The Light Lesson Plan for 5th Grade Students

Topic: Clarifying the concepts of light, the source of lights on the surface of the globe, and the process of light refraction and light reflection

Objectives & Outcomes

• Students will be able to identify the source of lights on the surface of the globe as the sun
• Students will be able to describe the process of light refraction and light reflection

Materials

• Light source (e.g. bulb, sun)
• Mirror
• Glass of water
• White paper

Warm-up

• Ask students if they have ever seen the sun shine through a glass of water. Ask them to describe what they saw.
• Ask students if they have ever seen the sun shine through a mirror. Ask them to describe what they saw.
• Ask students if they have ever seen the moon shine through a glass of water. Ask them to describe what they saw.

Direct Instruction

• Explain that light is a form of energy that travels in waves.
• Explain that there are different kinds of lights, including the sun and artificial lights like light bulbs.
• Explain that the source of light on the surface of the globe is the sun, which is located far away from the earth.
• Explain that light travels in waves and each wave is made up of many small parts called "particles."
• Explain that as light travels, it can be refracted (bent) or reflected (bounced) when it encounters a material with a different density or index of refraction.
• Explain that light can be refracted when it passes through a material with a different density, such as when it passes from air to water or glass.
• Explain that light can be reflected when it strikes a material with a different index of refraction, such as when it strikes a mirror or the surface of a glass.

Guided Practice

• Have students work in pairs and provide each pair with a hand mirror.
• Ask the students to hold the mirror flat against the table and observe the reflection of the light bulb.
• Ask the students to move the mirror along the table and observe the position of the reflection of the light bulb.
• Have the students discuss their observations with their partner and explain how the position of the reflection changed as they moved the mirror along the table.
• Explain that this change in position was due to the change in the angle at which the light from the light bulb strikes the surface of the mirror.
• Provide students with handouts on light refraction and light reflection and have them work in pairs to complete a short activity involving the use of the hand mirror.
• Have the students place the hand mirror flat against the table and hold a pencil in front of the mirror at a angle such that the light from the light bulb strikes the mirror at a different angle.
• Have the students trace the path of the light as it travels from the light bulb to the mirror and then to the pencil.
• Have the students discuss their observations and explain how the path of the light changed as a result of the change in the angle at which the light strikes the mirror.
• Have the students discuss the concept of light refraction and light reflection and how it relates to the process they observed with the hand mirror.
• Provide additional examples and explanations as needed.

Independent Practice

• Have students work in groups and create a short skit or presentation showcasing the concept of light refraction and light reflection.
• Encourage the students to be creative and use props and/or visuals to help convey their message.
• Allow time for the students to practice their presentation and then have them present their skit or presentation to the class.

Closure

• Review the main points of the lesson with the students, including the role of light in photosynthesis and the process of light refraction and light reflection.
• Ask the students to share something they learned about light during the lesson.

Assessment

• Observe the students during the guided and independent practice activities to assess their understanding of the concept of light and its properties.
• Collect and review the students' reports on a variety of lights - including light bulbs, the sun, and a flashlight - to assess their ability to demonstrate their understanding of light and its properties in the context of these different sources.