Kellyn McNamara

ELED 3221
Date Taught: 3/12/2018

Indirect Instruction Lesson Plan

Solar Eclipses, Pinhole Projectors, and Reflection of Light

_____________________________________________________________________________

Central Focus/Big Idea​: Seven forms of energy.

Subject of this lesson​: Light

Grade Level​: 4th

NC Essential Standard​: 4.P.3 - Recognize that energy takes various forms that may be grouped
based on their interaction with matter. (Clarifying objective: 4.P.3.2 - Recognize that light travels
in a straight line until it strikes an object or travels from one medium to another, and that light
can be reflected, refracted, and absorbed).

21​st​ Century Skills:​ ​(1) Communication - ​I chose this skill because the Partnership for 21st
Century Learning website explains that students should be able to “articulate thoughts and ideas
effectively using oral, written and nonverbal communication skills in a variety of forms and
contexts”, which students will be doing by forming their hypotheses, partaking in whole group
and small group discussion, and writing and reflecting on their observations.

(2) Critical Thinking and Problem Solving - ​I chose this skill because the Partnership for 21st
Century Learning website explains that students should be able to “reflect critically on learning
experiences and processes”, which I will be asking students to do by completing the KLEWS
chart and reflecting on their observations.

(3) Collaboration - ​I chose this skill because the Partnership for 21st Century Learning website
explains that students should be able to “demonstrate ability to work effectively and respectfully
with diverse teams”, which students will be required to do as they work in small groups to
complete the simulation and make their observations.

Academic Language Demand

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

I chose these language functions because students will be making predictions about what will
happen when they view the Eclipse Simulation through the pinhole viewer, will describe their
observations (what?), and will summarize their observations in a scientific context (why?).

● Scientific Vocabulary: solar eclipse, pinhole projector, light reflection, light refraction,
light absorption
Instructional Objective​: Students will independently form and support a hypothesis predicting
what will happen when the Simulation Eclipse is viewed through the pinhole projector, conduct
and summarize observations as they collaboratively conduct the simulation, and independently
complete a KLEWS worksheet summarizing what they learned in the lesson, supporting it with
their observations, identifying two things that they would like to learn more about, and making at
least two connections between the lesson/experience and scientific principles or concepts.
Students will be expected to earn at least 22/30 points.

Prior Knowledge​ (student): ​2.E.1.1 -​ Summarize how energy from the sun serves as a source of
light that warms the land, air and water.

Content Knowledge​ (teacher):

Total Solar Eclipse “Sometimes when the moon orbits Earth, it moves between the sun and
Earth. When this happens, the moon blocks the light of the sun from
reaching Earth. This causes an eclipse of the sun, or solar eclipse.
During a solar eclipse, the moon casts a shadow onto Earth… A total
solar eclipse is only visible from a small area on Earth. The people who
see the total eclipse are in the center of the moon’s shadow when it hits
Earth. The sky becomes very dark, as if it were night. For a total eclipse
to take place, the sun, moon and Earth must be in a direct line.”

Source: ​www.nasa.gov/audience/forstudents/5-8/features/nasa-knows/what-is-an-eclipse-58

Pinhole Projector “Never look directly at the Sun without proper eye protection. You can
seriously hurt your eyes and even go blind. Projecting the Sun in a box
projector, with binoculars or a telescope, or using only 2 pieces of
cardboard is a safe and easy way to see a solar eclipse.”

Source: ​https://www.timeanddate.com/eclipse/box-pinhole-projector.html
 Light Reflection “What is it about objects that let us see them? Why do we see the road,
or a pen, or a best friend? If an object does not emit its own light
(which accounts for most objects in the world), it must reflect light in
order to be seen. The walls in the room that you are in do not emit their
own light; they reflect the light from the ceiling "lights" overhead.
Polished metal surfaces reflect light much like the silver layer on the
back side of glass mirrors. A beam of light incident on the metal
surface is reflected.”

Source: ​https://www.optics4kids.org/what-is-optics/reflection/the-reflection-of-light

Light Refraction “Refraction is the bending of light (it also happens with sound, water
and other waves) as it passes from one transparent substance into
another. This bending by refraction makes it possible for us to have
lenses, magnifying glasses, prisms and rainbows. Even our eyes depend
upon this bending of light. Without refraction, we wouldn’t be able to
focus light onto our retina.”

