with light during the Students will rotate through
knowledge with a demonstration, the centers to apply knowledge
game in which the students will be asked and vocabulary of how light
teacher is showing to identify if it is moves through objects.
clips that use light and translucent, Students will create a
asking about the transparent, or vocabulary strip that has the
source, what the light opaque. definitions and provides an
is, and even what it is example of each (see
helping the character assessment materials),
see. conduct a scavenger hunt to
connect how you can see an
object through the lens of
transparent, translucent and
opaque toilet paper tubes
(see assessment and
instructional materials,
scavenger hunt recording
sheet), and sort objects based
on transparent, translucent, or
opaque.

Learning a) Brief Description:

Experience (edTPA
rubric 4, 8; NAEYC
5a, 5b, 5c;
Danielson 3a, 3b,
3c, 2a)
Lesson will start with game in which the teacher activates background knowledge
by playing the following clips and asking students to identify the light source, if it
is natural or artificial, and what it is helping the characters to see.
https://www.youtube.com/watch?v=8zLx_JtcQVI (Start at beginning, stop at 0:12)
https://www.youtube.com/watch?v=RyrYgCvxBUg (Start at beginning, stop at
0:26)
https://www.youtube.com/watch?v=ubZrAmRxy_M (Start at 0:16, stop at 0:33)
https://www.youtube.com/watch?v=AZhibBtYfks (Start at 1:10, stop at 1:30)
Once they have worked through all of the clips teacher will state, so we know
what light is and how objects are able to glow, so today we are going to learn
more about how light moves through various objects. Light can pass through
objects three different ways and they have special names. These names are
translucent, transparent, and opaque. Teacher will write the vocabulary words on
the board. We are going to read part of the book we read when we first started
talk about light. I want you to listen for the words transparent, translucent, and
opaque. Teacher will read book pp. 12-13. Then, using the book, teacher will
define the three terms by how they move through an object. Teacher will then
have students stand at their desk and practice vocab playing head shoulders
knees and toes but it will be translucent, transparent, or opaque. For transparent
students will put hands in the air because all the light comes through. Then they
will bend down and touch their toes for translucent because the a little gets
through. Finally, they will crouch all the way down to the ground for opaque
because no light will get through. They will practice this a few times and then
teacher will move to cup demonstration. She will say, “Now I have three cups in
 front of me, one that is kind of clear, one that is completely clear, and one that is
a solid color. I am going to shine a flashlight through or into each cup and I need
your help to identify it as transparent, translucent, or opaque. Think about what
your body looked light when we were practicing. After this the students will work
through three centers, five minutes long each to complete activities with their
vocabulary words and the new concept. In center one they will complete a
vocabulary strip that defines their words and provides an example. (See
instructional materials for example). In the second center they will conduct a
scavenger hunt using translucent, transparent, and opaque tube telescopes,
picking objects and checking off how they look (see instruction materials
scavenger hunt recording sheet and toilet paper tubes). Finally, they will compete
an investigation with flashlights and objects to sort them based on their
vocabulary terms.
(New Vocabulary: Transparent, Translucent, and Opaque)
Elements of an
Effective Learning
Environment
1) Differentiation Allowing students to take the lead in investigating how light passes though
(edTPA rubric 6, 7, objects in various ways at their own rate. This encouraged students to work at
8; NAEYC 4b, 4c, their own pace which varies the process and product of the completed activities.
4d; Danielson 3d) The content is varied in how it was presented throughout the lesson to help
students deepen their understanding of the new words. Students also display
stronger engagement in activity when it involves centers and physical movement
so students were encouraged to build on this interest and investigate light in
these two ways. Process will also vary based on student understanding. For
example, if the students sort the objects before time is up, they will be
encouraged to look for other items not included in the sort around the room and
sort them as well. The small groups were also created heterozygous in terms of
student ability. This attempts to support varied learners and their understanding,
in addition to help strengthen social skills.
2) Diverse Learners Each activity and center were created with the diversity of learners within this
(edTPA rubrics 6, 7; classroom in mind. Each activity includes a teacher for support and visual and
NAEYC 1c; hands on experiments. Repeated directions and some modeling occurs to
Danielson 1b) support varied learners. Visual aids and three-dimensional objects are integrated
and highlighted to add to what the students are working to understand. Students
will also receive one-on-one support when necessary.
3)Intellectual Throughout this learning experience, students are building analytic skills, verbal
Growth (edTPA rubric skills, and autonomy/self-regulation skills. Students will engage in classifying
6, 8; NAEYC 4d) objects and comparing how light moves through them. They will think critically
about how light moves through various types of materials and objects. They will
also build decision making skills and demonstrate initiative as they chose how
they are investigating objects in the sorting and scavenger hunt centers. Finally,
students will work to develop their memory skills as they work to remember and
apply the vocabulary terms transparent, translucent and opaque.
4)Self Regulation/ Throughout each activity and during the cup demonstration, the students are
Autonomy (edTPA 6, supported in developing autonomy and a sense of leadership as they are
8; NAEYC 4d; encouraged to investigate each way light passes through object. They are
Danielson 2b, 3b, 3d) leading the investigation but will be supported and guided by the teacher.
Students will also exhibit self-regulation as they work collaboratively with other
and handle each object appropriately.
5) Instructional Teacher feedback will be provided verbally throughout this learning experience.
Feedback (edTPA 7, Throughout each center and the demonstrations, the teacher is providing
8, 9, 12, 13; continuous feedback to help guide group discussion, clarify confusion, or prompt
Danielson 3d) redirection. Feedback will also occur as they create their vocabulary strips as the
teacher helps students arrange each section. Peers will also provide feedback
verbally in small group centers with facilitation from teacher at each center.
Students will use feedback to redirect their attention in addition to clarifying
confusion, correct misunderstandings, and extend the knowledge.
6) Multimodality Within this learning experience multimodal experiences include visual,
(edTPA 1; NAEYC technology, audio, video, kinesthetic, print, and sensory experiences. To begin
4b, 4c, 4d). the lesson, students are identifying light sources within videos shown on the
smart board. From there, the students will be introduced to the new topic and
learn the new vocabulary through the use of the book “All About Light” by Angela
Royston. There will be a visual aide created on the smartboard that displays the
new vocabulary word and its definition and the students will apply the new
vocabulary during the demonstration with the cups and flashlight. As the students
work through each of the three centers, they complete activities that integrate
sensory, visual, technology, and verbal modes of constructing knowledge while
creating a vocabulary strip, completing an object sort, and a scavenger hunt.
 Learning Experience #4

