| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Physics |
| What topic | Refraction |
| What length (min) | 50 |
| What age group | Year or Grade 8 |
| Class size | 32 |
| What curriculum | UK |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Physics
Refraction
Year 8
Approximately 12-13 years old
50 minutes
32 students
The lesson is aligned with the UK National Curriculum for Science, particularly focusing on the properties of light and the behavior of waves.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Refraction | 10 | Introduce the concept of refraction, discussing its importance and real-life examples. |
| 2 | Demonstration | 10 | Use a laser pointer to show refraction with water. Project onto a screen for visibility. |
| 3 | Card Distribution | 5 | Hand out printable cards for students to fill in during the lesson about refraction. |
| 4 | Group Investigation | 15 | In groups, conduct an investigation to observe light refraction. Provide guidance. |
| 5 | Data Collection | 5 | Collect or randomly check students' filled cards from Step 3 to assess understanding. |
| 6 | Class Discussion | 3 | Facilitate class discussion on findings from the investigation. |
| 7 | Homework Assignment | 2 | Assign homework related to refraction concepts. Explain how to complete it. |
Assign students a worksheet with further questions and problems on refraction to reinforce the day’s learning. Review the completed homework in the next lesson without asking for in-person presentations.
Monitor participation during the investigation, and review the filled cards and homework to assess students' understanding of refraction.
This lesson plan aims to create an engaging and interactive atmosphere where Year 8 students can independently explore and understand the phenomenon of refraction.
"Good morning, class! Today, we are diving into an exciting topic in physics: refraction. Can anyone tell me what they think refraction might be? [Pause for responses.] Great answers!
Refraction is the bending of light as it passes through different materials. It's not just a scientific concept, but it's something we encounter every day, like when you see a straw looking bent in a glass of water or when light creates stunning rainbows.
We will explore how this works mathematically and physically through a fun investigation today. By the end of the lesson, you should be able to explain what refraction is, see it in action, and even investigate it yourself! Are you ready?"
"Let’s start with a visual demonstration. I need a volunteer to help me with this experiment. [Select a volunteer.]
Here, I have a container of water and a laser pointer. Watch closely as I shine the laser pointer at the water surface. [Demonstrate refraction by shining the laser pointer at an angle into the water.]
Can anyone tell me what you observe? [Pause for responses.] Yes, the light appears to bend when it enters the water! That's refraction in action!
Now, look at the projector screen. I am going to show you some slides explaining why this happens in terms of angles and light speed. [Project slides that explain the angles of incidence and refraction based on Snell's law.]
Does everyone understand how refraction works? If you have any questions, feel free to ask!"
"Now, I want to make sure you can capture what you’ve learned so far. I’m passing out these printed cards for each of you. [Distribute cards to students.]
On these cards, you will be noting down key points about refraction, including your observations from the demonstration. Please make sure to fill them out as we continue with the lesson. Keep your cards handy!"
"Next, we are going to break up into groups of four. Each group will conduct an investigation to observe light refraction using the materials provided. You will have a tank of water, a laser pointer, rulers, and protractors.
Here's what you need to do: Shine the laser pointer through the water at different angles, and use the ruler to measure those angles. Record your angles on your cards.
I’ll be walking around to help and answer any questions you might have. You’ve got 15 minutes, so let’s get started! Remember to work together and share your observations within your group."
"Time’s up! Please stop your investigations and hand me your cards with your observations. [Collect the cards or randomly check them.]
I’ll be reviewing them to see how well you understood the concepts we’ve discussed today. Don’t worry; this is just to help me see where we might need to spend more time."
"Now, let’s come back together and discuss what each group found. I want you to think about these questions: What did you notice about how the light changed as it went from air into water? Did the angles you measured match what you expected?
Who would like to share their findings? [Facilitate a discussion, encouraging a few students to speak.] Excellent insights! It seems like many of you observed similar patterns!"
"For your homework, I’m going to assign you a worksheet that has a few questions and problems relating to what we covered today about refraction.
I will collect these worksheets in our next lesson, and we will go over them together to reinforce your learning. Make sure to read the instructions carefully and do your best.
Does anyone have questions about the homework?"
"Alright, class, you've all done a fantastic job today exploring the concept of refraction! I hope you enjoyed the hands-on investigation and are excited to continue learning about light.
Remember to review your notes and complete your homework, and I’ll see you next time!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: An illustration of light bending in water} | - Introduction to refraction - Definition: Bending of light in different materials - Everyday examples: Straw in water, rainbows |
| 2 | {Image: A laser pointer shining into a water container} | - Demonstration of refraction - Observations: Light bends when entering water - Explanation: Angles of incidence and refraction |
| 3 | {Image: Printed cards for student notes} | - Card distribution - Purpose: Capture key points about refraction - Fill out observations from the demonstration |
| 4 | {Image: Students conducting group investigation} | - Group investigation instructions - Materials: Water tank, laser pointer, rulers, protractors - Activities: Shine laser at angles, record observations |
| 5 | {Image: A classroom discussion with students sharing findings} | - Class discussion - Reflection: Observations about light behaviour - Homework: Worksheet on refraction concepts |
| Question | Answer |
|---|---|
| What is refraction? | |
| Can you provide an example of refraction that you encounter in daily life? | |
| How does the speed of light change when it enters a different medium, like water? | |
| What did you observe in the demonstration when light entered the water? | |
| Explain Snell's law in your own words. | |
| What angles did you measure during the group investigation? | |
| How did the angle of incidence compare to the angle of refraction in your experiments? | |
| Why is it important to measure angles when investigating refraction? | |
| What similarities did you find between the observations of different groups? | |
| How can understanding refraction be useful in real-life applications? |
If you were to explain refraction to a younger sibling, how would you describe it using an everyday example?
Imagine you are standing by the sea and looking at a fish underwater. Based on what we learned, why does the fish appear to be in a different position than it actually is?
How would you compare the bending of light in water to the bending of light in air? Can you think of a situation where this difference might be significant?
What practical applications of refraction can you think of in technology or nature? Give at least two examples and explain how refraction plays a role.
If you could design an experiment to demonstrate refraction using a different medium (like glass or oil), what would your experiment look like? What do you think the outcome might be?