Power & Light

Overview

This 20-minute interactive lesson invites first graders to explore how people can see when there is no power. Students will connect personal experiences to scientific concepts about light, helping them understand that light sources illuminate spaces differently under various conditions. This lesson aligns with the Common Core State Standards (CCSS) by integrating speaking, listening, and writing skills with science content.

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Learning Objectives

Students will be able to:

• Recall and describe a personal experience related to the loss of electric power and how they illuminated a room.
• Identify and list objects or methods that can light up a room without electricity.
• Engage in respectful, purposeful group discussion, demonstrating active listening and turn-taking.
• Understand the basic idea that sunlight provides natural light during the day while artificial sources are used at night.

Standards Alignment

Common Core State Standards:

CCSS.ELA-LITERACY.SL.1.1

• Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.1.1.A

• Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking).

CCSS.ELA-LITERACY.SL.1.1.B

• Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

CCSS.ELA-LITERACY.W.1.8

• With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Next Generation Science Standards (NGSS) Connections:
While not Common Core, incorporating NGSS for science content is often recommended:

1-PS4-2

• Make observations to construct an evidence-based account that objects can be seen only when illuminated.

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Materials

• Student Handout (1 per student) with space to write or draw answers
• Pencil or crayon
• Circle seating arrangement for discussion

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Preparation

• Photocopy the Student Handout for each student before the lesson.
• Prepare an example story about losing power and lighting a room with a cell phone flashlight.

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Lesson Procedure

1. Introduction & Writing Activity (6 minutes)

• Pass out the Student Handout and pencils/crayons.
• Briefly share your personal story about losing power (e.g., “One night, the electricity went out, and I used my cell phone flashlight so I could see the room.”)
• Prompt students: “Can you think of things you have used to light up a room when there was no power?”
• Encourage students to write or draw at least 2 examples on their handout. Offer help to those who need assistance forming ideas.
• Walk around and provide positive encouragement and guidance.

2. Group Circle Discussion (10 minutes)

Setting Expectations (2 min)

• Have students sit in a circle.
• Review expectations: active listening, waiting for your turn, building on others’ ideas, and everyone contributes.

Engagement Questions

• “Who has ever lost power at your house?” (Students raise hands)
• “Do you think it is better to lose power during the day or night? Why?”

Sharing Experiences

• Invite a few students to briefly share what they did to see when the power was out (limit to 2-3 minutes total for sharing to keep focus).
• Encourage students to listen carefully and add to discussions.

Scientific Discussion

• Guide students to understand:
  • During the daytime, sunlight shines through windows and helps us see without power.
  • At night, we need other ways to light the room because the sun isn’t out.
  • There are many ways to light up a room, like flashlights, candles, lanterns, or phones.

3. Closing Reflection (4 minutes)

• Ask: “What are some ways we can light up a room if the power goes out?”
• Have a few students share their ideas aloud referencing their handouts.
• Summarize the key takeaways:
  • We rely on natural or artificial light to see.
  • People creatively use different things when the power is gone.

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Assessment

• Informal assessment based on student participation in discussion and completion of the handout.
• Check handouts for examples indicating understanding of light sources without power.
• Observe student speaking and listening behaviors for evidence of meeting CCSS.SL.1.1 standards.

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Differentiation & Support

• Provide sentence starters on the board for students who need extra help (e.g., “When the power went out, I...” or “I used a ___ to see.”)
• Allow drawing instead of writing for early writers.
• Pair shy students with a partner for help brainstorming before group discussion.

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Extension Idea (if time/allows)

• Create a class chart titled “Ways to Light Up a Room When There’s No Power” and record all student responses for future reference and reinforcement.

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This lesson supports young learners’ foundational science understanding while honing their essential communication skills. Its integration of personal storytelling with scientific reasoning fosters engagement and critical thinking—helping your class shine bright regardless of the power situation!