LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
 Shaylee Vargas
 Julia Urban, Clymore Elementary
 4/4/19 at 10:10 a.m.
 Submitted on 3/28/19

A. ESSENTIAL QUESTION/TYPE OF LESSON

What Is Refraction?

B. CONTEXT OF LESSON
Students knew that reflection occurs when light bounces off an object. They also gave examples of reflective materials (mirrors, water, etc.).
Students observed that a marker appeared to bend in the cup of water. They also noticed that the water made the marker look bigger. However, they did
not know why this happened or what it was called (refraction). Students may have a misconception about prisms. A student drew a picture of a prism
with colorful lights going straight through the prism. I can infer that the student did not know that a prism is a refractive material. Thus, I found out that
students had little prior knowledge of refraction. Since the science talk, students have learned that refraction is the bending of light.
Students will go through refraction stations to learn more about refractive materials. This activity will encourage students to think about how and
why refraction occurs. They will also make observations about the materials by drawing a picture with a caption. Students will share their observations
with the class. Then, they will complete task cards to classify everyday examples of reflective and refractive materials into appropriate categories. This
lesson is in the middle of the light unit.

C. IDENTIFY THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION SCIENCE STANDARDS (NGSS NATIONAL
STANDARDS)
5.3 The student will investigate and understand basic characteristics of visible light and how it behaves. Key concepts include
1. a) transverse waves;
2. b) the visible spectrum;
3. c) opaque, transparent, and translucent;
4. d) reflection of light from reflective surfaces; and
5. e) refraction of light through water and prisms.
 MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement:
Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written
descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

D. Objectives
Understand – what are the broad generalizations the
students should begin to develop? These are typically
difficult to assess in one lesson. These should be
written in the form of “I understand” statements.
I understand that light travels in straight paths until it
hits an object, where it bounces off (is reflected), is
bent (is refracted), passes through the object (is
transmitted), or is absorbed as heat.
Know – what are the facts, rules, specific data the
students will gain through this lesson? These
“knows” must be assessed in your lesson. These
should be written in the form of “I know that”
statements.
I know that reflection occurs when light bounces off
an object.
I know that refraction is the bending of light as it
passes through one substance to another.
Do – what are the objectives for the lesson? Each
objective will be assessed in your lesson. One
objective should be a content-language objective.
These should be written in the form of “I can”
statements.
I can classify everyday examples of reflective and
refractive materials into appropriate categories.
I can describe refractive materials by drawing a
picture with a caption.

E. ASSESSING LEARNING
Objectives (I can) Opportunities to Respond Evidence
I can classify everyday examples of reflective Task cards Students will write whether a picture is an
and refractive materials into appropriate example of reflection or refraction.
categories. Students will talk with their group about whether
an object is reflective or refractive.

Think-Pair-Share Students will discuss the difference between

reflection and reflection with a partner.
I can describe refractive materials by drawing Observation worksheets Students will draw and describe their
a picture with a caption. observations.
Small group and whole group discussion Student will discuss their observations.

F. MATERIALS NEEDED
 Concave lens (me)
 Convex lens (me)
 Clear tub of water (me)
 Two clear cups of water (me)
  Prism (teacher)
 LED Laser (me)
 Penny (me)
 Straw (me)
 Task cards and answer sheets (me)
 Observation worksheets (me)

G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Misconception/Alternative Conception:
A prism is a reflective material.

Scientific explanation of the concept:

When light passes from the air into glass, it slows down, and when it leaves the glass, it speeds up again. If the light hits the glass at angle, it undergoes
refraction. The angle at which it hits the glass is not the same as the angle it travels inside the glass. The light is no longer moving in a straight line but
gets bent at the surface. When the light leaves the prism, it bends again.

Addressed in Lesson:
When students share their observations, we will discuss why a prism is a refractive material.

