LBS 405

5E Lesson Plan with Arts Integration

NAME:
Liliana Trujillo
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GRADE LEVEL (S):
1st Grade
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STANDARDS:
1-PS4-3 Plan and conduct investigations to determine the effect of placing objects made with different materials
in the path of a beam of light
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LEARNING OUTCOME/ OBJECTIVES:
Through investigation, observations and experimentation, students will learn what materials
light will go through and what materials will block out light
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RESOURCES/MATERIALS:
Flashlights, different types of materials to use, journals (to document/note-take)
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CURRICULUM CONNECTION:
Electromagnetic Radiation pass through them, others allow only some light through and others block all light
and create a shadow on any surface beyond them, where light cannot reach. This standard helps students
discover how light travels from place to place, though experiences with a light source and different
materials.
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ENGAGEMENT
Bring in a discussion that helps students start with a big idea:
• How is a shadow made?
• Engage the students in discussion then follow-up with activity:
• Completely darken the room and ask students to try to make a shadow
• While students experiment this task, have them discuss it with other students what they
are thinking? Is it possible? What is not allowing me to make a shadow?

After discussion and interaction:

Have students complete a short reflection on the activity they just did, and include questions/
thoughts they have in mind

Students should ask themselves:

• Are you able to create a shadow everywhere?
• Can there be a shadow in the dark?
• What was missing from the room that prevented me from creating a shadow?

Grouping:
In the beginning of the ‘Engagement” activity, students will be allowed to explore the task of
creating a shadow in the classroom freely or with a friend if they like. After this, students will work
with their desk partners to discuss what questions and thoughts they have about creating a shadow
in a classroom
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 • Students will work alone on their reflections in science journal

Accommodations/Modifications for EL Student-Expanding Proficiency:

• Teacher can provide students with sentence frames for their summaries
• Teacher can help the student understand a hypothesis by having the student look up
hypothesis on a computer to better understand the concept
• Instead of having the student provide a written summary the students can verbally share
their summaries with their elbow partners their summaries verbally to allow them to
communicate their knowledge in a way that circumvents the language and/or writing
barrier.
• Provide students with extended time to complete task

Accommodations/Modifications for Student with Auditory Processing Disorder:

• Speak with caution, speak clearly and slowly when presenting material
• Seat student near teacher and away from window and doors
• Use visuals throughout the lesson
• Give a signal that alerts the students that an important point is being made

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EXPLORATION
First day:
• Teacher will bring in materials to test to block out light (paper, felt, wood, tinfoil, tissue and
plastic wrap)
• Students work with a partner to observe the materials and test them out using a flashlight
• Students will record their findings in their science journals
• Using their knowledge gained from observations and testing, students will then create a
hypothesis about which material will block out light best (students will work with a partner
to develop a hypothesis)
• Students will record their hypothesis in their own journals

Grouping:
Students will work in pairs during their experimentation with the different materials and during
their creation of a hypothesis (elbow partners)

Accommodations/Modifications for EL Student-Expanding Proficiency:

• Structure the pairs instead of them being random, have student pair with students of same
ability, lower ability or higher ability
• Model for the students the steps to develop a hypothesis, provide a step-by step worksheet
they can have for reference; keep actions clear and simple
• Simplify written and verbal instructions
• Extend time for students to complete task

Accommodations/Modifications for Student with Auditory Processing Disorder:

• Provide students with a dictionary or online dictionary to look up unknown words
• Speak with caution, speak clearly and slowly when presenting material
• Seat student near teacher and away from window and doors
• Use visuals throughout the lesson

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EXPLANATION
• Students will watch a video to further their understanding of the concept of shadow
https://youtu.be/lOIGOT88Aqc
• Teacher will follow up video with further explanation of light and shadow through discussion,
and then introduce/explain vocabulary terms for the chapter
o Absorb
o Dark
o Energy
o Light
o Shadow
o Source
• Students will read the chapter on ‘Light’ in their science book and answer comprehension
questions, ‘Cornell Notes,’ style in their in their science journals
o Questions include:
▪ What is light? Can you see light?
▪ Do plants and animals need light? Why or why not?
▪ How do objects react to light?
▪ What do shadows look like? Do they move? Do they change shapes?
▪ What materials are needed to make a shadow?

