Key Stage 2
Light
Tom Robson – Supporting Primary Science
September 2012 (2nd revision DRAFT)
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Year 4 Light / Notes and GuidancePupils should be taught to:
- explain how shadows are made when a light source is blocked by something that is not transparent [168]
- investigate the size of shadows. [169]
Pupils can apply their knowledge and skills by:
- exploring and discussing shadows and how they are made (on a wall, the playground, in stories) when the light source (a torch, lamp, the Sun) is blocked by something that is not transparent.
- makingshadow puppets and projecting them onto a screen, exploring how to make the shadows bigger and smaller, and looking for patterns in shadow size. Pupils can set up and perform comparative tests on shadow formation, record their findings (taking accurate measurements and using simple scientific language, drawings, labelled diagrams, bar charts or tables), report on their findings including presenting written explanation, and use their results to suggest improvements and predictions for setting up further tests.
- showing that we see things because light reflected from them enters the eye – pupils can build a ‘set’ inside a box with a peep hole and a hatch that can be opened to let in light, demonstrating that the set is only visible through the peep hole when the hatch is open. [171]
Pupils should be taught to:
- explainthat objects are seen because they give out or reflect light into the eye, using results of any comparative tests. Explain the scientific idea that light travels in straight lines from a light source or is reflected from a surface into the eye [259]
- explain that light can be broken into colours and that different colours of light can be combined to appear as a new colour [260]
- explain how the ray model of light explains the size of shadows [261]
- use simple optical instruments. [262
Pupils can apply their knowledge and skills by:
- being introduced to the idea that we see things because light enters the eye.
- studying the story of Isaac Newton (built the first reflecting telescope).
- investigating how to change the size of a pool of light and the size of shadows, using the ray model to explain their findings.
- making a periscope and examining how it works by reflecting light between mirrors.
- using a ray box or shining a torch through a slit in cardboard to make rays.
- demonstrating how light splits into different colours when it passes through a prism, and relating this to how a rainbow is formed.
- colouring sections of a card circle in red, blue and green and demonstrating how spinning the disc results in the card appearing white.
- using some simple optical instruments, for example a mirror, magnifying glass, binoculars, telescope and microscope. [264]
- Teachers should be aware that the effects of mixing different colours of light are not similar to the effects of mixing different colours of pigment, but do not need to explain the difference to pupils. [265]
- includingrecognising and controlling variables where appropriate.
- they should be taking measurements using a range of scientific equipment, with accuracy and precision, using stopwatches, seconds (s) and minutes (min), temperature in degrees Celsius (°C) using a thermometer, mass in grams (g) and volume in millilitres (ml).
- they should record their data using scientific diagrams and labels, tables, bar and pie charts, line graphs or models, and report their findings, including written explanation of results, causal explanation and conclusions.
- they should be presenting their reports in written form, or as displays or presentations, and using their results to make predictions for further tests. [266]
Bright/brighter
CandleColour
Dark/darker
Dim/dimmer
Emits
Light beam
Light ray
Light source
Light/lighter
Mirror
Opaque /
Prism
Reflect/reflection
Shadow
Torch
Translucent
Transport
Travel
Medium Term Planning page Year 3 & 4 Topic(3/4 weeks)
Highlight the skill area you need to improve over this next topic
Planning investigations
- Selecting equipment (5)
- Collect data: What are we measuring or observing? (5)
- Collect data : What might affect what
we are observing or measuring? (5)
- Ask planning questions (5)
- Predict what might happen (5)
- Gather evidence (5)
- Identify risk (5)
Working with evidence:
- Using evidence to explain (2)
- Describe what has been found out with reasons (3)
- Think about spooky results (errors and anomalies) (1)
- Suggest improvements (1)
Thinking scientifically:
- Use models to help us explain things
- Generate ideas (1)
- New evidence can change our ideas
- How we use evidence (1)
Communicating and collaborating
- Communicating scientific ideas
- Use scientific words and symbols appropriately
- Working together (1)
Medium Term Planning page Year 56 (3/4 weeks)
Topic Title
Highlight the skill area you need to improve over this next topic
Planning investigations
- Selecting equipment (6)
- Collect data : What are we measuring or observing?(6)
- Collect data : What might affect what
we are observing or measuring? (6)
- Ask planning questions (6)
- Predict what might happen (6)
- Gather evidence (6)
- Identify risk (6)
Working with evidence:
- Using evidence to explain
- Describe what has been found out with reasons
- Think about spooky results (errors and anomalies)
- Suggest improvements
Thinking scientifically:
- Use models to help us explain things (2)
- Generate ideas (3)
- New evidence can change our ideas
- How we use evidence
Communicating and collaborating
- Communicating scientific ideas (3)
- Use scientific words and symbols appropriately
- Working together
Colour coding refers to the activities that follow in the rest of the document.