H. SAFETY
You may only shine the laser on the prism. Never look directly into a laser or point it at someone’s face.
 Science Concepts
What science concepts are being introduced or reinforced?
How will students practice using these concepts (vocabulary)?
Refraction: The bending of light as it passes through one substance to
another.
Reflection: Occurs when light bounces off an object.
Observation: The activity of paying close attention to someone or
something in order to get information.
Opaque: Not able to be seen through.
Translucent: Allowing light, but not detailed shapes, to pass through;
semitransparent.
Transparent: Allowing light to pass through so that objects behind can be
distinctly seen.
Academic Discourse
What will students need to talk and write about? What sentence frames/starters will be used? How
will language use be modeled?
I will tell students that they can use the word “appear” to describe their observations. I will also
provide an example of a sentence with the word.
Students will need to talk and write about their refraction observations. They will also share their
observations with the class. They will use these sentence starters:
“I observed…”
“The light refracted when…”
Students will tell their partner why they think that refraction is more likely to occur in transparent
objects.

Students will use the words “refraction” and “reflection” to complete their Students will talk with their group about whether an object is reflective or refractive.
informal assessment. They will also use the sentence starter “I observed…”
to share their observations. Students will discuss whether refraction is Students will discuss the difference between reflection and reflection with a partner.
more likely to occur in opaque, translucent, or transparent objects.

Engage: How will this experience be introduced to learners? How do you build background and connect to students’ prior knowledge and
experiences?
Activity & What the Teacher Does and Says Anticipated Student Academic, Physical, Social & Justifications
Time Responses Linguistic Needs
Setting Classidy-class? Yessidy-yes! (Together) N/A N/A
Behavior
Expectations Wow! Everyone said it together.
That’s a student point. Add point.
Introduction Today we are going to learn more A student will raise their Linguistic: Hand movements Hand movements can help
to the Lesson about refraction. Show a straw hand and show the for vocabulary words. students remember vocabulary
inside of a cup to enhance students’ movement. words.
(5 mins) memories. Does anyone remember Then, all of the students will
the refraction movement that Ms. practice the hand movement.
Urban showed us?

You all are going to move through

six refraction observation stations. A student will answer, “It
What does it mean to make an means that we watch
observation about something? something closely.”

We make observations to learn

more about something. These
observations will help us learn more
about refraction.

I am going to give each of you an Student will write their

observation worksheet. Remember names on their papers.
to write your name on your paper.
You are going to make observations
about the appearance of items in
different situations. You might want
to use the word “appear” to describe
your observations. For instance,
“The object appears to bend.”

Divide students into six small Students will get into their
groups to work through the stations groups.
and record their observations.

Each station has directions for you

to follow. You are going to draw
and describe your observations at
each station.
At station #1, you are going to look
at the cup from the side. Observe
the direction the arrow is facing.
Then, look at the arrow behind the
cup. Observe the direction the arrow
is facing now.
 At station #2, you are going to point
the laser down toward the prism.
See what happens when the light
hits the prism. You may only shine
the laser on the prism. Never look
directly into a laser or point it at
someone’s face.
At station #3, you are going to hold
a concave lens over the smiley face.
You will also draw what you see.
At station #4, you are going to hold
a convex lens over the smiley face.
You will also draw what you see.
At station #5, you are going to look
at the cup with the straw in it from
the side. Draw and describe how the
straw appeared.
At the last station, you will look
into the tub from directly overhead.
Think about how many pennies you
see. Then, look at the tub from the
side. Think about how many
pennies you see now.
You will have five minutes at each
station. Raise your hand if you have
any questions. Remember to leave
each station as you found it before
moving on to the next one. Does
anyone have any questions?
Explore: Description of methods students will likely use to explore problem and potential solutions. Note that this may not be a linear progression
and not all students may use all methods.
Activity & What the Teacher Does and Says Anticipated Student Academic, Physical, Social & Justifications
Time Responses Linguistic Needs
Refraction Students will read the
Observation directions at each station.
Stations The paper tells them what
to look for and what to
(30 minutes) record on their papers.
Linguistic and social: It can be helpful for students
Ask students about their Students will discuss what to talk with their peers about
observations. is happening at their Students can discuss their
observations with each other. their observations. After they
station. form their thoughts, they
should find it easier to write
their observations.
Explain: Description of methods for moving from exploration to understanding through discussion. Supporting students use of the science concepts
in reading, writing, listening and/or speaking will figure prominently here.
Activity & What the Teacher Does and Says Anticipated Student Academic, Physical, Social & Justifications
Time Responses Linguistic Needs

