Light Unit St3

Greenway Park PS
Light | Stage 3 | Science
Summary
This Light unit provides opportunities for students to explore the properties of light and how it enables us to see. Students thinking about light and its role in our lives and our community will be developed using handson activities. Through investigations students explain how objects reflect absorb and refract light and how we can use light to meet our needs.
Duration
Term ! " weeks # days
Unit overview
Phase ENGAGE Lesson Lesson 1 Light ideas Session 1 Illumination Session 2 In the dark Lesson 2 Straight not crooked Session 1 Shining light Session 2 The travelling light show At To capture students interest and find out what they think they know about how light from a source forms shadows and can be absorbed, reflected and refracted. To elicit students questions about light. a glance
EXPLORE
To provide students with hands!on, shared e"periences of how light enables us to see ob#ects.
Lesson 3 irror, mirror
To provide students with hands!on, shared e"periences of how light travels. To provide students with hands!on, shared e"periences of how
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Lesson 4 ake way for the light
different materials $transparent, translucent or opaque% affect the transmission of light. To provide students with hands!on shared e"periences of how water refracts light. To support students to represent and e"plain their understanding of how light from a source forms shadows and can be absorbed, reflected and refracted, and to introduce current scientific views. To support students to plan and conduct an investigation of the height of shadows. To provide opportunities for students to represent what they know about how light from a source forms shadows and can be absorbed, reflected and refracted, and to reflect on their learning during the unit.
EXPLAIN
Lesson 5 Light illusions Lesson 6 Sneaky spy
ELABORATE EVAL ATE
Lesson 7 &ig shadow, little shadow Lesson ! Light 'nderstandings Session 1 Light (reativity Session 2 Shadow )uppets
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)utcomes
Science +#',
*ssessment overview
"#agnost#c assess$ent occurs in the Engage phase. This assessment is to discover students prior knowledge so that the teacher can take account of this when planning how the Explore and Explain lessons will be implemented. %o&$at#'e assess$ent occurs in the Explore and Explain phases. This enables the teacher to monitor students developing understanding and provide feedback that can e"tend and deepen students learning. Summative assessment of the students achievement developed throughout the unit occurs in the Elaborate phase for the Science Inquiry Skills, and in the Evaluate phase for the Science 'nderstanding.
$ $ $ $
ST%-&'( shows interest in and enthusiasm for science and technology
responding to their curiosity )uestions and perceived needs wants and opportunities
ST%-#*S investigates by posing )uestions including testable )uestions
making predictions and gathering data to draw evidence-based conclusions and develop explanations
ST%-+,* uses scientific knowledge about the transfer of light to solve
problems that directly affect peoples lives

ST%--*T plans and implements a design process selecting a range of
tools e)uipment materials and techni)ues to produce solutions that address the design criteria and identified constraints
Teacher background information 1

Introduction to light
The Sun is the *arths primary source of energy, emitting a broad spectrum of electromagnetic radiation, including sunlight. +hat we call light is a specific type of energy called ,visible light- the light that humans can see. *lectromagnetic radiation can travel through a vacuum and through transparent liquids or solids.
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In ordinary situations, such as those encountered in everyday life, electromagnetic radiation, including light, manifests as a wave. .owever, careful e"periments have shown that at a deeper level, electromagnetic radiation also consists of particles, or point!like packets of energy, called photons. .ow photons conspire to produce an ordinary wave can only be understood using advanced quantum physics. Light travels in appro"imately straight lines called rays. The ray concept is an appro"imation, which holds good because the wavelengths of visible light are so small in comparison to everyday length scales. In fact, light passing a sharp edge will diffract a little bit $i.e. bend into the shadow region%. This effect is negligible in terms of everyday perception. Scientists call the distance between the crests of the waves ,wavelength, which is measured in metres. +aves with a very short wavelength, for e"ample, gamma rays, will have many crests pass by in one second and are said to have a high frequency. +aves with a long wavelength, for e"ample, radio waves, will have a lower frequency because fewer waves will pass by in one second.
