By Lina Sasso

Lesson Plan

Date: July 27, 2011 Unit of Study: Understanding Matter and Energy: Light and Sound. The focus of this unit will be on light. Curriculum Area: Science Title of the Lesson: Light and Dark

Grade: 4 ESL Stage: 2

Duration of Lesson: 40 minutes Class Size: 20 students with 4 ESL Stage 2 students

Specific Curriculum Expectation: ESL Modified (or accommodated) Expectation: 3.1 identify a variety of natural light sources (e.g., the sun, a firefly) and artificial light 3.1 Students will identify man-made sources (e.g., a candle, fireworks, a light bulb). sources and natural sources with visuals. 3.2 distinguish between objects that emit their own light (e.g., stars, candles, light bulbs) and 3.2 Students will distinguish between those that reflect light from other sources which light sources will emit light and (e.g., the moon, safety reflectors, minerals). those that reflect light from other sources. Lesson Objective: ESL Modified (or accommodated) Lesson Objective: To identify and name different sources of light and understand that light To identify and name a few different sources vary in brightness. sources of light such as man-made (artificial) and natural light. To understand that light sources can be bright, dull, dim or dark. Language Curriculum Expectation Language Descriptors from the ESL (connected to content expectation): Resource Guide: Specific to this particular lesson (use at least 2) Students will be able to listen, read and understand the basic information Reading: Identify main ideas and key information in text. 2 presented in the lesson. Language Writing: instruction in grade 4 can be designed Listening: Understand main ideas in visually to engage ESL/ELLs Stage 2 students in supported oral presentation containing interaction within small groups and with familiar vocabulary. a wide variety of texts and visuals. Speaking: Orientation:

Background Information: Where does this lesson fit into your overall unit planning? (for example: introductory, middle, culminating?)

This is a second lesson that will fit into the introductory part of the overall unit planning.

Activating ELL prior knowledge: How will you activate the prior knowledge of the English Language Learners?

The students must have some basic knowledge of the source of light. The students must be able to work in small groups with a computer. The grade 4 students and ELLs have prior knowledge by brainstorming “What is light?” and “What are some sources of light?” with a prior lesson, discussion, pictures, drawings, books, visuals, dictionaries and Internet access. Key Vocabulary needed for this lesson: light dim opaque illuminate dull shadow brighter darker/darkest reflection dimmer natural light source transparent lighter/lightest artificial light source translucent dark

Key Instructional Strategies used in this lesson:

Create a word wall with pictures to introduce and reinforce unit-specific vocabulary, and teach students how to use it as a tool to increase understanding. Ask students to match pictures to vocabulary or to draw pictures that go with the words and find definitions in the dictionaries.

Accommodations for ELLs: use of visuals, allowing extra time, pre-teaching of key words, simplify/repeat of instructions and language, encourage ELLs for assistance from their peers and use of dictionaries.

Assessment of Learning: How will you assess the learning expectations? 3

 Interview/Conference  Learning Log/Journal X Presentation/Performance X Observation X Self-Assessment  Demonstration /  Anecdotal Notes X Peer-Assessment experiment X Work samples X Test / quiz X Audio/Video/Technological  Checklist  Rubric Presentation  Other (Please Specify)  Use of Exemplars  Oral Reports  Project

Indicators: How will you know that your students have achieved the expectations? What will achievement look like?

One can observe the student’s enthusiasm for the subject, i.e., if he/she is actively participating in the question and answer part of the lesson. Students will be assessed throughout their paired and small group work, and the teacher will walk around the room and observe how well everyone is catching on to the topic that the teacher was teaching. Allow more assistance to ELLs and have them paired up with another student. Have ELLs be seated where they might be readily accessible to the teacher and other students. Observing students and making sure they are on task (i.e., printing many different light sources in their science notebooks, cutting out the pictures and placing them into their science notebooks and colouring them). Observing students in pairs and small groups. The teacher can make note of how readily the students can complete the sheet and cut out activity. Completion and neatness of the assigned worksheet shall be noted and a grade will be assigned. Observe and collect the student’s science notebooks and give a grade for completion. Collect the quizzes and grade them.