Ask students what is going on in Students will draw and Linguistic: Drawing a picture If students have difficulty
their pictures. write their observations. with a caption. constructing a sentence, they can
still draw a picture. The picture
may help them think about what
they want to write.
Sharing Strategies: How will students share their information, solutions, and/or strategies?
Activity & What the Teacher Does and Says Anticipated Student Academic, Physical, Social Justifications
Time Responses & Linguistic Needs

Sharing What happened to the light at each A student will answer that
(5 mins) station? light bent at each station.

When light moves from one

 medium to another (such as from air
to water), it bends where the
surfaces meet. Refraction is the
bending of light.

Ask students to share their Students will share their Linguistic: Sentence starter Sentence starters can encourage
observations. Tell students to try observations with the class. students to practice scientific
using the sentence starters: vocabulary words.
“I observed…”
“The light refracted when…”
Elaborate: In this section students take the basic learning gained from Explore and clarified in Explain and apply it to a new circumstance or explore
a particular aspect of this learning at a deeper level. Students should be using higher order thinking in this stage. A common practice in this section
is to ask a What If? Question.
Activity & Time What the Teacher Does and Anticipated Student Academic, Physical, Social Justifications
Says Responses & Linguistic Needs
What if the prism was A student may answer,
black? Would that change “The black prism would
how the laser light moves? absorb the laser light.”

Is refraction more likely to A student may answer,

occur in opaque, “Refraction is more likely
translucent, or transparent to occur in transparent
objects? Wait for an objects.”
answer.

Talk with your neighbor
about why you think
refraction is more likely to
occur in transparent objects.
Refraction is the bending of
Another student may
answer, “Light travels
through transparent objects
more easily.”
Linguistic and social:
Think-Pair-Share
Each student will explain their
thinking and listen to another
classmate’s answer. Talking
with peers is also more
engaging for students than
listening to one person answer.
 light as it passes through
one transparent substance
to another. The black prism
would be opaque, so it
would absorb almost all of
the light. For this reason,
refraction is more likely to
occur in transparent objects.
Evaluate: In this section every student demonstrates learning via your formative assessment.

Activity & Time What the Teacher Does and Anticipated Student Academic, Physical, Social Justifications
Says Responses & Linguistic Needs
Task Cards Pass out task cards. Students will classify ten Linguistic: Picture Pictures can help students
(10 mins) Each group has a task card pictures as examples of scenarios visualize the different
with two questions. You are reflection or refraction. scenarios better than text.
going to classify each
picture as an example of Students will work in Linguistic and social: This activity encourages
reflection or refraction. You groups. Students verbalize their students to collaborate and
will also include a short answers to their peers. justify their answers.
explanation about why you
think it is an example of
reflection or refraction. You
may work with the group
members at your table. I
will give you two minutes
at each table.
Closure: (revisit objective, IQ’s Class-class? Yes-yes!
and make real world You all have done a great
connections) job rotating through stations
(5 mins) today. I see hands and eyes,
too. That’s another student
 point! Add point. Talk with
your neighbor about what
the difference is between
reflection and reflection. I
will ask someone to share
their answer.
Students will tell their
neighbor that refraction is
the bending of light.
Reflection occurs when
light bounces off an object.
Linguistic and social:
Think-Pair-Share
This activity encourages each
student to participate. Shy
students may feel more
comfortable talking with a
classmate instead of the whole
class.