Diagram of wavelengths a. longer wavelength b. shorter wavelength /isible light is only a very small part of the electromagnetic spectrum and is important to us because it is this radiation that is detected by the retina and transmitted to the brain by the Board of Studies, Teaching and Educationa Standards !S" # Program Bui der # $%&%os&nsw&edu&au
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optic nerve. 0ther types of electromagnetic radiation include radio waves, microwaves, infra!red radiation, ultraviolet light, 1 rays and gamma rays. 2adios, television sets, microwave ovens and mobile phones are all devices which operate using electromagnetic radiation. /isible light has a narrow range of wavelengths which are measured in micrometres. 3 micrometre is 4 millionth of a metre. These different wavelengths are evident as different colours. +hen all wavelengths of visible light are present, we see white light. ost transparent substances, for e"ample, water, can spread out or disperse the different wavelengths in a process called refraction, and sometimes we can see the different colours as a rainbow. +hen light hits a piece of glass at an angle, the light changes direction $ie. it refracts%. The change of direction is different for different colours. (onsequently, when light hits a glass prism, the different colours can be seen because they are bent differently. The different bending is due to the fact that the different wavelengths interact with the electrons in the glass differently. The result is that they appear to travel at different speeds. The rate at which energy is carried by a light wave represents the intensity of the light. +e perceive intensity as ,brightness. Theoretically, light waves from a source could travel forever. The intensity of light from the source will decrease rapidly as we increase our distance from the source because the light will spread out and will usually meet some material, for e"ample, dust in the air. This will cause it to be reflected or scattered or absorbed, and thus the light might not be seen over a large distance. In a vacuum, for e"ample, interstellar space, all forms of electromagnetic radiation travel at the same speed regardless of their wavelengths. This speed is universally referred to as the ,speed of light. +e know of nothing in our universe which travels faster than light. It races towards us through the vacuum of space at about 566,666 km per second. It takes a fraction of a second for light to cross 3ustralia, about eight minutes for light from the Sun to reach the *arth, over four years for light to reach the ne"t nearest star and 466,666 years for light to get from one side of the ilky +ay 7ala"y to the other. 3t such huge, interstellar distances it is customary to refer to distance in ,light years, that is the distance light would travel in one year. Light travels at slightly different speeds through different mediums, such as water or air. +hen light travels from one medium to the other the change in speed can cause the light to change direction. This refraction of the light can be seen when you view a pencil in water. *nergy cannot be created or destroyed8 therefore light has its origins in other forms of energy. The Sun changes most nuclear energy into heat energy and light energy. Some things are sources of light, such as the Sun or a burning candle. These are called primary light sources. )rimary light sources are things that change another form of energy into light energy. 9or e"ample: In the Sun, nuclear energy is changed into light energy. In a fire, or in glow!worms and glow sticks $cyalume sticks%, chemical energy is changed into light energy. In light bulbs, lightning and computer screens, electrical energy is changed into light energy.
ost things we see are secondary light sources which reflect the light of a primary light source to our eyes. 9or e"ample, the light from the lamp $primary% is reflected off the book $secondary% to our eyes and so we are able to see the book. The oon appears to be a primary Board of Studies, Teaching and Educationa Standards !S" # Program Bui der # $%&%os&nsw&edu&au
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light source but it is actually a secondary light source because it reflects light from the Sun to our eyes. +hen light from primary sources hits surfaces it can be reflected, transmitted $let through% or absorbed $transformed into heat energy%. ;ifferent surfaces reflect, transmit or absorb light in different ways. Some surfaces are very smooth and even. These reflect light in an ordered way and appear to be shiny. 0ther surfaces are more irregular. They reflect light in a scattered way and appear matt or dull. Some surfaces, for e"ample, glass, transmit most light, reflecting very little, and thus appear transparent. +hen a surface or ob#ect is coloured all the colours of the visible light are absorbed e"cept for the colour of the ob#ect which is reflected. 9or e"ample, a red ob#ect absorbs all colours, e"cept red, which is reflected. Thus the ob#ect appears red. &lack surfaces absorb all colours and reflect the least light. +hite surfaces reflect all colours and absorb the least light. +hen the reflected light hits the receptors in our eyes our brain puts together the three!dimensional images we see of the world. The study of light opens up some fascinating areas for further study. *"amples include lasers, optical fibres, microscopes, telescopes, cameras and holograms. Scientists are also investigating an artificial eye.
