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Lesson Plan   


 
    Lesson Information
     
 
    Objectives
    Assessment
     
   
    Resources
    Materials
    Vocabulary
    Procedures
    Day Plans
    Enrichment Options
     
   
    Teacher Reflection
     



Stage 1
Identify Desired Results

Catchy Title: Extreme Flashlight Tag
 Theme/Topic of Lesson: Reflection
 Time Commitment: 60 minutes
 Subject Area(s):
    Science - Physics
 Grade Level(s): 5
 Standards Alignment:
Class Challenge Question:

Sitting in the front seat of a car, why can one see the headlights from the cars behind him or her? 


Overview:

This physics lesson will guide students through the path of light and reflection by organizing information into logical parts. Students take a pre-test to assess prior knowledge, observe a class demonstration, work in a group, and complete individual activities in order to gain a holistic understanding of the concepts. The majority of the lesson will be completed on the computer by working through a PowerPoint presentation will illustrations, diagrams, and Internet hyperlinks. By the end of the lesson, students will be able to explain the physics of reflection in writing. A post-test is administered to informally assess learning.
Students would benefit from some prior knowledge on the subject of light. Previous lessons might include the light spectrum or the sun as the Earth’s source of light. Some post-lesson suggestions might include: refraction, concave and convex lens, telescopes and microscopes, and light pollution.



Stage 2
Determine Acceptable Evidence

Learning Objectives:

The Students will:

  • Describe and explain that light will travel in a straight line until it strikes an object and is reflected or refracted.

  • Describe the front-to-back reversal in an image.

  • Describe the path of a ray of light before and after it bounces off a plane mirror.

  • Communicate in writing a description of an investigation that includes:
    o The question investigated
    o The hypothesis made
    o The results of the investigation
    o An explanation of the results using supporting evidence

     


 Assessment
  • Students will complete a post test in the form of true or false statements.
  • Students will compose two constructed responses explaining the path that light follows until it strikes an object and is reflected.  Students will use what they have learned from the demonstration, Internet activities, and hands-on experience to explain and support their responses in the activity packet entitled Extreme Flashlight Tag Packet Answer Key

Stage 3
Plan Learning Experiences

Resources

Internet SitesMirror Game

This interactive site features an activity to demonstrate and manipulate the reflection of light on a mirror.

  http://www.phy.ntnu.edu.tw/java/optics/mirrorgame_e.html
Magic Factory

Students will use their knowledge about light's path on mirrors in order to play an online "Mirror Maze" game.

  http://www.nmpft.org.uk/magic-factory/index2.html
Reading on Reflection

Extension Activity - Students can read for information about the law of reflection. 

  http://acept.la.asu.edu/PiN/rdg/reflection/reflection.shtml
Light Reflection

This interactive site allows students to manipulate the light source and to observe that the incidence ray and the ray of reflection remain equal. 

  http://id.mind.net/~zona/mstm/physics/light/rayOptics/reflection/reflection2.html
Ray Optics

This Web site features an image that allows students to observe a path of light from two different perspectives.

  http://id.mind.net/~zona/mstm/physics/light/rayOptics/rayOptics1.html
Make a Periscope

Extension Activity - Students can build their own periscope!

  http://www.exploratorium.edu/science_explorer/periscope.html
Welcome to the Symmetrizer!

Extension Activity - Students can explore kaleidoscopes as art when manipulating mirrors. 

  http://pbskids.org/cyberchase/games/symmetry/symmetry.html
Materials
Per class
  • Extreme Flashlight Tag Packet Answer Key  (View)
as determined by instructor
    • computer with Microsoft Power Point installed, Internet access, and Macromedia Shockwave (free download)

     

  • Extreme Flashlight Tag PowerPoint  (View)
Per student team/group of 4
    • Flashlight
    • Three plane mirrors
    • Meter stick
    • One index card with a small hole in the center
    • Two large pieces of white construction paper
Per Student
    • Pencil
    • One plane mirror
  • Extreme Flashlight Tag Activity Packet  (View)
Not Specified
  • Extreme Flashlight Tag VSC Objectives  (View)
Vocabulary
  • reflection - the bouncing back of light rays from a surface.
  • ray - part of a line that has one endpoint and continues in one direction without end.
  • ray of incidence - light that goes toward a mirror.
  • reflected ray - light that leaves the mirror at the same angle as the ray of incidence.
  • line of symmetry - a line that divides a figure into two parts that match, or are congruent.
  • angle of incidence - angle at which light strikes a mirror.
  • angle of reflection - angle at which light is reflected from a mirror.
Procedures

This lesson is designed for students to learn by doing as well as to read for information, with self-instruction. Students work individually, in pairs or in groups, as determined by computer availability and teacher preference.