Candidate Name: Subject/Grade/Program Type:

Science/1st Grade
Date: Title of the Lesson:
3/8/18 Shadows
Lesson Essential Question: Concepts/Big Ideas:
How are shadows created and how do they Light creates shadows.
change based on light position? Manipulating the light can change what the shadow
Unit Essential Question: looks like.
What is light and how can I manipulate it?
Objective Student will be able to (SWBAT):

Expected Learning Students will be able to explain what they know about shadows and what they
(NAEYC 5a, 5b, 5c; would like to learn.
Danielson 1a) Students will be able to manipulate light to change the appearance of an object’s
shadow.
Students will be able to illustrate where the shadow falls and where the light is
shining from.
Students will be able to compare size and length of a shadow based on light
position.
Students will be able to identify at least one thing that they learned about light
and shadows.
Content Standards Standard(s):

Next Generation Science Standards:

1-PS4-3 Plan and conduct an investigation to determine the effect of placing
objects made with different materials in the path of a beam of light. (Clarification
Statement: Examples of materials could include those that are transparent,
translucent, opaque, and reflective).
Mathematics:
1.MD A.1. Order three objects by length; compare the lengths of two objects
indirectly by using a third object.
Speaking and Listening:
SL.1.4. Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
SL.1.5. Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
Resources/ Youtube Video: “Mr. Bincos Show: Making Shadows”, flashlights, stuffed animals
Materials (Danielson or toy, white paper, Pencils, recording chart, and KWL chart.
1d)

Assessment Pre-Assessment Checking for Post-Assessment

(edTPA Rubric 5; Understanding
NAEYC 3a, 3b, 3c,
Danielson, 1c, 1f)
 In the beginning of the To check for Students will demonstrate
lesson in a whole understanding what they have learned by
group setting, students will be asked completing the L of their KWL
students will discuss to record what the chart. (see assessment
what they know and shadow looks like at materials)
would like to know various light positions
about shadows. They on the parchment
will complete the K paper and compare
and W of a KWL chart. them.
(see assessment
materials)

Learning a) Brief Description:

