Name: Addi Freiner

Science 5E Lesson Plan: Light

and Sight
Lesson Overview
Students will work in groups to discover the role light plays in sight and to
deepen their knowledge of how light interacts with objects. Students will
increase their understanding by participating in an observation and prediction
activity where they will have to predict objects based off of their appearance in a
darkened room. Students will record their observations and share these
observations within their groups and the whole class. Students will then compare
their predictions and observations with each other as well as with the actual
objects on a diagram in science notebooks. Students will discuss the role light
plays in seeing. The whole class will participate in creating a model showing how
light reflects off of an object, received by receptors in the eye, and transferred to
the brain by the optic nerve. Students will use their knowledge of the relationship
between light and sight to make models to portray their understanding.

OASS Standards 4-PS4-2

Performance Expectations
4-PS4-2: Students who can demonstrate understanding can: Develop a model to
describe that light reflecting form objects and entering the eye allows objects to
be seen.

Disciplinary Core Ideas

Electromagnetic Radiation: An Object can be seen when light reflected from its
surface enters the eyes.

Science and Engineering Practices

Developing and using models to revise simple models and represent
events/solutions. Constructing explanations (for science) and designing solutions
(for engineering).

Objective
Students will:
Engage in discussions about how light is related to sight
Observe and predict the objects present in the dark room
Record predictions and discuss observations of process of seeing in the
dark
Create a chart to organize data collection
Compare and contrast data with other groups
Participate in conversation about the differences of seeing in the light
versus the dark

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 Name: Addi Freiner

Explore how light reflection off of objects allows sight

Create a model that models and connects light reflection to sight
Investigate and create new ways to portray information

Background Content (for the teacher)

Light is imperative for sight. Light comes from a source or radiates from an
object, and is reflected off of an object that is seen by an individual (The Role of
Light to Sight). Light reflects in straight rays from an object and enters the eye.
The eye is a complex organism that holds the sense of sight. In the eye,
receptors (rods and cones) receive the light and transfers it from the receptors
through the optic nerve to the brain (Who Turned out the Lights). In the brain the
image is received and understood. Without light, there is no sight. It is only do
to light that we can see and that is because light reflects off of various objects.

Background Content (for the students)

Students should know that Objects can be seen if light is available to illuminate
them or if they give off their own light (1-PS4-2 Oklahoma State Standards).
Through this standard students should have some background knowledge about
shadows, reflections, and that light can bounce off of certain objects like
mirrors. Students might have experience with pinhole boxes, shadow journals,
and possibly reflection/mirrors.

Safety Concerns
Safety Concerns include students moving or being careless during the
dark observations. Meeting this concern by instructing students to not get
up from their seats during this time of observation.
Allergy to Coconut
Objects (specifically coconut or shell) falling off of tables and hitting a
child or breaking and causing unsafe situation for students.

Materials and Preparation

Materials Needed for Teacher:

Smartboard (for YouTube video, class chart, and making whole class
model)
Individual Student Discussion Checklist
Materials Needed per group:
Seashell, Coconut, Dry Sponge
Sticky Notes

Materials Needed per student:

Student Science Notebook
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 Name: Addi Freiner

Writing Utensil

Preparation Needed Prior to Lesson

Will need to get materials prior to day of
Will need to find YouTube video prior to class time
Will need to have engage diagram/chart made in advance on smartboard
Will need to have a model made prior to lesson to follow for whole class
instruction

Lesson Components
Engage
1. Video: Start the engage section of the lesson with https://www.youtube.com/watch?
v=Sp9bKDHRfsM&feature=youtu.be. Instruct students to watch the video carefully. This
video is all about lighting and thunder. Before showing this to students, warn them that we
were about to watch a storm and ask them to watch carefully and observe when they could
see the city and when they could not.
2. Discussion: After we watched the video, ask students:
When they could see the city the best?
When could they not see the city at all?
Why they believe the visualization of the city changed?
Did the city disappear or can we just not see it?
My final question would be, what is the factor of seeing the city or not seeing the
city?
During this question and answer discussion, have students share their thoughts in a whole
group setting and write down questions they came up with in their science notebooks.
3. Before introducing the explore activity, have students create a diagram/chart in their student
note book that will consist of 3 columns and 4 rows.

In the Dark In the Light

observation/predication observation/prediction
Object 1
Object 2
Object 3

4. From this discussion transition to introducing the materials and the explore activity. At this
time divide students into groups of 3-4. Once groups are made discuss that each student group
will receive a box and that there are three objects in the box. Before giving them the box,
instruct students that they are not allowed to open the box to look or feel what was inside.
Assure students that nothing living would be included nor anything that could possibly cause
a safety hazard.
Students will use/need/have:
Three different colored sticky notes
A box with three objects within it (a seashell, a coconut, and a dry sponge)
Their science notebooks
Pencil/Pen/Markers