Students work through a PowerPoint and an activity packet simultaneously to learn about the physics of light reflection. Through the combined processes of reading for information, both within the PowerPoint and at Web sites, and hands-on demonstrations, students contruct learning. They compose two constructed responses, explaining the path that light follows until it strikes an object and is reflected. Students will use what they have learned from the demonstration, Internet activities, and hands-on experience to explain and support their responses in the activity packet.

The ideal technology configuration is for each student or student pair to have access to a comuter with Internet access, Macromedia Shockwave and Microsoft PowerPoint.


 Day 1: What is so special about the mirror, mirror on the wall?
Daily Challenge Question: Sitting in the front seat of a car, why can one see the headlights from the cars behind him or her?
60 minutes
Set-up Directions:

The teacher needs to decide whether the students will be working through the majority of this lesson as partners or individually. In either set-up, the best technology configuration would be to conduct the lesson in a computer lab.  

  • Computers need to be equipped with Internet access, Macromedia Shockwave (free download), and Microsoft PowerPoint. 
  • Copy of the Extreme Flashlight Tag Activity Packet for each student.
  • Download the Extreme Flashlight Tag PowerPoint presentation for student access.
  • Gather flashlights (check battery strength), index cards, white construction paper, plane mirrors and meter sticks.
  • Use a single hole punch to punch holes into the center of index cards.
  • Draw an X on the chalkboard.
  • Write the Class Challenge Question on the chalkboard.


Teacher Presentation & Motivation:

Class should gather in the computer lab. Draw student attention to the Class Challenge Question. Have a student read it aloud. Solicit responses. Explain that in today's activity, students will learn the information to answer that question fully.

The teacher should distribute the plane mirrors to each student.  Prior to distributing the activity packets, instruct students to use the mirrors to write their names on the packets.  Explain that they should stand the mirror up at an angle by the name section, then by looking into the mirror, they should try to write their names on their paper.  After the students have had some time attempting this, direct their attention to the introduction section of the packet.  As a class, read over the directions and icons to set expectations for the students. 



Activity 1 - Parts 1 - 3

Students should have their materials by the computer.  Keyboards can be placed aside to make room to write. In this activity, students will be introduced to the PowerPoint and Extreme Flashlight Tag Activity Packets. Students will work through both the PowerPoint and the packet simultaneously.

Have students open the PowerPoint presentation.
 


Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

The focus for interacting with the PowerPoint presentation is to be introduced to the activity, to take a Pre-Test, and to navigate through Parts 1-3 in the activity packet and PowerPoint.


Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

On the first slide in the PowerPoint, the title page, direct students to click on the arrow to move to the next slide. This step is important so that the students use the icons to navigate through the PowerPoint. (If the students were to use the space bar, or random mouse clicks, they would be given answers as opposed to having to find the answers.) The second slide instructs the students to the Pretest in their Extreme Flashlight Tag Activity Packets.

Part 1 - Pretest / Post Test

Students will read the statements and complete the Pretest column of the table.

Part 2 - Gotcha!

The next slide gives the steps of a demonstration they will observe. Choose one student (close to the chalkboard) to shine a flashlight on the X on the chalkboard. Students will then click the YES button on the slide which will bring up Part 3.


Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Part 3 - Light Sources

Students will brainstorm a list of light sources in their packets. After a brief discussion, students should navigate through the next two slides in this part and pause.



Activity 2 - Part 4

Part 4 - How does light travel?

Students will make a hypothesis by clicking on the arrow in the PowerPoint that represents the path in which they predict light travels.  In groups, students will complete an investigation.  Depending on ability level, the teacher may or may not want to read over the procedure with the class.  Upon completion of the data tables and a written conclusion, students will observe another demonstration.  Gotcha #2 can be done as a class demonstration. Or, as groups finish, they could be directed to an area to perform the steps within their group.  After recording observations, students will click on the arrow to proceed to the next slide on the PowerPoint.



Activity 3 - Part 5

Part 5 - The Rules

In this activity, students will be interacting with the Ray Optics Web site.


Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

The focus for interacting with the Ray Optics Web site is to observe the path of light coming from a source through obstacles. 


Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Students will click on the hyperlink lighthouse picture on slide #11 of the PowerPoint.
Students will record their observations from the Ray Optics Web site on their activity packets in Part 5. 


Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Students may Think-Pair-Share their written responses. This information will be a resource to students while they compose their constructed response assessments. 