Experience (edTPA
rubric 4, 8; NAEYC
5a, 5b, 5c;
Danielson 3a, 3b,
3c, 2a)
The lesson will begin with student sitting on the rug at the front of the room. The
teacher will set the purpose for the lesson by saying that we will be working with
shadows. Teacher will use the smart board to create the KWL chart (see
example in instructional materials). Teacher will explain to the students what a
KWL chart is and what each letter stands for. Then she will move to the first letter
and ask students to share anything that they already know about shadows. After
recording student responses, move to the K and ask students what they would
like to know about shadows. Record student responses in corresponding area.
Next, explain to students that they are going to watch a video that talks about
shadows so we can understand them a little better.
https://www.youtube.com/watch?v=lOIGOT88Aqc Teacher will ask students how
the character in the video was creating puppets. Teacher will also ask how the
character changes the shadow around and what it looks like (bigger, smaller).
After asking these questions, students will be spilt into groups and handed out a
piece of parchment paper. Then hand out the flashlights, pencils, and small
figurines. Turn off the lights in the classroom and start by having the students
hold the flashlight so the light is shining on one side of the figurine. Have them
trace the shadow. Ask students to describe what the shadow looks like. Then
using one group to model, move the flashlight so it is in between to the side and
directly above. Have the students trace the shadow. Then ask the students to
compare the two shadows asking which on is bigger and what did we change.
Finally have the students hold the flashlight directly above the figurine. Students
will then be asked, what was different this time? Were you able to trace a
shadow? After ask the students to slowly move the flashlight around the other
side and ask them what they notice. The students will come back to whole group
and they will be helping to fill in the L of the KWL. As closure, ask students to
look for their own shadow when they are outside at some point and come back to
share what they saw with the teacher or even their parent or guardian.
(New Vocabulary: Shadows, compare, bigger, smaller)
Elements of an (Briefly address only 1-6 for Grades 1 through 3, and address all in Pre-
Effective Learning K/K)
Environment
6) Differentiation Content is differentiated through amount of support and prompting provided
(edTPA rubric 6, 7, throughout the experiment. Students have been grouped heterozygous based on
8; NAEYC 4b, 4c, readiness and ability to work together, as some students are unable to work
4d; Danielson 3d) together within the classroom. Process will also be differentiated similarly, as if
some groups need more support than others, there will be two teachers and a
classroom aid in the area providing support. The product will vary based on
group and how they choose to illustrate each shadow.
2) Diverse Learners Diverse learners will be accommodated through scaffolded support and
(edTPA rubrics 6, 7; collaborative learning. Students will be encouraged to work together to complete
NAEYC 1c; the experiment, with the teacher mediating if necessary. Diverse learners will
Danielson 1b) also receive support through repeated direction and one-on-one support.
Teacher can assist in tracing, prompting responses, eliciting group discussion,
and in helping groups organize their thoughts and observations verbally. The
teacher can also provide visual aid through gesturing or reposition a flashlight by
helping student redirect their hand position.
7) Intellectual In addressing higher level intellectual skills, students are actively participating in
Growth (edTPA rubric an experiment that works to strengthen critical thinking, reasoning and logic,
6, 8; NAEYC 4d) comparisons, observation, connecting ideas, scaffolding peer thinking and
providing feedback, and reflection on learning. The students will trace each
shadow to make connections between light position and size of a shadow. They
will verbalize comparison based on observation, while working collaboratively to
understand the difference. They will think critically about how the shadow
changes as they move the flashlight and reflect on their learning to complete the
L of the KWL chart after they have completed the experiment.
8) Self Regulation/ This particular experiment is facilitated by the teacher but the students are
Autonomy (edTPA 6, making connections and tracing their objects on their own. They are looking at
8; NAEYC 4d; how the light changes the shadow and sharing what they are noticing. In working
Danielson 2b, 3b, 3d) in whole group and individual group experiences on the front rug, the students
are working on building their self-regulation skills, especially when the teacher is
asking questions or giving directions. They are also using flashlights which
creates the expectation that they will use them appropriately.
5) Instructional Feedback and scaffolding will be provided verbally when needed. Students will
Feedback (edTPA 7, also receive peer feedback within their groups, working together to understand
8, 9, 12, 13; shadows and light. If a group is in need of extra support I will work directly with
Danielson 3d) them as they work through the task. Students will use feedback to adjust how
they are completing the experiment or to refocus if necessary.
6) Multimodality Multimodal experiences integrated include verbal, visual, video, technology, and
(edTPA 1; NAEYC kinesthetic activities. The students activate background knowledge through the
4b, 4c, 4d). use of the a KWL chart, during which the students will engage in verbal
discussion as the teacher creates a visual on the smartboard. Students are then
watch and answering guiding questions about a YouTube video about shadows.
Once they have completed this they work with flashlights to investigate shadows
with a figurine, parchment paper, and a pencil.