Year 3 and 4
Knowledge and Understanding / Skeleton of topic(Light) / Year 5 and 6
Knowledge and Understanding
Objects look dark when there is no light falling on them. You can use a mirror or any shiny surface to reflect light. / Light source:
Materials that reflect light. What is colour? / Light travels in straight lines unless it hits an object (like a mirror), or passes onto a new material (like a lens). All surfaces reflect light but some do it better than others. The smoother the surface the better it is at reflecting. White light is made up of 7 different colours
The shinier the material the better it reflects. How light gets into the eye / Light source:
How we see light / We see lightning before hearing the thunder because sound travels much more slowly than light.
Can draw a diagram to show how light comes from a source, hits something and is reflected from it to the eye.
That some materials let light through them; while others let a little through and some let none through. Can link the formation of a shadow with light not getting through the material. Objects look dark when there is no light falling on them. Can predict which materials will make good shadows. / shadows (ray model of light) / Language – transparent, translucent and opaque – match to material, shadow and light transmission through the material. Opaque materials absorb light – it cannot pass through them. Can explain shadows as an area of less light due to a material preventing light from getting through.
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LOWER A Exploring reflections.
How do we see light?
/Generate ideasAsk children to think of as many things as possible which give us light. In groups, can they draw a picture or make a poster of light sources? Display and discuss these. Ask children to choose one of the light sources they have drawn and to draw or write down their ideas about how they see the light
How do we see light?
/ Describe what has been found out with reasonsCan children explain why they cannot see in the dark?Ask them to write or draw a simple explanation before discussing their ideas as a class. (It is important to check they understand that they cannot see in the dark because of absence of light.) Children could use a dark box to reinforce this idea. Use a show box lined with dark paper with a small hole at one end to look through. Place an object in the box and let children look through with lid on and with the lid off. What do they notice? Can they explain their observation?
What do you think happens to the light if we shine it on different surfaces?
/ Investigate:Where have you seen your reflection? Can the children suggest anything in which they can see their reflection at school or in the playground? Go on a reflection hunt around the school and the playground and find things they can find their reflection in. Make a list of all the places. Where can they see their reflection best?What makes a difference to how well a surface or object reflects an image? Possible ideas might be: shininess of material, surface of object, curved or flat surface, colour of object, distance of mirror from object, size of object, etc.
Into complete ones using a mirror. Which upper case letters of the alphabet look the same in a mirror? Set the children the task of finding different things without moving. Get a child to sit on a red cross (no moving!) and ask him or her to find different places or objects around the room using a mirror.
UPPER – A Exploring reflections.
Exploring reflection / Generating ideas:Using a collection of objects with shiny and dull surfaces, let the children shine a torch on them and ask them to observe what happens with each object. Encourage them to discuss and record their observations.What do they notice about the light reflecting on shiny surfaces? Do they notice a difference with the dull surfaces? What conclusions can they make? Why do some surfaces reflect light better than others? Get the children to look at the surface of a shiny and dull object through a hand lens or a microscope. Do they notice a difference?
Make a collection of materials and objects that are reflective. Make a collection of reflectors used in everyday life, e.g. cats eyes, bicycle lights, reflective clothing. Let the children shine a torch at them. What do they notice? Can they add to the collection? e.g. armbands, road signs. Link with road safety, e.g. having lights on bikes, wearing reflective bands when dark, etc
Ask children to explain how they see the light from the torch
Stick small coloured paper circles onto a card (use about ten colours) and place them on the inside at the end of a show box. Make five or six holes in the side and cover them with masking tape. Children can then look through a spy hole made to one end of the box. They should not be able to see anything. By removing the tape from one hole at the time, they should see the colours appear. Ask them to list the colours in the order they appear. Which colours would they wear if they wanted to be seen in the dark and gloom
What do you think happens to the light if we shine it on different surfaces? / Children could investigate shining a light source on different surfaces (card, fabric, paper) that vary in thickness, colour, size, texture, etc. Which surface shows the light best of all?
Investigation – What makes a difference to how easily you can be seen in the dark? Possible ideas might be: colour of clothing, use of reflective materials, distance etc
/ Ask children to make a poster called ‘How to be seen in the dark’ to display in school. Can the children make a poster showing how mirrors are used in everyday life, e.g. on cars, in shops, at the dentist? Encourage them to find out information on mirrors from books.
Light Sources: Exploring reflections.ALevel 1
Knows that light comes from the Sun, light bulbs, candles. Language: Sun, light, dark, bright, dim, morning, night, day, candle, torch, shadow. I can see myself in a mirror.