Student Groupings Individual: Cut out the Small group (2 to 4): List Large group (more than 4) pictures, place them in their as many different light science notebooks and sources as possible in colour them, printing the pairs and students form teacher’s definition of the groups to work with a word “illuminate” in their computer. science notebooks and other vocabulary words.

Modifications: How will you meet the needs of individual students?

 Change expectations X Scribe X Include visuals X Increase time, space, X Oral explanation X Use manipulatives amount X Peer tutor/partner  Extend  Decrease workload 4

Materials/Resources: What will you need to prepare in advance? (Teacher resources; Human Resources; Student Materials; Equipment) Worksheets Quiz sheets Computers, power point presentation on Light on a smart board or overheard projector Lighter Visuals (candle, flashlight, beach ball illustrating the sun, etc.) Pencils, scissors, crayons, pencil crayons, glue, ,markers, science notebooks, books on Light, dictionaries Teacher resources: Ontario Curriculum Manual and Supporting English Language Learners: A Practical Guide for Ontario Educators Grades 1-8 Website: www.linktolearning.com – Grade 4 Science lesson – Light and Dark activities

Introduction: (5 -10minutes)

1. Watch Power point presentation on Light on the smart board or overhead projector. Review the sources of light (artificial and natural light sources). The power point presentation continues to speak about how does light travel, how do we see, how do we see colour, light is only reflected in straight lines, how does light form shadows and how does sunlight cause shadows. 2. Ask the students to get into pairs and list as many different light sources as possible in their science notebooks. 3. Ask the students to cut out the pictures from the Light and Dark worksheet and sort them into two separate piles – “Give out light” and “Do not give out light”. The sheets have to be coloured and glued into their science notebooks. Ask the students to add 2 light sources of their own. Lesson: (Teaching/Learning) (30 minutes)

1. Explain that light sources will illuminate different objects in the room. Ask what the word “illuminate” means. Students will print the correct definition as provided by the teacher from the blackboard into their science notebooks. The word “illuminate” means to make a light appear lighter or brighter. 2. Ask a student to select one of the light sources to illuminate one of the objects in the room. What type of light does it give? Is it bright or dull? 3. Choose a second light source, illuminate the same object and compare the differences. Why is there a difference? Encourage the use of related vocabulary such as brighter/dimmer, lighter/darker, and lightest/darkest. Students will print the definition that they find in the dictionaries into their science notebooks. ELLs are encouraged to use dictionaries and work with a partner. 4. Repeat this process with the other light sources and objects, involving as many students as possible. Each time ask the students to predict what they 5

think will happen. 5. Open the Bite size Light and Dark Activity – The Sarah Jane Adventures: Light www.linktolearning.com. The activity speaks about how one sees things. Students will observe and go through each slide. 6. Ask the students to form groups with a computer in the classroom or take them to the computer lab. Group each of the four ESL students with another grade 4 student. 7. Work through the first screen of the activity together within the group. Allow the students to complete the activity. Encourage collaboration and support with the students and ESL students. Closure:

After the students have completed the activity on the website, they can complete the Bite size Light and Dark Activity – The Sarah Jane Adventures: Light Quiz. on the computer and print it out. They will hand in the Quiz to the teacher for marking.

Follow-up Activities (optional):

A next lesson can be that grade 4 and 4 ESL Stage 2 students will be able to collect pictures of light sources and to bring them into the classroom and use them to create a class collage.

Possible Extensions (optional):

1. Ask the students to create their own investigation question, involving different sources (i.e., Does the light source affect how well you can see?”). 2. Read The Owl Who Was Afraid of the Dark as a class story. 3. Find out about nocturnal creatures. 4. Create some day or night pictures using an image editor on the computer.