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Explore
1. Begin the explore activity by further detailing what would like students need to accomplish.
Lead discussion about the senses that although we have many senses, Students need to rely
primarily on sight and minimally on touch in order to describe objects.
2. Explain to students that the first object they pull out will be object one and that the person
given the blue sticky note will place the sticky note on the object, then return it to the box.
Students will repeat this but with using a pink sticky note for the second object and a yellow
for the third object.
3. Describe that they will have two opportunities to observe the objects, once in light and once
in the dark.
4. Begin explore activity by situating students within their groups, distributing sticky notes, and
by giving students a set amount of time they will have to complete the dark
observations(approximately 5 minutes).
5. Before students begin, instruct them that when the lights are out they are not to leave their
seats, scream, or make any disrupting noises.
6. Facilitate activity by turning out the lights, keeping students aware of the time they have left,
and by reminding students to take a mental note of their observations.
Remind students to ask themselves questions like:
Is this object large or small?
What color is this object?
What shape is this object?
What do I think this object could be?
7. Turn out lights and have students observe and predict.
Give time warnings at 3 minutes and one minute.
Remind students to place items back in the box after they have observed/predicted.
Instruct students to close box before lights are turned back on.
8. Turn lights back on.
Students have a few minutes to write down their observations and predictions from
the dark observation.
Instruct students to perform the same observations of the object, but with the lights
one. They will write down their observations and compare their predictions with the
actual objects.
Explain
1. Have students discuss the differences in their dark observations/predictions and their light
observations.
How did the light effect the observations and why do they think light effected the
outcome?
2. Have students report out to the whole class their predictions versus their knowledge from
their light observations.
During this share, record student predictions for the different objects and compare
student thinking and make a chart.
Have students observe data and see how many groups predictions were correct.
Ask students the effect light had on this process.
3. Introduce the role light plays in sight. Describe to students that light reflecting from objects
enters into the eye causing sensory receptors in the eye to send signals to the brain that are
interpreted as images resulting in the objects being seen. At the moment light hits our eyes,
various signals are sent from our eyes to our brain through nerves. Our brains then collect and
organize this information to distinguish what we are seeing, where it is, and if it is moving.
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Discuss the role of light, eye receptors, optic nerve, and brain with seeing
Have students talk amongst their group and explain how this information correlates
with the light/dark observations.
Elaborate
1.) With students, draw a model of how light and sight relate.
Begin by drawing a source of light (sun) and an object that is being lit (opportunity to
discuss that light moves in straight lines)
Second draw the light reaching the eyes, in the eyes have the light being accepted by
receptors
Next draw the eye being connected by the optic nerve to the brain (describe that the
optic nerve carries the information we take in with our eyes and allows us to process
what we see)
2.) Have students draw model and challenge them to come up with other ways to model how light
and sight are related. Encourage discussion and monitor the different groups. Provide feedback
when needed.
Have students revisit their questions from the engage stage. Were they answered?
What research do they need to do in order to answer their questions?
Evaluate
1. As student discuss how light impacts sight and how this relates to their
observations in the dark and light, monitor student thinking and listen
carefully to their discussions. Use a checklist system to ensure that each
student is participating within their groups as well as shows
understanding. If students are not participating, ask questions individually
to collect data about student understanding. Students will receive either a
check mark for a completion of the area or an X mark for a lack of
participation in the area.
2. This will occur throughout the lesson.

Name Effort Small Group Whole Class Participation in

Interaction Discussion making Model
XYZ

Clean-up
Students will be responsible for cleaning their group desks and the areas around student desks.For
clean-up students will bring their boxes to the front of the classroom and sort their three objects into
individual bins. Students will throw away used sticky notes and will return to their desk to pack up
their personal materials.

Lesson Summary
Students will explore how light effects how they see. Students will engage in observation of objects in
the light and in the dark. They will compare their observations and their predictions with the actuality
of the object. Students will discuss their findings with their peers and compare the data/results as a
whole class. Students will learn about how light reflects off of objects and reaches the eyes, which

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 Name: Addi Freiner

have light receptors that send the signals to the brain through the optic nerve. Students will learn how
to model and portray their understanding of light and sight.

Adaptations for ESL, Special Ed, or G.T.

For Gifted/Talented students, ask them to utilize their sensory language to
make their observations and predictions. Tell these students their
descriptions need to be at least 3 sentences using such language so they
could work on expressing their thoughts.
ESL students will already be in groups of people to work on their
observations and predictions. Be sure to go over what a prediction and
observation is before the lesson so these students would not be confused.
Also be intentional with how the groups are made up, if possible try to
place students in groups that they will be able to communicate well
efficiently and can work together.
For students with IEPs or in special education, the need would be met
through going over student document to properly make adaptations for
student success.
Adaptions are needed for students who could be color blind or have poor
eyesight. This adaption might include verbal description of what is
seen/unseen as well as possible diagrams to show a more distinct
difference of the dark objects versus the light objects.

References
Who Turned Out the Lights? (n.d.). Retrieved November 01, 2016, from
http://betterlesson.com/lesson/617379/who-turned-out-the-lights
The Role of Light to Sight. (n.d.). Retrieved November 01, 2016, from
http://www.physicsclassroom.com/class/refln/Lesson-1/The-Role-of-Light-
to-Sight
Froschauer, L. (2001). Seeing in the Dark. Science Signaling, 2001(67).
doi:10.1126/scisignal.672001tw6
Sportel, S., Bruxvoort, C., & Jadrich, J. (2009, December). Seeing the Light. Light
and Dark. doi:10.1887/0750308745/b1139c6
Voreis, T., Crawley, F., Tucker, K., Blanton, S., & Adams, H. (2008, April/May).
Teaching Students to think like Scientists through Cooperative Learning. Science
Scope, 26-33. Retrieved November 01, 2016, from
http://static.nsta.org/files/ss0804_26.pdf
NSTA. (n.d.). Nature of Light: Characteristics of Light.
https://learningcenter.nsta.org/lcms/default.aspx?
a=so&gid=1269&tid=409&soid=78

No Appendices

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