Grouping: Students will watch the video as a class, read the chapter and answer the
comprehension questions on their own

Accommodations/Modifications for EL Student-Expanding Proficiency:

• Simplify written and verbal instructions
• Extend time for students to complete task
• Give student frequent breaks during class time so that they can perform at their best
• Provide students with notes about the activity beforehand so they have an opportunity to
preview what will be taught
• Have the students pair share with a English proficient student what they learned so they can
grow and expand on their own ideas, see the other students way of thinking

Accommodations/Modifications for Student with Auditory Processing Disorder:

• Provide the students a quiet area for student to work in
• Do not penalize the student for spelling errors
• Provide the student extended time to work on the assignment
• Breakdown the assignment into clear and simple steps
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ELABORATION
Second day:
• Students will test their hypothesis with the materials they were introduced in class
• Students will get materials (paper, felt, wood, tinfoil, tissue and plastic wrap)
• Students will review their hypothesis and pick the material they chose would block out light
best

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 • Students will then test the material outdoors. They will be making a shadow (shade) for a
small block of ice using the material they chose for their hypothesis (flashlights will not be
used only natural light from outside)
o The goal is that the ice does not melt outside
o Students will test the material for four minutes (stopwatches will be provided)
o Students will record their data and observations in their science journal
• After students test their hypothesis and discover if their hypothesis was correct, they will
record a summary of their findings in their own science journals
• Students will then present their summary to the class

Grouping: Students will work in pair with their partner they created a hypothesis with

After presentations:
• Students having tested the materials and tested their hypothesis, will now use that
knowledge to create an artwork of a house with a roof that will block out light so that “Mr.
Snowman”the snowman living inside the house does not melt so fast during a sunny day
• Students will use their observations of the materials, the weather outside the class,their
knowledge gained from their experiment,and their prior knowledge of real life house roofs
to design a model of a house that will protect the snowman from melting so fast
• Students will pair up with their partner and discuss their ideas for a house roof and style
• Then students will be able to use crayons, color pencils and paint to design their artwork
o Students will have to include in their drawing the material they chose and their
reasoning for using this material
▪ Students will apply the vocabulary words learned
▪ Make use of their science journal notes
▪ Students can also use technology to look up house and roof styles
o After students complete their artwork, student artwork will be displayed throughout
class and a gallery walk will close the activity

Grouping: Students will work with the partner they created a hypothesis with to discuss and
share their ideas, though they will create their own individual artwork

Accommodations/Modifications for EL Student-Expanding Proficiency:

• Model the activity for the student
• Include visuals and provide step by step instructions they can have on hand for reference
• Have students draw their observations in their journal so that they can communicate their
knowledge in a way that circumvents the language and writing barrier
• Provide students with extended time, this means time for them to process directions,
comprehend what is being said, and activity time
• Have the students brainstorm with a partner before beginning activities
• Seat the students near teacher, print clear instructions and give them verbally as well

Accommodations/Modifications for Student with Auditory Processing Disorder:

• Rephrase or repeat information throughout the lesson
• Have the student complete the lesson indoors if outside noise is too disturbing/distracting
• Breakdown the assignment into clear and simple steps, provide student a paper copy of
them
• Use images and gestures to enhance students understanding
• Make changes in the content, the requirements or expectations of the activity
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 • Provide them with access to assistive technology

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EVALUATION
• To evaluate teacher will:
o Review the students’ notes in their science journal
▪ look for correct use of academic vocabulary introduced in class
▪ observations and Cornell Notes demonstrate understanding
▪ checking that the students able to create hypothesis, and explain the outcome
o Observe the students’ presentations to check for student ability to present and
explain hypothesis, what they did and what was the result.
o Observe student artwork of their creation of a roof, specifically their reasoning for
choosing the material and how they used it

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VAPA INTEGRATION & COMMENTARY

Explain how the arts instruction in this lesson builds students' skills in collaboration and
communication and in navigating and understanding the diversity of the world needed for success
in college and career.

The art instruction in the lesson prompts students to work in pairs in order to share and
build on each others ideas on the creation of their roof model. The lesson also allows for students
to create an end product independently. This coincides with real world task. In the real world,
students will most likely work with others, even in groups. Within these groups there most likely
will be an expected outcome from it so they need to know how to interact, share ideas and also
build on each others ideas within a group. However, at the end, they need to perform well
independently as well. They cannot lean on a person for help the entire time. Students need to
also be able to rely on themselves in the real world. They need to have the skills necessary to work
in a team as a team member, but also on their own. This activity allows these skills to develop
because it consist of group work, but afterwards the students work on their own to complete the
assignment.
The art lesson also includes a component in which the students display their artwork and the
class participates in a gallery walk. From this portion of the activity, students are gaining the
experience to learn and connect with their peers. It can be more of a challenge to make
connections with classmates in college. However, it is possible. The gallery walk is being used to
remind students how they can connect with their peers, such as in realizing that they may have had
the same idea for their model, or they thought up the same idea, but their delivery of it was
different. These observations of the artwork help students gain the knowledge that they can learn
from their peers, connect with them, and grow as learners by viewing another person’s way of
thinking.
In conclusion, this portion of the lesson allows students to work as a team with their
classmates, but also to work on their own to create something. More importantly the art
instruction allows students to strengthen their ability to connect with their peers.To have success
in college and a career students must obtain the skills to be able to work well with others, rely on
themselves to complete a task, and be able to make connections with others so that they can learn
from others and make growth.