Source: ​https://www.sciencelearn.org.nz/resources/49-refraction-of-light

Light Absorption “Absorption of light takes place when matter captures electromagnetic
radiation, converting the energy of photons to internal energy. Energy
is transferred from the radiation to the absorbing species.”

Source: ​https://www.chemicool.com/definition/absorption_of_light.html

Small Groups: ​students work in small groups and have teacher support throughout simulation.

Materials and Technology requirements​: SmartBoard or projector for 2017 Eclipse video; one
copy of KLEWS worksheet for each student; one copy of Eclipse Simulation worksheet for each
student; pencil for each student; 6 pinhole viewers; 6 flashcards prepared with Eclipse filters and
story cards

Total Estimated Time​: 45 minutes

Sources of lesson: ​NASA STEM EDPC Badge Training - NASA Solar Eclipse Spotlights
● https://eclipse2017.nasa.gov/safety
● drive.google.com/file/d/1jh-H5T2zW6wkGvDJiMtlzvsQpTzs4nVI/view?usp=sharing
● http://www.astropixels.com/blog/2017/07/stages-of-a-total-eclipse/
● https://eclipse2017.nasa.gov/how-make-pinhole-projector-view-solar-eclipse

Safety considerations:​ Instead of having students cut and construct their own viewers, I will
have several prepared for them to use in groups; instead of having students complete the activity
outside in real sunlight where they could damage their eyes by looking directly at the sun, they
will use small relatively weak flashlights.
 Content and Strategies (Procedure)

Engage​: ​Begin the lesson with a discussion: ​Ask for student volunteers to answer the following
questions: “Who remembers the Solar Eclipse from back in August? What is a Solar Eclipse?
Did anyone watch it? Where did you go? Did you [have to] do anything special to watch it?”

Watch ​The 2017 Solar Eclipse​ (Start at 0:17); if the video does not work, skip it and move on to
Turn and Talk segment.

Turn and talk:​ Have students discuss the following question with the person sitting next to
them. Then, allow a few students volunteers to share what they discussed with the whole class.
“Why did we have to wear special glasses? Why might looking at the sun hurt our eyes? Who
bought glasses? Who made their own viewing device?”

Identify Essential Questions:​ ​Essential Questions (EQs) are questions students should be able
to answer at the conclusion of the day’s lesson. ​What is a solar eclipse? What is a pinhole
projector/viewer? How can we use a pinhole projector to view a solar eclipse? How does light
reflection contribute to the effectiveness of the pinhole projector?

Higher Order Thinking Skills (HOTS) Questions: ​The teacher might ask…
● Why does wearing special glasses or using viewing devices make it safe to view the sun?
● Why do you think it is important for us to learn about solar eclipses?
● How do you think scientists might be able to study the sun during a Solar Eclipse, if it is
ordinarily unsafe to observe the sun without protective eyewear or technology?

Explore​: Students will complete the first column (K - What do we know) of their KLEWS
Worksheet. (What do we know about solar eclipses and pinhole viewers?)

● What is KLEWS?​ - a take on the traditional KWL chart designed for science instruction,
KLEWS prompts students to identify what they knew (K) before the lesson/experience,
what they learned (L) during the lesson or experience, what evidence (E) from the lesson
or experience supports what they learned, what they still want to know or wonder (W)
about the content, and what scientific principles (S) were addressed in the lesson. More
information is available at: ​KLEWS to Explanation-Building in Science

Hypothesize: ​Students will independently answer the following questions on their Pinhole
Eclipse Viewer Simulation Worksheet: What is going to happen when we view a light through
the pinhole eclipse viewer? Why do you think that is going to happen?

