University of Houston

Science for ELLs

Teacher’s Name: Sophia Chen

Basic Lesson Components

Grade Level: 5

Time Estimate: 45-60 minutes

Science Content: Light

If uninterrupted, light travels in a straight line. When light strikes an object, depending on the object
material, the light can be reflected or refracted. When light is reflected off the object, the light
changes direction depending on the angle that it hit the object. When light is refracted, the direction
of the light bends due to it passing through an object. When light strikes an object that is too opaque,
the light is absorbed by the object and does not pass through.

TEKS:

(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be
observed in cycles, patterns, and systems. The student is expected to:
(C) demonstrate that light travels in a straight line until it strikes an object and is reflected or travels
through one medium to another and is refracted;

(2) Scientific investigation and reasoning. The student uses scientific practices during laboratory and
outdoor investigations. The student is expected to:
(D) analyze and interpret information to construct reasonable explanations from direct (observable)
and indirect (inferred) evidence;

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ELPS:
(2)(A) distinguish sounds and intonation patterns of English with increasing ease;
(3)(E) share information in cooperative learning interactions;
(4) (H) read silently with increasing ease and comprehension for longer periods;
(5) (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;

Vocabulary: Definition: Cognate (T or F):

Reflection the throwing back by a body or surface of light, Reflexión (T)
heat, or sound without absorbing it.
Refracción (T)
Refraction light being deflected in passing obliquely
through the interface between one medium and
another or through a medium of varying density

Transparent allowing light to pass through so that objects Transparente (T)

behind can be distinctly seen

Absorb take in or soak up (energy, or a liquid or other Absorber (T)

substance)

Translucent (of a substance) allowing light, but not detailed Translúcido (T)
images, to pass through; semitransparent

Opaque not able to be seen through; not transparent Opaco (T)

Misconceptions:
- Only metals and water reflect light
o Polished surfaces can reflect light. If the surface is smooth and shiny, the light will reflect at
the same angle as it hit the surface.
- Only shiny objects that I can see myself in reflect light.
o Many materials reflect light, but some just reflect better than others.

Materials/Resources/Technology Needs:
Materials:
Laser pointer
Mirror
Glass of water
Sheet of black paper
Clear file sheet
Aluminum foil
White paper
Book:
What are Light Waves? By Robin Johnson
Technology:
Computer, projector, speakers, https://www.youtube.com/watch?v=k0eGjaEWpPU
Kahoot (https://tinyurl.com/lightkahoot)

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Safety:
1. Student should not shine the laser pointer at anywhere but the materials being used.
2. Students should be at their own desks with their group.
3. Students should be careful not to spill the water on their belongings, the floor, or any
electrical parts.
4. Students should be aware of their surroundings and watch out for anything they may bump
into around the classroom.
5. Students should keep their belongings out of the walkways so that they don’t trip when
moving around the classroom.

5E Instructional Procedures
What Teacher Does What Students Do
Engage Start off the lesson by assessing prior Students will turn and talk with their
knowledge about light. table and talk about what they know
The teacher will ask the students to about light.
turn and talk at their table to talk about Watching a video while observing what
everything they know about light. was explained.
Questions that can prompt them: - The students will be watching a video
- What does light do? that is projected on to the Smart
- Where do we see light? Board.
- Are there different kinds of - As the students watch the video, the
light? students should be paying attention to
Present a video to introduce the unit it and keep in mind the questions that
of light. the teacher will be asking.
1. The teacher will display a - The students can write down what is
YouTube video to introduce the discussed between each pause of the
subject. video in their notebooks.
2. The teacher will pause the
video in between each new Video link:
subject (refraction, reflection, https://www.youtube.com/watch?v=k0eGjaE
absorption) and talk briefly WpPU
about them.
Reflection: an effect that occurs
when light hits smooth, shiny
surfaces.
Absorption: light is taken in or
absorbed by an object and turned
into heat. The light can reflect back
to show color.
Refraction: when light bends as it
passes from one substance into
another.
3. The teacher will ask the
students what each definition is,
and then have them write down
the definitions of reflection,