Can someone give me an A student will mention a

example of reflection? mirror, the ocean, etc.

Can someone else give me Another student will give

an example of refraction? an example with water,
That is a great example. We glass, etc.
can find everyday examples
of reflection and refraction
all around us. Thank you all
for working so hard today!
Ask the students to line up.
References Used:
A. M. (n.d.). Refraction Observation Stations. Retrieved March 26, 2019, from https://www.teacherspayteachers.com/Product/Refraction-
Observation-Stations-3466449
Light- Reflection and Refraction: Task Cards. (n.d.). Retrieved March 26, 2019, from https://www.teacherspayteachers.com/Product/Light-Reflection-
and-Refraction-Task-Cards-2292926

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
The observation stations could take longer than expected. We are also going to review each station afterward. I have planned for this activity to take
about 35 minutes. If we end up spending more time on the stations, I will likely shorten the “elaborate” activity. I want to give students the full ten
minutes to complete their final assessment.

Students could also finish their observations faster than I anticipated. If I notice that they are finishing their observations quickly, I will shorten the
amount of time at each station. I could use the additional time to review each of the assessment questions at the end of class.
Students may try to play with the LED laser. I will tell them not to point the laser at their classmates. I will also monitor that station more closely to
make sure that students remain on task.

CT’s Signature: _______________________

Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection
and use specific examples to support your insights.

Part I. Steps for Analyzing Students’ Assessment Responses

1. Read through all students’ responses to get an idea of the range of student ideas.

2. Construct a rubric or checklist for analyzing your assessment task. The rubric/checklist should reflect your expect task response features as well as
the range of student responses.

3. Score all student responses and based on the results, categorize all students by high, medium and low proficiency. Students who do not respond to
a task are to be placed in a non-response category. (See #5 if you only have two categories)

4. Choose two students from each group (high, medium and low category) for further analysis. You will further analyze these 6 students for your
written analysis and reflection described in Part II.

5. If you only have three categories, choose two from the high and up to 4 from the other category. You will further analyze these 6 students for your
written analysis and reflection described in Part II.

Part II. Examining and Reporting on Patterns in Your Analysis

There are three parts to this assignment as described below. This write up should be no longer than 3 double-spaced pages.

1. Analysis of students’ learning

You have identified a learning objective(s) to analyze in writing or writing about your post-assessment item. You have an implemented an
assessment task that provides evidence about student learning of that goal(s). You have established criteria for examining student achievement of
learning goals. Now examine the understandings of the students in your categories (i.e. high, medium, low).

Please address the following questions, focusing on evidence based on the 6 selected students’ work:
(a) How did student’s different proficiency levels understand different aspects of the learning objectives as reflected in the task response
features?
For the first assessment, I instructed students to describe and draw six observations about refractive objects. During the last
assessment, students identified whether ten pictures were an example of reflection or refraction. I have included student work samples from
the excellent, developing, and beginning proficiency levels. Students in the excellent proficiency level described and drew all six
observations. They correctly identified at least seven of the pictures as reflection or refraction. Students in the developing proficiency level
described and drew some of the observations. They correctly identified at least five of the pictures as reflection or refraction. Students in the
beginning proficiency level described or drew the observations. They correctly identified less than five of the pictures as reflection or
refraction. Overall, most of the students achieved an excellent proficiency level. One student was in the developing proficiency level, and
another student was in the beginning proficiency level. For this reason, I included four student work samples from the excellent proficiency
level, one student work sample from the developing proficiency level, and one student work sample from the beginning proficiency level.

(b) Were certain features more problematic than others? If appropriate, please comment on other evidence you might have about your
students' learning.
I liked that the observation worksheet included space for students to both write and draw. The questions also helped guide students’
thinking. I noticed that the worksheets did not include instructions. While I told students the instructions, it would have been helpful for
them to see the directions on their paper. The task cards included descriptions and pictures of everyday examples of reflection and
refraction. The pictures helped students visualize and understand the problem. However, the task cards only asked for a single-word
response. In hindsight, I would have liked students to explain why they thought the picture was an example of reflection or refraction. I
could address students’ misconceptions more accurately if I knew their reasoning for each answer.