Solar Eclipse Simulation: ​Students will break into 6 groups and each group will receive a
pre-constructed Pinhole Eclipse Viewer. They will also be given one of six flashlights with
varying filters covering the light and a story card corresponding to each flashlight describing the
environmental and atmospheric changes that would occur at that stage of eclipse. As students
take turns viewing each stage of the eclipse, they should record their observations on their
Pinhole Eclipse Viewer Simulation Worksheet.
 ● Flashlights 1 & 2 (First Contact)​ On this flashlight, there will be a filter covering a
small part of the light to simulate the appearance of the early onset of a solar eclipse.
Story card text: “The Moon starts becoming visible over the Sun's disk. The Sun looks as
if a bite has been taken from it. Over a period of about an hour, the Moon obscures more
and more of the Sun, as if eating away at a cookie. The Sun appears as a narrower and
narrower crescent.”

● Flashlights 3 & 4 (Crescent Sun)​ On this flashlight, there will be a filter covering a
larger part of the light to simulate the appearance of the crescent sun phase of a solar
eclipse. Story card text: “About 15 minutes before totality, when 80% of the Sun is
covered, the light level begins to fall noticeably—and with increasing rapidity. The
landscape takes on a metallic gray-blue hue. As the level of sunlight falls, animals may
become anxious or behave as if nightfall has come. Some plants close up. Notice how the
people around you are affected.” You will be able to observe that the light shining
between shadows cast begin to take on the crescent shape of the sun.

● Flashlights 5 & 6 (Totality)​ On this flashlight, there will be a filter covering a all of the
light light to simulate the appearance of the totality phase of a solar eclipse.
Story card text: “Each eclipse creates its own level of darkness, depending mostly on the
Moon’s angle and size. At the far horizon all around you, beyond the Moon’s shadow, the
Sun is shining and the sky has twilight orange and yellow colors. A temperature drop of
about 10°F (6°C) is typical. The temperature continues to drop. Venus and Mercury are
often visible near the eclipsed Sun, and other bright planets and stars may also be visible,
depending on their positions and the Sun’s altitude above the horizon.”

HOTS Questions:​ ​The teacher might ask…

● A student to support, defend, or explain his/her hypothesis.
● Students to summarize or explain what they observe while they conduct the simulation.
● Students to make connections between their observations during the simulation and real -
life Solar Eclipses.

Explanation​: Have student volunteers share what they observed when viewing each stage of the
Eclipse Simulation through the Pinhole Viewer. Ask students why they think the shadows cast
by the Sun during a solar eclipse, or by the flashlight in the simulation, would change.

KLEWS Worksheet - L (Learned)​ Student should summarize what happens when you view an
eclipse through a Pinhole Eclipse Viewer (you are able to see the light of the sun that isn’t
blocked by the moon). Students should record this summary in the Learned column of their
KLEWS Worksheet.

KLEWS Worksheet - E (Evidence)​ Students may use their observations as “evidence” of their
conclusions, and should summarize them in the Evidence column of their KLEWS Worksheet.

Light Reflection, Refraction, and Absorption -​ Explain that we are able to view the shape of
the eclipse through the Pinhole Eclipse Viewer because the light unobstructed by the moon
shines through the pinhole, casting a shadow. The light that we are able to see is reflecting off
the inside surface of the cardboard box. Reflection of light is when it bounces off of an object or
substance.

Total Solar Eclipse “Sometimes when the moon orbits Earth, it moves between the sun and
Earth. When this happens, the moon blocks the light of the sun from
reaching Earth. This causes an eclipse of the sun, or solar eclipse.
During a solar eclipse, the moon casts a shadow onto Earth… A total
solar eclipse is only visible from a small area on Earth. The people who
see the total eclipse are in the center of the moon’s shadow when it hits
Earth. The sky becomes very dark, as if it were night. For a total eclipse
to take place, the sun, moon and Earth must be in a direct line.”

Source: ​www.nasa.gov/audience/forstudents/5-8/features/nasa-knows/what-is-an-eclipse-58

Pinhole Projector “Never look directly at the Sun without proper eye protection. You can
seriously hurt your eyes and even go blind. Projecting the Sun in a box
projector, with binoculars or a telescope, or using only 2 pieces of
cardboard is a safe and easy way to see a solar eclipse.”