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 refraction, and absorption in
their ISN.
4. The teacher will ask the
students to pay attention to the
video and tell them to keep
certain questions in their head
so that they can answer them
after the video.
These questions may include:
- What are some things that are
we get to see because of light?
(Answer: color, objects)
- How does light travel?
(Answer: in straight lines)
Explore The teacher will introduce an
experiment and allow students to
collaborate and observe certain
properties of light with different
objects.
- The teacher will tell the
students to break into
predetermined groups of four or
five. The group can be based
off of level or placement of the
students (where they are
sitting).
- The teacher will tell students
the direction of the activity
before sending the students off
to start the activity.
- The teacher will tell the
students to decide on a
materials manager, a recorder, a
speaker, and a time manager so
that students are able to
optimize their time and quality
of the activity.
- The teacher will explain the
activity to the students. The
students will be using a laser
pointer to point at certain
objects to see how the light
travels when it strikes different
objects while holding a white
sheet of paper behind the
object.
Students will work in their table groups to
collaborate and observe how light travels
through different objects. They will
discuss what they think about the light
when it passes through transparent and
translucent objects such as water, foil, a
plastic bag, a prism, and a mirror.
- If the students had moved to see the
smart board, they will return to sit at
at their desks to wait for further
instruction.
- The students will be actively listening
to the teacher’s instructions so that
they can ask questions and work on
the activity without having to be
redirected.
- The students will work together with
their group to decide on who will
have what role during the activity.
- The students will collaborate and
work on the activity together by
pointing a laser pointer at certain
objects and recording how the light
reacted.
- Students should write down their
findings in their ISN.
- Students should be prepared to share
out with their class about their
discoveries.
Domjan & Wong (2018)
- The teacher will first
demonstrate the use of the laser,
specifying which light she
wants the students to use. She
should also talk about the
expectations of using the laser.
- The teacher will tell the
students to predict what the
light will do with each object
they shine it on before they do
so.
- The teacher will also say that
she wants the students to write
down the properties of each
item before they shine the laser
on it.
- The teacher will explain that
she wants the students to write
down and label the result of the
laser striking each object.
- The teacher says that once they
have completed the activity, the
speaker will announce their
results to the class.
- The teacher will remind the
students of the classroom safety
rules and to keep the
conversation level at a low
level so that all groups can hear
themselves talk. She will then
ask if the students have any
questions before sending them
off.
- After sending the students off
to start on their activity, the
teacher will be actively walking
around to watch over the
students doing their
experiments and to answer any
questions that the students may
have.
- The teacher will also be
walking around to make sure
that the students remain on task
for the activity and redirect
those that are off track.

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 Some questions that may be used to
redirect or further provoke thoughts
can be:
- Why do you think that the light
did what it did?
- Were there any other objects
that had the light do something
similar?
Explain The teacher will lead a discussion Students will be actively participating in
about their findings in the students’ discussion with the teacher and other
activity. classmates.
- The teacher will go over each - Students will raise their hands to
object with the student and talk contribute to the conversation with
about how the light reacted the whole group and the teacher.
when it struck the object. - Students should announce their
- The teacher will ask each group findings to the class and support their
whether the light was reflected, answers with observations they made
refracted, or absorbed. during the activity.
- The teacher will then ask the - Some things that the students could
students about the similarities say are, “the light was reflected off
and differences between objects this object”.
that were reflected, refracted, - Students should be participating in
and absorbed. this discussion and respect their
- The teacher will listen to the classmates’ answers, even if they
students’ observations and differ from their own.
comments and share them with
the rest of the class.
- The teacher will be writing
down the students’ observations
on either an anchor chart or the
white board.
- The teacher will reiterate and
reintroduce the vocabulary
terms to the students if they are
not already using them.
Some of the questions that can be
used to guide the students could
include:
- What happened to the light
once you shined it on the
object?
- Is there any other object that
had a similar situation?
Elaborate The teacher should tell the students The student should be working with their
to explore the classroom to test out group to find objects that reflect or refract
light.

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 shining a light on objects around the - The students should take into
classroom. consideration of the discussion that
- The teacher should explain the they had just had with the class and
activity to the students. find objects that reflect or refract
- The teacher will set a stopwatch light.
for 8 minutes to explore the - Students should predict and record
classroom. their observations on the objects they
- The teacher should remind the use.
students of classroom and - Students will work with their group
safety procedures to follow. and record their findings in their
- The teacher should tell the interactive science notebooks.
students to predict and record
what object they shine and what
happened to the light.
- Inform that the recording sheet
that they are using will be
recorded in their notebooks.
- The teacher should look for any
students that may have
questions before letting the
students start working on the
activity.
- When time is up, students
should return to their seats and
announce their findings.
Evaluate Students should complete an exit Students will check for their
ticket to allow for the teacher to understanding by completing questions on
check for understanding of the topic. Kahoot with a group.
- The teacher will put up
questions on the smart board - The students will answer questions
using Kahoot. The questions on the smart board in groups no more
should consist of things that the than 3.
student should be able to - The students should identify which
answer if they had been objects would reflect or refract light.
observing carefully during the
experiment and teacher
modeling.
- As a final closing question, the
teacher can ask students what
things they have at home that
reflect or refract light.

Domjan & Wong (2018)