Identify the objects, (eg sun, moon, torch, luminous jacket, candle, cats’ eyes) that give out light. From the selection match the words (from the list above) to different pictures.
What can you see yourself in?
Level 2
I can see in the light but not in the dark. Some light must be there to see. The brighter the Sun the more light there is. Some things give out more light than others. Language: shiny, dull, reflect. Can sort things into groups depending upon how reflective they are. Can sort things into groups depending upon how bright they are.
Describe a time when you couldn’t see very well, eg fireworks night, trick or treating
When can you not see?
On which of these days will it be brighter: cloudy, rainy, sunny?
Put these materials into groups based on how shiny they are: glass mirror, plastic sheets, felt, card, paper, metal strips etc
Pick random objects out from a bag/box. Pupils must describe as either shiny or dull
Show me what shiny/dull is like – act it out with a friend
Level 3
Objects look dark then there is no light falling on them. You can use a mirror or any shiny surface to reflect light. The shinier it is the better it reflects.
Tell me what objects look like in the dark.
What can you use to reflect light?
(in a light room) Name things you can see clearly
(in a darkened room). Now tell me what’s happened to those items
Use the torch and change the different materials (tin, foil, mirror, cardboard) to make the light bounce (“reflect”) somewhere else in the room
Which materials made the light reflect best? Describe what these materials are like (ie shiny not dull)
Level 4
- Record (draw/write) how light travels from the source to the eye
- Link smoothness of a surface with how well it reflects
All surfaces reflect light but some do it better than others. The smoother the surface the better it is at reflecting. We see lightning before hearing the thunder because sound travels much more slowly than light.
Why do you think we cannot see around corners? What do you think we can use to see around corners?
What surfaces do you think make the best reflectors? Why do you think we can see lightning before you hear the thunder?
How do you think light travels to our eyes from the thing we are seeing?
Level 5
- Explain how we can see
- Record (draw/diagram) an explanation of how we see colour
- Link what you know about reflection and how we see colour
- Model how a smooth surface reflects light and how a rough surface reflects light
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Lower – B Light travelling to the eye/ Describe what has been found out with reasonsLet children shine a torch in a dark place onto a piece of card stuck on a wall. To show that light exists between the torch and the wall (although it may appear invisible), children can see the light is travelling by blocking the light halfway between the torch and the wall with another piece of card.
/ Using evidence to explain
Light a night-light and stand it in a metal tray containing sand. Can the children explain how they see the candle flame? Ask them to draw a picture to illustrate their explanations. Discuss the drawings as a group or class. Talk about light travelling from a source in simple terms, i.e. the light from the candle travels to our eyes
/ Working together
Let the children explore what they can see with one mirror and what they see behind them?
Can they see to one side?
Can they catch a spot of light and move it round the classroom?
Can they count their teeth with their tongue and use a mirror to check?
Can the children use a mirror or mirrors to see round a corner?
Working in groups, can the children think of a way to send a ‘light’ message round a corner from one child to another? The children could draw a picture to explain how their ideas work. Give the children some half shapes and half pictures and let them make them
Upper – B Light travelling to the eye.
/ Investigation – what makes a difference on how well you can see round a corner using a mirror? Possible ideas might be: mirror size, mirror angle, distance of mirror from corner, shape of mirror
/ Investigation: Let children experiment using two mirrors and a small object, e.g. toy animal. How many animals can they see? What happens if they use two, three or more toy animals? What happens if they change the angle of the mirrors? Can they explain why they can see several images or draw a diagram to show what is happening
Learning Objective for Light Sources: Light travelling to the eye.Level 1
We use our eyes to see with. We cannot see very well in the dark.
What do we use to see with?
When can we not see very well?
Level 2
- Ask questions about light sources
- Ask questions about dull and shiny surfaces
- Sort things into groups depending upon how reflective they are
- Sort things into groups depending upon how bright they are.
- Describe what we can see in the light in the dark.
Level 3
- Predict what might happen when light is shone onto different surfaces
The shinier it is the better it reflects. What do you think might happen if we shine a light onto these different surfaces
What do you think we can you use to reflect light?
Level 4
- Record (draw/write) how light travels from the source to the eye
- Link smoothness of a surface with how well it reflects
All surfaces reflect light but some do it better than others. The smoother the surface the better it is at reflecting. We see lightning before hearing the thunder because sound travels much more slowly than light.
Why do you think we cannot see around corners? What do you think we can use to see around corners?
What surfaces do you think make the best reflectors? Why do you think we can see lightning before you hear the thunder?
How do you think light travels to our eyes from the thing we are seeing?
Level 5
- Explain how we can see
- Record (draw/diagram) an explanation of how we see colour
- Link what you know about reflection and how we see colour
- Model how a smooth surface reflects light and how a rough surface reflects light
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