Source: ​https://www.timeanddate.com/eclipse/box-pinhole-projector.html

Light Reflection “What is it about objects that let us see them? Why do we see the road,
or a pen, or a best friend? If an object does not emit its own light
(which accounts for most objects in the world), it must reflect light in
order to be seen. The walls in the room that you are in do not emit their
own light; they reflect the light from the ceiling "lights" overhead.
Polished metal surfaces reflect light much like the silver layer on the
back side of glass mirrors. A beam of light incident on the metal
surface is reflected.”

Source: ​https://www.optics4kids.org/what-is-optics/reflection/the-reflection-of-light
 Light Refraction “Refraction is the bending of light (it also happens with sound, water
and other waves) as it passes from one transparent substance into
another. This bending by refraction makes it possible for us to have
lenses, magnifying glasses, prisms and rainbows. Even our eyes depend
upon this bending of light. Without refraction, we wouldn’t be able to
focus light onto our retina.”

Source: ​https://www.sciencelearn.org.nz/resources/49-refraction-of-light

Light Absorption “Absorption of light takes place when matter captures electromagnetic
radiation, converting the energy of photons to internal energy. Energy
is transferred from the radiation to the absorbing species.”

Source: ​https://www.chemicool.com/definition/absorption_of_light.html

HOTS Questions:​ ​The teacher might ask…

● Students whether or not their hypotheses were accurate.
● Students to explain what they observed during the simulation.
● Students why the pinhole projector would aid in the safe viewing of Solar Eclipse.

Elaborate​: ​KLEWS Worksheet - W (Wondering)​ Students should be given time to formulate

two questions that still remain after their simulation experience and the teacher input, which they
will record in the W column of their KLEWS Worksheet.

KLEWS Worksheet - S (Scientific Principles)​ Students should list at least two scientific
principles/topics covered throughout the lesson, which might include solar eclipses, pinhole
eclipse viewers, light reflection, refraction, and/or absorption.

HOTS Questions:​ ​The teacher might ask…

● Students to share what they would like to learn more about.
● Students to share hypotheses answering their peers questions/curiosities.
● Students to explain why they made given connections to scientific principles.

Answer Essential Questions:​​ ​Essential Questions (EQs) are questions students should be able
to answer at the conclusion of the day’s lesson. ​What is a solar eclipse? What is a pinhole
projector/viewer? How can we use a pinhole projector to view a solar eclipse? How does light
reflection contribute to the effectiveness of the pinhole projector?

Evaluate​: ​Formative​ - ​turn and talk discussions, Answer Essential Questions, HOTS Questions

Summative: Worksheets (KLEWS and Eclipse Simulation) - ​Students will be expected to

earn at least 22/30 points on the following rubric:
 3 2 1

Hypothesis (1)
Students will be awarded
two points if their
N/A response is in a complete
Hypothesis (2) sentence and is
appropriately supported.
Students will be awarded
one point if their response
is either not in a complete
sentence and/or not
appropriately supported.

Observations Students will be awarded

(Phase 1) Students will be awarded
3 points for their
Observations observations if they are
(Phase 2) presented with both
sufficient written detail
Observations
and accurate illustrations.
(Phase 3)
Students will be awarded
1 point for their
2 points for their
observations if they are
observations if they are
either presented with
presented either sufficient
insufficient detail and fail
written detail or accurate
to provide accurate
illustrations.
illustrations.

K Students will be awarded Students will be awarded

2 points for completion of
the K column of their
N/A
KLEWS chart if their
response is in a complete
sentence.
1 point for completion of
the K column of their
KLEWS chart if their
response is not presented
in complete sentences.

L Students will be awarded

Students will be awarded Students will be awarded
2 points for responses that
E 3 points for thoughtful 1 point for responses that
are either thoughtful or
responses presented in are neither thoughtful nor
presented in complete
complete sentences. in complete sentences.
sentences.

W Students will be awarded Students will be awarded

2 points for each of two 1 point for each of two
S entries in this column if entries in this column if
N/A they are thoughtful and/or they are neither thoughtful
presented in complete nor presented in complete
sentences (when sentences, OR if there is
appropriate). only one response.

Header Students will be awarded

one point if they include
N/A N/A their name, student
number, and the date at
the top of their page.

CT signature/confirmation: _________________________________ Date: ________________