Kara Weinstein 2/28/2017

Description: Students will learn about main ideas, key details, and interpreting charts &
diagrams while exploring the scientific concept of light and light waves.
Duration: 45 minutes
Standards:
CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it appears.
4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength
and that waves can cause objects to move.
Objectives:
Students will be able to identify the main idea of non-fiction texts.
Students will be able to interpret information given in charts.
Students will be able to explain how information given in charts support the authors
main idea.
Students will be able to create a model that illustrates the properties of waves.
Procedure:
1. Review 2. Investigation 3. Reading 4. Anchor Cart 5. Closure
Watch the video Complete the In pairs, have students Use information from After
What is Light? investigation on read pages F17-F19 in the reading to create an creating the
by Real World pages F14-F15 in Discovery Works by anchor chart explaining anchor
Science on Discovery Works. Houghton Mifflin. They waves. Define chart, have
Discovery Students will work should read each section amplitude, wavelength, students
Education to in groups of 4. of the information text and and frequency. Draw a ask any
review the Each group will identify the main idea and labeled diagram on the questions
concepts that the get a slinky. Each supporting details of each anchor chart. Included they still
students have partner will hold section. After reading, information about have. On a
already learned. one end of the have the pairs determine frequency and how the sheet of
After watching slinky. Have one the main idea of the whole frequency of the wave paper,
the video, student move their section and what the determines color. Go students
review the end up to observe supporting details are. back and read the will
topics that what happens. Once the pairs have diagrams in the section practice
weve already Students will finished, come together as to help create the chart. drawing a
read. Review observe the ways a group and discuss the As a class identify how wave and
what main idea they create in the main idea and details. these terms relate to the labeling the
and supporting slinky. Have the pairs talk about slinky activity. parts.
details are. their thinking as they read.
Prior Knowledge: Students have learned the basics of light. They learned that electromagnetic
waves are light given off from the sun and that apportion of these waves are visible light.
Students have learned about incandescent lighting and fluorescent lighting.
Opening: Students will watch the video What is Light? by Real World Science on Discovery
Education. The video will review the topics from the previous lesson. Link to the video:
https://app.discoveryeducation.com/player/view/assetGuid/f333b72c-e6cc-4455-910b-
dfa3ebf0a19c
Questions:
How does light move?
What is the main idea of this section of text?
How did you know what the main idea of the text was?
What details did the author use to support the main idea?
What does the diagram tell us?
How does a diagram or chart help support the main idea?
What are the main parts of a wave?
How does the waves in the slinky relate to a light wave?
How can we create a diagram of a wave?
Academic Language:
Wave: a disturbance that moves away from its starting point
Vacuum: a region that is empty of any matter
Wavelength: the distance from one crest to the next crest
Amplitude: the height of the wave from resting position to its highest point
Trough: the low point of a wave
Crest: the high point of a wave
Frequency: the number of waves produced each second
Hertz (Hz): unit that frequency is measured in
Materials: What is Light? video, projector, Slinkys, Discovery Works pages F13-F14, Discovery
Works pages F17-F19, markers, large white paper
Adaptions: There are many struggling readers in the class because there are so many struggling
readers, we will read the text as a class. We will read the text together and discuss what the text
meant to make sure that the students understand. Students who need extra support will be able to
work with the resource teacher and teacher consultant.
Check for Understanding: At the end of the lesson, students will create their own diagrams of
waves. This will show what students understand about waves and what they still need to learn.
Assessment: Students will complete the same assessment at the beginning of the lesson segment
and at the end of the lesson segment to show that they understand main idea and can interpret
diagrams which aligns to the standards.
Continuity: This lesson builds on the students basic understanding of light. This lesson teaches
how light moves in waves. The next lesson has students write about the concept and draw
diagrams. The previous lesson had students focus on the main idea of the text and this lesson
continues to do so. In the next lesson, the students will write their own paragraphs with a main
idea, supporting details, and a diagram.

Pairs:
Leon & Ikram
Antoine & Deseray
Selina & Laurence
Jaylin & Tylah
James & Kylee
Bryanna & Isaiah
Ezekiel & Elijah C.
Nehemiah & Rickie
Quinten & Tara
Dauton & Joshua
Dekory & JaeDion