Lesson Plan for Year 4 - Science - Light and Shadows

### Lesson Plan: Light and Shadows #### Year Group: 4 #### Subject: Science #### Duration: 60 minutes --- ### Objectives: 1. **Understand the concept of light and how it travels.** 2. **Identify different sources of light.** 3. **Explore how shadows are formed and their properties.** --- ### Materials: - Flashlights or torches (one per group) - Various opaque, translucent, and transparent objects - White paper or a whiteboard - Pencils and erasers - A small toy or action figure - Chart paper and markers - Scissors, tape, and rulers --- ### Key Vocabulary: 1. **Light Source** 2. **Opaque** 3. **Translucent** 4. **Transparent** 5. **Shadow** 6. **Reflection** --- ### Introduction (10 minutes): **Activity: Light Sources Brainstorm** 1. **Engage the Students**: Start by asking students to name different sources of light (both natural and artificial, e.g., the sun, a flashlight, a lamp). 2. **Discussion**: List their responses on the whiteboard and introduce key vocabulary words (light source, reflection). ### Direct Instruction (15 minutes): 1. **How Light Travels**: Explain that light travels in straight lines. Use the flashlight and straight edges to demonstrate this. 2. **Types of Objects**: Show objects and classify them as opaque, translucent, and transparent. Explain how light interacts with each type of object. ### Guided Practice (20 minutes): **Activity: Shadow Exploration** 1. **Set Up Stations**: Divide students into small groups and distribute the materials. 2. **Hands-On Exploration**: Have each group shine their flashlights on different objects (opaque, translucent, transparent) and observe the shadows formed. 3. **Recording Observations**: Ask students to draw and label their observations on the white paper, specifically noting the length, shape, and clarity of the shadows. ### Independent Practice (10 minutes): **Activity: Shadow Art** 1. **Creative Expression**: Using a small toy, a flashlight, and a piece of white paper, ask students to create shadow shapes and trace them. 2. **Reflection Question**: Write a sentence or two about why shadows change when the position of the light source changes. ### Closing (5 minutes): **Concept Review and Exit Ticket** 1. **Group Discussion**: Review the key ideas discussed about light and shadows. Ask a few students to share their observations. 2. **Exit Ticket**: Before leaving, each student writes one key thing they learned about light and shadows on a sticky note and places it on the chart paper. --- ### Assessment: - **Formative Assessment**: Monitor students during group activities and provide feedback. - **Summative Assessment**: Evaluate the students' shadow art and their reflections. --- ### Differentiation: - **For ELL Students**: Pair them with a buddy or use visual aids to support comprehension. - **For Advanced Students**: Introduce the concept of how different surfaces (smooth, rough) affect shadow clarity and challenge them with reflection and refraction activities. - **For Students with Learning Disabilities**: Provide pre-made templates for shadow tracing and allow extra time for activities. --- ### Reflection for Next Lesson: - **What Worked Well**: Identify successful strategies. - **Challenges Faced**: Note any issues that need addressing. - **Adjustment Needed**: Plan modifications for next time. --- By the end of the lesson, students should have a basic understanding of how light and shadows interact, how light travels, and be able to differentiate between opaque, translucent, and transparent materials.