LPolianmal

Content: Light Objectives: To get students to understand the concepts of light, while referencing various grammatical forms. Use content based instruction to further the use of ESL in SLL students, while promoting growth in other areas of education.
 * Highlight the importance of:
 * Conditional Sentences (Students will hypothesize what they think will happen next)
 * Passive vs. Active Voice
 * Practice Speech standards when students present what they have discovered to the class

__Reading__ (this lesson plan can be used for students of all age. With an easier, lower level reading students in Kindergarten can do this activity, just like students in high school. This reading is a higher level reading for high school and other upper level readers. There are many books at the library that describe light in simpler terms for students in elementary school.)

Why is it that a beam of light **radiates** outward, as Young proved? What is really going on? To understand light waves, it **helps** to start by __discussing__ a more familiar kind of wave -- the one we see in the water. One key point to keep in mind about the water wave is that it is not **made** up of water: The wave is made up of energy traveling through the water. If a wave **moves** across a pool from left to right, this does not mean that the water on the left side of the pool is moving to the right side of the pool. The water has actually stayed about where it was. It is the wave that has moved. When you move your hand through a filled bathtub, you make a wave, because you __are putting__ your energy into the water. The energy **travels** through the water in the form of the wave. All waves __are traveling__ energy, and they are usually moving through some medium, such as water. You can see a diagram of a water wave in Figure 1. A water wave consists of water molecules that vibrate up and down at right angles to the direction of motion of the wave. This type of wave is called a transverse wave. Light waves are a little more complicated, and they do not need a medium to **travel** through. They can travel through a vacuum. A light wave consists of energy in the form of electric and magnetic fields. The fields **vibrate** at right angles to the direction of movement of the wave, and at right angles to each other. Because light has both electric and magnetic fields, it is also referred to as electromagnetic radiation.

underline--present continuous pink--collocations MOST OF THE ABOVE IS IN THE ACTIVE VOICE. red-passive voice that printed materials provide information __Writing:__
 * bold--present simple**
 * students may struggle with passive voice because they do not necessary know all the forms of to be. When these are learned, it is much easier to find them in a passage like the one above.**
 *  R.1.2.a Understand

Students will make a lab report. In the experiment, students had the opportunity to shine light on certain objects. For example, students will use a flashlight to shine light on tinfoil, wax paper, rubber, cement, glass, etc. The Lab Report will look like:

Materials: flashlight, assortment of different materials (will change based on what is in the classroom) Hypothesis: Students will create hypothesize what the think will happen. Which objects will reflect the most light? Absorb it? Using** CONDITIONAL If all the light is reflected, then it will not be absorbed (Students will use the 1st conditional--PREDICTIONS) If I use a mirror the light __will__ reflect
 * Ex.** If **I shine the flashlight on the tinfoil, most of the light from the flashlight** will **be reflected

Experiment: At this point, students will write what they did in the experiment. They will explain each step along the way, using PAST SIMPLE TENSE Ex. I** used **the flashlight to shine light on different objects Certain objects (tinfoil, waxpaper, etc) r**eflected **light, others (cement, rubber)** absorbed **light Data: Students will fill in data table  **
 * Conditional will have been discussed in prior lessons. Maybe even using some of the other lesson plan ideas discussed by my peers. For younger kids I would scaffold up to hypotheses with "If I went to the moon...." or something similar. Older students will have most likely have prior experience with conditional, but getting them to recognize the form is different. I'd also plan on teaching them the different kinds of conditional, because most likely, although they'll be able to form it correctly, they may not know the differences between the three types of conditional sentences. *********
 * Student (grade) || Spoon || Water || Mirror || Black Paper || Blue Rubber Ball || Aluminum Can || Brown bag || Plastic bag ||
 * 1 (5) || x || X || x ||  || || X ||   ||   ||
 * 2 (3) || x || X || x ||  ||   || X ||   ||   ||
 * 3 (4) ||  || X || x ||   ||   || X ||   || x ||
 * 4 (5) ||  || X || X ||   ||   || X || ? ||   ||
 * 5 (3) ||  || X || X ||   ||   || X ||   ||   ||
 * 6 (3) ||  || X || X ||   ||   || X ||   ||   ||
 * 7 (3) ||  || X || x ||   ||   || X ||   || ?** ||

This table represents the results of seven 3rd-5th graders who were asked to complete the experiment. An (X) symbolizes that the student saw the complete “ring of light” reflected back onto the lined paper. (?) marks are some light, but not the complete circle, and empty spaces represent no light reflected.

Reflection: At this point, students will reflect on what they saw and decide whether their hypothesis was correct. Ex. My hypothesis, that the light would reflect off the tinfoil was correct.

 Present, Past Simple W1.3.b Correct Use of Tenses W2.2.b