(c) Where did the students end up in their understanding of the objective(s)? What ideas were generally understood? What naïve ideas
remain? Your response should explore students’ strengths and weaknesses, their responses to the particular assessment features (which
aspects did they seem to master and which ones did they struggle with?) to help you identify specific ways in which your lesson was
successful in supporting students’ mastery of your learning objectives.
Based on the assessments, most of the students had a strong understanding of the difference between reflection and refraction. Most
students knew that seeing yourself in the water is an example of reflection. The convex lens station may have helped students understand
that a magnifying glass is an example of refraction. Students noted that a drop of water is an example of refraction. However, a few
students still had difficulty understanding that a rainbow is an example of refraction. They seemed to understand that a disco ball is an
example of reflection. The straw station may have helped students realize that a flower stem in a vase of water is an example of
refraction. The convex lens station could have also helped students answer that glasses and binoculars are an example of refraction. Some
students did not answer that seeing yourself in the back of a spoon is an example of reflection. Most of the students also realized that a
prism is an example of refraction. Overall, the observation stations seemed to support students’ understanding of refraction. They
 observed that the refraction of light made objects look bigger or smaller. Students also noted that light bends as it passes through one
substance to another (such as from air to glass).

(d) Discuss the next steps you would take as a teacher based on the evidence you gathered and analyzed regarding student learning.
Since I noticed that a few students struggled to understand that a rainbow is an example of refraction, I would review that question
as a class. I would also make a connection to the prism observation station, so students could see that raindrops act as prisms (bending
light). However, students could also argue that raindrops reflect light. We can see a rainbow because the separated light is reflected in our
eyes. So, both responses are technically correct, as long as students provide reasoning for their answer.

2. Implications of student learning results for evaluating your lesson and your teaching of it.

In this section, you should reflect upon your lesson implemented in the classroom, while at the same time incorporating ideas from your analysis of
student learning. As part of your reflection, you should answer the following questions:
(a) What were some of the things you did well as a teacher during this lesson?
I clearly explained what I expected students to do at each station. I also emphasized that students needed to be careful with the laser
at the prism station. I walked around to each group and asked them additional questions to extend their learning. I also tried to utilize the
classroom management system in place. If students listened well, I gave them a student point. If students were talking while I was giving
directions, I gave myself a teacher point. I also gave students Cardinal Cash if they volunteered to answer questions. At the end of the
stations, we reviewed each station and discussed what students observed. I felt it was important to reinforce what students learned about
refraction from the observation stations. I also clarified students’ ideas as needed. Then students completed their assessment. After the
assessment, we reviewed each answer. I wanted to review the answers so students could understand why they got an answer right or
wrong. Before leaving, I asked students to give me an everyday example of reflection and refraction. This short discussion provided
closure to the lesson and reinforced my objectives.
To what extent did you see students’ growth with respect to the science content based on evidence from your science talk which provided
insight on students’ prior knowledge (for example, anticipated misconceptions, challenges, etc.)?
From my science talk, I learned that students thought that a prism was an example of reflection. For this reason, I included a prism in
one of the observation stations. Students shined a laser at the prism and observed how the light bent and dispersed onto the construction
paper. Students correctly answered that a prism was an example of refraction on their task cards. I was glad to see that the station helped
students understand that light bends when it hits a prism. The science talk also informed me that students did not completely understand
how and why refraction occurs. They learned that refraction is the bending of light as it passes through one substance to another. Students
also saw real examples of refraction. They observed how light bends as it passes through water (changing an arrow’s direction). They
 realized that light passing through the water made the object appear twice. Students also noted that light passing through the water made
the objects appear bigger and broken. Finally, they learned that these everyday objects are examples of refraction. As we reviewed the
stations, I noted that when light moves from one medium to another (such as from air to water), it bends where the surfaces meet. This
information helped students understand why refraction occurs. Students were also able to identify examples of refraction on their final
assessment.