Activity 4 - Parts 6 - 8

Part 6 - Mirror, Mirror, on the Wall...

Students will read for information within the PowerPoint and then click to proceed.

Part 7 - It's all about the angles!

Students will use the packet and the PowerPoint to work through the next couple of slides. 

Part 8 - Backwards

Students will read for information and then they will use their mirror to make an observation.  Students will make a choice through the PowerPoint to continue to the next slide.


Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

The focus for interacting with the PowerPoint in Parts 6-8 is to learn about angles of reflection and front-to-back reversal of an image.


Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Students will complete Parts 6-8, reading within the packet and following directions to proceed in the PowerPoint.


Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Students may Think-Pair-Share what they learned in Parts 6-8.



Activity 5 - Part 9

Part 9 - Mirror Game

Students will use reflection to work through a puzzle.  


Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

The focus for interacting with the Mirror Game Web site is to use the laws of reflection to work through an interactie puzzle.


Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Students will click on the hyperlink mirror illustration on slide 21 to play a reflection game. Students will try to be as accurate as possible in order to get a high score.


Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Students will write a response to the game on their activity packets.



Activity 6 - Parts 10 - 13

Part 10 - Equality

Students will read for information within the PowerPoint and use the arrows to proceed.

Part 11 - Huh?

Students will read for information within the PowerPoint and use the arrows to proceed.

Part 12 - Symmetry

Students will choose a figure on the PowerPoint that shows a line of symmetry.

Part 13 - Last Rule of Light

Students will read for information within the PowerPoint and use the arrows to proceed.


Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

The focus for interacting with slides 22-28 of the PowerPoint is to learn more about angles of reflection (ray of incidence and reflected ray) and light symmetry. 


Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Students follow the directions in the packet for Parts10-13 to navigate through slides 22-28 of the PowerPoint.


Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Students may Think-Pair-Share their responses in their packets for Parts 10-13.



Activity 7 - Part 14

Part 14 - Prove it!

Students interact with a Web site to observe the rays of light coming from the source and to identify the ray of incidence and the reflection ray.


Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

The focus for interacting with the Light Reflection Web site is to observe the rays of light coming from the source and to identify the ray of incidence and the reflection ray.


Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Students will click on the hyperlink picture of an angle on slide 29 of the PowerPoint to access a Web site.
Students will manipulate the light source in order to see the change in the ray of incidence and the reflection ray. 


Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Students may Think-Pair-Share their reactions to their observations. Students will use this site as a resource when composing their constructed response assessments. 



Activity 8 - Part 15

Part 15 - Use what you know!

In this activity, students will click on the hyperlink picture of the Glowbug on slide 30 of the PowerPoint in order to access the Mirror Maze game. They will use mirrors and reflection to get light through a maze.


Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

The focus for interacting with the Magic Factory Web site is to apply newly learned knowledge to play an interactive game.


Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Students access Game 1 of the Magic Factory game Web site. Students will use their knowledge of reflection in order to reflect the light from mirror to mirror until the light reaches the light switch. 


Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

This mirror maze is a practice for what students will be working together to complete in Part 17. Students will use the knowledge they gained from trial and error in this game to assist them in their group activity.



Activity 9 - Part 16

Part 16 - Summarize

At this time, students have completed their work on the computer.

Students will use what they have learned in order to complete a constructed response assessment in their activity packets. 



Activity 10 - Part 17

Part 17 - You're it!

Students will work as a group in order to manipulate light through reflection. Students will complete a data table and complete an analysis of the activity. Students should follow the directions found in Part 17 of the Extreme Flashlight Tag Activity Packet.



Wrap Up:

Focus student attention on the Class Challenge Question. Students may discuss it in pairs, small groups or as a whole class. Informally assess the application of new knowledge to this question.
Enrichment Options
Community Connection

Now that the students know that light travels in a straight line, they will realize that light pollution is a big preventable problem!  Students can research light pollution in order to design effective lighting options. 



Parent-Home Connection

In the Resource section of this lesson plan, a Web site is listed that gives directions on how to make a periscope.  Give families the option to make a project together. 



Cross-Curricular Extensions

Art - Under the Resource section, students can go to a Symmetrizer in order to manipulate mirrors to make patterns. 

Reading - Under the Resource section, students can use Reading on Reflection as an additional resource. 




Stage 4
Teacher Reflection

As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?



Author: Denise Gielas
 Modified by: Amy Whitney
 Program: Maryland Digital Schools
 Author's School System: Baltimore County Public Schools
 Author's School: McCormick Elementary