Examining Spectra

SCIED 411 Lesson Plan Evaluation Form

Component	Description	Max Points	Points
Source Information	The authors of the lesson are clearly indicated, as well as the source of the lesson plan. Sample citations for published lessons: http://www.nsrconline.org/pdf/Light_TG_sample_10.pdf	5	3
Grade level and topic	Is the grade level and general topic of the lesson clearly indicated and appropriate?	5	3
Standards and inquiry	Is at least one relevant State or National science or environmental education standard clearly identified, and is it substantively addressed in the lesson?	5	5
Instructional objectives	Is it clear from the statement of the lesson objectives what a student should be able to do as a result of completing the lesson?	10	10
Materials, equipment, and set-up	Are the materials and equipment needed for this lesson described clearly enough that another teacher could set it up and carry it out?	10	8
Body of the Lesson If evaluating a unit or an entire curriculum, look for the following elements in at least a couple of lessons.
Engagement	Will students’ attention be gained early in the lesson? Will their initial conceptions be solicited?	10	10
Exploration	Can you perceive a clear guiding question/purpose for the lesson? Will the students collect data or retrieve interesting data from elsewhere? Are the instructions for doing this clear?	15	12
Explanation	Will the students be able to make sense of their exploration? Are they asked to report what they learn?	15	10
Elaboration	Are there suggestions for extending the lesson (e.g., for advanced students)?	10	10
Evaluation	Is there a mechanism for evaluating students’ understandings? Does that mechanism match the lesson’s objectives?	15	12
DISCRETIONARY	Any additional points you wish to assign for especially good treatment in any section of the lesson plan (maximum of 10) (10 points for the addition of a fun activity that students will enjoy)	10	10

Like many of the lessons from the National Science Resource Center, this is an effective and seemingly interesting plan. I have no doubt that students will enjoy making their spectroscopes, as well as using them around the home. The properties of light are a difficult concept to teach given that it is nearly impossible to see them visually. In fact, a spectroscope is probably the best way for a student to “see” light.

For all of the great things a student could take away from building a spectroscope, there are a number problems that could arise from a teacher’s perspective. For one, there are many materials required for this lesson. Some schools may not have the resources to provide some of them. Furthermore, there is a great deal of human error associated with building such a device. Unless the teacher has the ability to monitor the construction, there could be a lot of spectroscopes that do not work properly.

The lesson does a good job of sticking to the national as well as the state standards of education. In Pennsylvania, standard 3.4.10.C is addressed by talking about the spectra and behavior of various light sources. The lesson is also concurrent with inquiry in that it allows students to learn for themselves. They are able to actually visualize a spectrum of light as it arrives. This is a powerful tool.

Overall, this lesson is very strong. It involves difficult concepts as well as some intricate construction. I remember doing a similar lab in my sophomore year of college. For this reason, I would recommend reserving this plan for older students, perhaps seniors in high school.