(b) If you were to teach this same lesson again, what changes would you make? Why?
If I were to teach this same lesson again, I would create a different assessment. I combined both the observation worksheet and task
cards into a single rubric. However, the task cards only had one correct answer. I did not get insight into why students believed the
picture was an example of reflection or refraction. If I used the task cards again, I would have students explain their reasoning. If I
created a new assessment altogether, I would ask students to draw an example of reflection and draw an example of refraction. They
would also explain their drawings so I could see their thinking.
I would also allow less time for students to complete each station. Initially, I gave students five minutes per station. However, I
quickly realized that students were completing the stations faster than I anticipated. Sometimes they played with the objects or became
distracted. I attempted to adjust the time, but I was not consistent because I would forget to set the timer. Next time, I would only allow
three minutes per station, and I would pay more attention to the timer.
(c) What have you learned from this experience that will influence your teaching of other science lessons in the future?
I have learned that it is important to know about students’ prior knowledge of a topic. This information includes students’
misconceptions, prior experiences, and funds of knowledge. Teachers use students’ prior knowledge to clear up misconceptions and
connect their funds of knowledge to the new content. I also discovered that teachers could have to review content before teaching it to
students. While I had a general idea of refraction, I did not have a complete scientific understanding of it. Thus, I needed to research
refraction to develop a better understanding. In addition, I learned that stations help reinforce students’ knowledge of a particular topic.
They are more interactive and engaging for students than completing a worksheet. However, students can complete observations during
the stations for teachers to use as assessment data. Stations can also be more chaotic because everyone is talking in different places.
Teachers should give clear instructions and tasks for students to complete, so the students are participating in productive conversation.
Appendix A: UNWRAPPING of VA SOL SCIENCE STANDARD
Unwrap VA SOL. For each Big Idea found in the standard, write an essential question.
Unwrapped Concept Unwrapped Skill Taxonomy Level
(nouns) (verb) (Bloom’s)
 Representation  Diagram  Remembering
 Light wave  Label  Remembering
 Wavelength
 Crest
 Trough

 Relationships  Explain  Evaluating

 Wavelength  Name  Remembering
 Color(s)
 Light
 Visible spectrum

 Terms  Explain  Evaluating

 Transparent  Give (an example)  Remembering
 Translucent
 Opaque
 Example

 Reflection  Compare  Evaluating

 Refraction  Contrast  Analyzing
 Water  Using  Applying
 Prisms
 Mirrors

 Effects  Analyze  Analyzing

 Prism  Describe  Understanding
  White light

 Relationship  Explain  Evaluating

 Refraction
 Light
 Formation
 Rainbow

Big Idea Essential Question

Reflection occurs when light bounces off an object. In contrast, refraction What is the difference between reflection and refraction?
is the bending of light.

We can find refractive materials in our everyday lives. What are some examples of refraction?
Appendix B: CONCEPT MAP
 Appendix C: ASSESSMENT

Assessment Task 1: Students will describe and draw six observations about refractive objects.
Assessment Task 2: Students will identify whether ten pictures are an example of reflection or refraction.

Category Excellent Developing Beginning

Observation Worksheet
Refraction or Reflection Task Cards
2 1 0
The student described and drew all six The student described and drew some The student only drew the
observations and answered all the of the observations and answered all observations and answered none of the
corresponding questions. the corresponding questions. corresponding questions.
The student correctly answered at least The student correctly answered at least The student correctly answered less
seven of the reflection or refraction five of the reflection or refraction task than five of the reflection or refraction
task cards. cards. task cards.

4 points: Excellent
2-3 points: Developing
0-1 Points: Beginning
 Student Work Samples
Excellent Proficiency Level
Developing Proficiency Level
Beginning Proficiency Level