Direct Instruction: Visible Light

 

Grade(s):  7/8 Number of students:  22-26   Duration of lesson:  Approx. 60 minutes

 

Goals/Objectives:

 

SWBAT build an understanding that:

• Visible light is a mixture of many different colors;

• When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light;

• The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends;

• The behavior of light can be explained through a wave model

 

Standards (and Assessment Anchors, if applicable):

 

[From: PA Standards for Science]

• Demonstrate that visible light is a mixture of many different colors. (3.2.7.B5)

 

[From: NGSS]

• When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. (MS-PS4-2)

• The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. (MS-PS4-2)

• A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2)

• However, because light can travel through space, it cannot be a matter wave, like sound or water waves. (MS-PS4-2)

• A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1)

• Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3)

• A sound wave needs a medium through which it is transmitted. (MS-PS4-2)

 

Materials and preparation:

 

• Laptop, connected to internet and projector

  • one, to be used by teacher

• Teacher created PowerPoint Presentation

  • To be projected and used by teacher during direct instruction

• Guided notes

  • One copy per student, provided in the week’s note/material packet

  • Used by students to:

    •  follow along and record individual thinking and responses to quick checks throughout the lesson

• Dry erase markers and eraser

• Materials for demonstration

• Brain Pop video: Light

 

The intention of direct instruction is to reinforce and formally present/explain the concepts that students began to explore during their Independent Investigations.

 

In order to accommodate the PSSA testing schedule, the lesson will span two days. It will begin during the last twenty minutes of class on Monday, following the students’ Independent Investigation.  The entirety of class on Tuesday will be dedicated to finishing Direct Instruction.

 

As such, I have selected a short demonstration to refocus the students before resuming lecture on Tuesday.  I have also selected a short, explanatory video to show at the end of Tuesday’s class to reinforce the material and concepts covered.

 

I will review the materials/presentation in advance of the lesson in order to determine appropriate points to pause instruction on Monday, as well as to anticipate possible student responses and challenges that the students may face.

 

Classroom arrangement and management issues:

 

The lesson will take place over two days to accommodate the PSSA testing schedule.

 

On the first day, the lesson will begin with all of the students in their assigned seats, following completion of the “Independent Investigation” activities.  After completing a “Quick Check for Understanding,” students who are unable to see the screen from their seats will be allowed to move.  The teacher will begin the lesson at the front of the room, in order to introduce the lesson and present the PowerPoint. 

 

On the second day, the entire class period will be dedicated to completing direct instruction.  As in the first part of the lesson, after completing a “quick check for understanding,” students who are unable to see the screen from their seats will be allowed to move.  The teacher will resume the lesson at the front of the room, in order to present the PowerPoint. 

 

Across classes, the students as a whole exhibit a previously observed tendency to engage in off-topic, personal conversations, as well as to loose focus.  If necessary, I intend to refocus the group by pausing to reset the expectations, stopping or redirecting the conversation as appropriate.

 

Additionally, multiple students exhibit a previously observed tendency to make tangential connections and ask tangential questions about science topics.  I hope to minimize the possibility that the students may get distracted and sidetracked through the establishment of a “question parking lot”.  If necessary, I also intend to refocus the group by redirecting the conversation.

 

The lesson will span the Monday and Tuesday of the first week of PSSA testing.  I anticipate that these factors, especially in combination, may make it harder for some students to focus and necessitate frequent resets.

 

Plan:

 

(Monday, 15-20 minutes)

 

• Establish expectations for the lesson

  • “One mic”

  • Follow along silently

  • Work and record responses independently

  • Share/ask questions when prompted

  • “question parking lot”

• Students complete “Quick Check for Understanding”

  • Students share out their responses

• Teacher begins direct instruction via Power Point

  • Students work semi-independently to complete guided notes

• Pause at specific points for embedded “Quick Checks for Understanding”

  • Select two or three students to share his/her responses with the class

 

(Tuesday, 35-40 minutes)

• Teacher conducts quick demonstration

  • students will complete the related prompts independently, recording responses in packets

• Teacher resumes direct instruction via Power Point

  • Students work semi-independently to complete guided notes

• Pause at specific points for embedded “Quick Checks for Understanding”

  • Select two or three students to share his/her responses with the class

• Teacher plays quick video at end of PowerPoint to reinforce concepts

• Students respond to closing prompt

 

Assessment:

 

• Throughout direct instruction, students will complete guided notes independently—including embedded prompts and “Quick Checks for Understanding”—recording written responses in packets.

  • This work will be collected at the end of the week and analyzed by the teacher along with the rest of the packet.

• Verbal responses to “Quick Checks for Understanding”

• Observations of students during independent work

 

Additional, formative assessment of each student will be recorded by the teacher throughout the course of the lesson, as students ask questions and share their responses and thinking.

 

Anticipating students’ responses and my possible responses:

 

• In planning and teaching this lesson, I will keep in mind that:

  • It is necessary to establish expectations for behavior, sharing answers, showing that a student has an idea, etc…

  • The subject of the lesson, and some of the vocabulary, may be unfamiliar to the students

  • Students may ask tangential questions about science topics

  • The students may be distracted after spending the morning taking standardized tests.

 

Accommodations:

 

• Knowing that physics can be challenging, I have attempted to uncomplicate the material in order to present the content to the students at an appropriate level.

• Based on previous observations, I expect that students may struggle initially to make certain connections before having had a day or two to process the material

• The lesson embraces multiple learning modalities through inclusion of:

  • a demonstration

  • a PowerPoint supported lecture

  • printed notes, for each student to follow along/refer back to during direct instruction

  • video(s)

• Some “Quick Checks for Understanding” will include answering prompts using particular words and/or sentence starters

• Be prepared to adjust schedule if the shortened time period becomes a factor