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Lesson Plan Rationale Assignment

Designing Learning Activities:

I chose to begin the lesson with an interactive activity that will get the students thinking. Including an

activity that includes with reading or writing can sometimes lead students to become disengaged, which can

lead them to then lose focus.Therefore, I wanted to include an activity that would have them move, think,

explore and wonder, in order to develop excitement in them for the rest of the lesson. I also included

presentations in the activity. Writing down notes, observations, and summaries is knowledge that can sometimes

go out the window once students close their journals, but if a student is able to explain their ideas and reasoning,

then it most likely will stick with them more than writing it down. Verbal presentations help students reinforce

their own understanding and it helps the teacher check for the students understanding. Presentations are also

more engaging for students because it is more of a thrill to present information you worked with and collected,

rather than having to regurgitate all the information onto an assignment or essay.

Designing Instructional Strategies:

Instructional strategies are important to assure all students gain access to the material. All students have

different learning styles, therefore, I tried to include different instructional strategies for each portion of the

lesson. For some parts students observed and discussed their ideas, no writing. For other parts, students

discussed and then there was writing to be done. Instruction strategies should be varied so that students practice

skills they may not be strong in, but also practice the skills they are good at. In some parts, the students asked

each other questions and in other parts, the teacher was the one asking the questions. Also, the students

sometimes led the discussion with their partners rather than having the teacher provide the students with

questions to discuss. The use of a variation of strategies helps access each students learning and also prompt

them to think for themselves, while also thinking and learning through someone else. I tried to do this to help

students understand the material, but also to build on their understanding though different strategies. Lastly, the

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use of different instructional strategies helps with student engagement, in that the strategies are different so that

they do not become repetitive and boring to participate in.

Academic Rigor

The lesson plan requires students to observe and use their knowledge to develop a well thought out

hypothesis. A hypothesis requires students to do higher order thinking as they have to evaluate the materials

they are working with, possibilities and an outcome. The experiment also serves as a method for students to

apply what they have learned, such using an object that creates a shadow, means it is blocking out light,

therefore, the ice would have a less likely chance of melting. Also students are observing and taking notes as

they experiment, as well as notes from their reading, and vocabulary, which they will use to produce a summary

at the end of the experiment. Students will then expand their knowledge about shadow, when they design and

draw a house roof drawing and include reasoning behind their choice of material.

Language Demands

This lesson demands the students to understand the concept of light and shadow. Students should also

understand vocabulary words introduced, in order for them to understand the meaning behind the lesson and

more importantly, the activity. (Vocabulary Words: Absorb, Dark, Energy, Light, Shadow and Source)

Without the students understanding this, they will not feel included as they will not be able to follow along and

engage in the activities.

The text being read by the students will be coming from their 1st grade science book intended for first

grade readers. The materials used during the lesson are materials students may or may not already be familiar

with, however, if students are not familiar with the materials, they do get an opportunity to work with them,

touch them and get a feel of what they are and used for. Since the material is not at a level of high difficulty I

wanted to challenge the students to then use that knowledge to create a hypothesis and conduct their own

experiment, as well as apply what they learned into an art lesson.

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Organization of Student Work

I chose to allow the students to do individual work when it cam to exploring new concepts so that they

can develop their own ideas, but then I liked paring up the students so that they can discuss their ideas and their

way of thinking, with someone else. Through this, they can share and learn from the other student. Students can

build on each others ideas and also find new ways of understanding or seeing something they may have never

considered themselves.

Student Assets and Needs

The students are asked to use their prior knowledge to try to understand the concept of shadow. This

knowledge can come from their own life experiences and their funds of knowledge. The students can also apply

their own experiences they have had at home, to know what material would work best. Also teacher is brining in

materials that students can connect with, materials they can find in their own home or that they have seen their

family members use in their own house.

Socio-Emotional Development Considerations’

The lesson addresses the socio-emotional development of students thought group work that takes places

throughout the lesson. In the real world, students will have to partake in group activities. they will have to learn

how best to communicate to various people. Therefore, through group work students redeveloping their social

skills and their communication skills which are necessary to work well wit other members in society.

Resources, Materials, Tools, and/or Educational Technology to Support Learning

I chose to have the students first start the lesson by using themselves as a resource. In the first activity,

the students are applying their own knowledge to figure out the answer. Then, the students are able to learn and

gain knowledge from another student. This helps the students first critically think on their own, explore their

ideas and assumptions, then they can expand their knowledge and understanding by exchanging ideas with

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another student. Groups provide students an access to learning, learning that is acquired from interaction and

discussion with someone else.

I also chose to use a video as a resource to help support students’ learning. I understand that having

visuals for students and written explanations help students access leaning quicker. They see the concept they are

studying, and then read about it with an image of it already in their head, which they can use for reference.

Lastly, the materials I chose to use in the lesson were materials that the students may have already see

and are familiar with. I did not want to take time out of the lesson to go into depth as to what the objects the

students would be using are. Therefore, I brought in familiar materials the students can probably find at home so

that they recognize them and can use their funds of knowledge to possibly help them develop their hypothesis.

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