Blended Learning Lesson Plan

Lesson Title:
Exploring light and shadow

Objectives:
Students will be able to demonstrate their understanding of the function light through the use of
flashlights in group activity.  

Students will be able to… learn about light by reading a short story and answering questions.
State Standards:
1.P.2A.1 Obtain and communicate information to describe how light is required to make objects
visible. 
 

Context: Why are you teaching this particular lesson? What comes before this lesson in the
larger unit? What previous knowledge will students be bringing into the lesson? What comes
after this lesson in the larger unit? What are you teaching in order to prepare students for the
next lesson topic?
I chose to teach this lesson because it is important for students to learn about how important light
is to the world, and how we use it to see so many different objects that we need. Before this
lesson is taught, we would have a lesson as an introduction to the light unit. In this lesson we
would learn how light passes through objects. After this lesson students would learn about the
different behaviors of light when they are shined on different objects. To prepare students for the
next lesson topic we will learn how we can only see objects when light is shined on them or
when they produce their own light, and this will give students an understanding to the behavior
of light without even knowing it and have them more prepared for the next lesson.
Data: How will students be grouped in this lesson? What hypothetical data will these groupings
be based on? How will data be collected in this lesson for future groupings and teaching?
Students will be placed in 3 groups low, medium, and high. These groups will be based on
the last test scores. This data will be collected from teacher observations and the google
form that students complete for their homework assignment. 

Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
Part of lesson Martials Used
Introduction Smartboard, pencil, science
notebooks
 Teacher Directed Science notebooks, pencils,
light book
Collaborative Flashlights, science notebook,
pencil, tent
Independent digital Chromebook
Closure Science notebook
  
 

Detailed paragraphs from here on down.

Procedures:
Introduction (10 minutes):
I will have students come in and grab their science notebooks and get settled in the classroom.
They will have their notebooks and pencils on top of their desk and then I will ask the students to
come and sit on the carpet. I will first start with some questions from our last unit about light and
make sure students still have a good understanding of our last lesson. While they are on the
carpet, I will present a PowerPoint to them explaining the different rotations we will be doing in
class that focus on using light to observe different objects. An explanation for each rotation will
be given before we begin and go over a few slides of background information on why light is
important, and how we use it. 
 

Teacher Directed (10 minutes):

In this rotation students will come to the back table with the teacher. I will read a short story
about light and how useful it is and then after ask students questions about the story. The
questions will be comprehension questions from the story that we read, and deal with vocabulary
words used to describe light, and different objects we use to produce light, such as light bulbs,
flashlights, electronics, and more. The question will be answered as a group, and during the last
few minutes of this rotation I will ask each student one individual question that was discussed.
This will show me who was paying attention and what content within the subject I should focus
on more in the classroom. This will also be good for students to hear their peers’ responses and
build off them.
 
 
 

Collaborative (10 minutes):

Students will participate in an activity with flashlights and finding their own shadows. This is a
fun and collaborative activity for students because they are familiar with seeing their shadow and
now, they get to have some fun with it. In an area of the class there will be a little tent setup that
is dark inside. Students will go in one at a time with mini flashlights and be able to move around
and see how their shadow moves with the light that is shining. When they come out of the tent,
they will take a blank sheet of paper out of their science notebook and draw a couple pictures of
what their shadow looked like when they made different movements in the tent.  
 
Independent Digital (10 minutes):
During this rotation students will sit together and log onto their computers. They will open a document
and click the link to lead them to a video. I will have them first watch a video to show how light makes
objects visible and how we only see things because light is present. This video will also explain all the
assorted colors that we get to see because of light. After they watch the video, they will have to write
down 3 facts they learned on a jamboard. On the jamboard they will be able to place their response and
look at other students' responses to see what their peers learned from the video that they watched.
After they write their response in the jamboard I will also have them write down a few more facts in
their science notebooks. Then once these two things are completed students will be able to play a game
where they find different objects by using different light sources 
 

Closure (5 minutes):
After each group has done their rotations, I will have students go back to their seats and open their
science notebooks to all the facts that they wrote down during class. Once they have their notebooks, I
will have them participate in a think, pair, and share with their peers sitting next to them. After this I will
explain their homework assignment. I will have them fill out a google form with questions they can
answer about the activities done in class. Not so much as a quiz but a checkpoint for them and the
teacher to see how they’re doing with this topic during class. 
 

Rationale: You must have at least two paragraphs (one for each mandatory piece of
multimedia)
(Multimedia 1= App or website): Why this piece of multimedia? How does it support
student learning and your standards and objectives? How do you know it is of high-
quality? Evaluate this multimedia against the LORI criteria in the 406: Evaluating
Multimedia module to support your rationale. How does this multimedia choice
differentiate instruction for all learners (consider differentiation and assistive
technologies)?
This piece of multimedia was chosen to collect data from the lesson and grasp how much
the students understood from the lesson. Google form supports students learning,
standards, and objectives because it is a wonderful way for students to test their knowledge
of what they learned from the lesson and see where they may need to spend more time
reviewing. I know this website is high quality because it is trusted by so many school
districts. Google form was used all throughout my virtual school experience for quizzes,
tests, surveys, and more. Also, I feel like this app is just used as much now when we are
back in the classroom for check ins, attendance, and more. Evaluating this multimedia
against the LORI I would give it all in the 2 categories. It is a reliable tool for collecting
data. This website is also easy to use for students and anyone can access it from an
electronic device. Google form is also known as a neutral platform, forms become biased
from questions that people put in them. This website is extremely helpful and well
organized for students. This multimedia choice differentiates instruction for all learners
because it can meet the needs of different students. For example, students that have trouble
or struggle with hearing will have the option to listen to the question and answers and
choose what they think is correct, using images and videos, and students can go at their
own pace when filling out a google form. Google forms help to meet the needs of each
student.
(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Why this
piece of multimedia? How does it support student learning and your standards and
objectives? How do you know it is of high-quality? Evaluate this multimedia against the
LORI criteria in the 406: Evaluating Multimedia module to support your rationale. How
does this multimedia choice differentiate instruction for all learners (consider
differentiation and assistive technologies)?
I chose this piece of multimedia because videos are a great activity for students to learn
and get more engaged with their learning. This video supports the students learning,
standards, and objectives because it presents the topic of light in. a fun and interactive
way from students to excited about what they’re being taught and gives students
examples of how light is used that they are already familiar with. I know this is of high
quality because this is a trustworthy website that many teachers use for science lessons.
They are like bill nye videos, but more relevant to the time at which these students are
learning the lesson. It’s also good to hear from another educator's perspective because
they may understand more for them than you, or an idea about the lesson but come to
them that they didn’t have when they first learned about how we use light to see all
objects around us. Evaluating this multimedia against the LORI criteria I would give it a
2 in all categories. This is because videos are an effective way to get instruction across
in the classroom. When evaluating a video against this criterion, many questions must be
asked like does it address every topic for the students to understand? This criterion helps
to make sure students are learning and growing from these videos. Videos meet many
needs of diverse learners in the classroom. For example, students have the choice to
pause and go back if they do not understand what they are learning and can watch it as
many times as they want until they understand. They can also put on closed caption
settings if they struggle with hearing and can read what the video is saying, and learners
that have the opposite problem can use the sound to listen to what the video has to say
rather than reading it. Videos also provide stimulation through pictures and graphics
you are viewing. This is a useful resource for teachers when trying to differentiate
learning