Students conceptions 1
Taking account of students e"isting ideas is important in planning effective teaching approaches which help students learn science. Students develop their own ideas during their e"periences in everyday life and might hold more than one idea about an event or phenomenon. Some students might think that light is not considered to ,travel8 rather it is thought to #ust e"ist in space. They also might think that light from weak sources doesnt travel as far as light from strong sources. In fact, all light travels from its source in all directions, regardless of its intensity, unless interrupted by matter, such as air, water or an ob#ect, where it is reflected, transmitted or absorbed. There are numerous non!scientific conceptions around the reasons we can see ob#ects. Some students might think that sight or light travels from our eye to the ob#ects we look at or that light remains on the ob#ects so that we can see them. They might have no conception that light from a source such as the Sun is reflected from the ob#ect into our eyes so that we can see it. Students might also think that owls, bats and cats can see in complete darkness and that humans also can see $not well% in complete darkness if we wait a while for our eyes to ad#ust. +hen there is minimal light our pupils widen to make better use of the available light. <o animal can see in the complete absence of light. <octurnal animals, for e"ample, owls, have very light!sensitive eyes which allow them to see when there is very little light. .owever, because they are so sensitive to light they cannot stand the brightness of daylight. .on-scientific conceptions about the behaviour of light are common. Students might think that light only bounces off luminous objects or very shiny ones for example mirrors. /ight reflects off shiny surfaces in an ordered way. /ight also reflects from dull surfaces but in a more scattered way.
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*e see objects only when light travels from them to our eyes. These objects might be primary light sources which give out their own light such as the Sun an electric light or a candle or they might be secondary light sources which reflect light to the eye. 0or example this page is a secondary source which you are able to read because it is reflecting the light from a primary light source such as the sunlight coming through a window or an electric light. 1nce our eyes detect the light information is transferred through the optic nerve to the brain which then interprets the signals from the eye as an image of the object. Take away the light source or stop the light from reaching your eyes and you will no longer be able to see the object2 it still exists but you can no longer see it. (lso it doesnt reflect the light that is absorbed by the black print. 1ur eyes and brain recognise the difference. 3f the print was red then our eyes and brain would recognise that from the print red light was reflected while from the rest of the paper all colours 4white light5 are reflected. 6ay diagrams use lines to show light travelling. The lines are straight because light travels in a straight line. (rrowheads show the direction of travel.
Shadows are formed because light does not go around objects and light up areas behind them. /ight travels in approximately straight lines. 7areful examination shows that near edges there are changes in the light that can be attributed to the wave properties of light. The light appears to bend slightly as it passes near a sharp edge.
Greenway Park PS Shadows are dark shapes created when an object blocks out light. 8aterials that block out light are opa)ue while materials that allow light to pass through them are transparent. The shape of a shadow is affected by9 the shape of the object blocking the light how close the object is to the light source the position of the light source relative to the object for example whether it is above or at the same level as the object.
*hen the position of the light source is right above the object the object will cast a short shadow on the ground. (s the light source moves downwards the object will cast a longer shadow. This is why when the Sun is directly overhead people and objects cast very small short shadows. 3n the morning and afternoon however when the Sun is low on the hori:on they cast very long shadows.
Some students might think that we see objects because ;vision comes out of our eyes and strikes the object. (nother non-scientific idea is that an image comes directly from the object to our eyes. <owever it is the light reflecting off the object into our eyes that allows us to see. Board of Studies, Teaching and Educationa Standards !S" # Program Bui der # $%&%os&nsw&edu&au
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*hen the reflected light reaches our eyes our brain interprets it as the images we see. Some students might think that shadows are entities independent of light in other words light allows shadows to be seen rather than shadows being a result of absence of light. Students might also think that shadows are reflections of dark light. Students might think light on an object ;triggers the production of a shadow that travels from the object onto the wall or floor where it is seen. Some students might be confused about the difference between shadows and reflections for example drawing a face in a drawing of their shadow.

/ight radiates from its source in straight lines. 3f it encounters matter it is reflected transmitted 4let through5 or absorbed 4transformed into heat energy5. 8ore light reflects from smooth shiny surfaces in an ordered way compared with light from irregular or dull surfaces which is reflected in a more disordered way. <owever all objects reflect some amount of light. /ight might appear to travel on a curved path 4eg. a mirage5. 8atter can cause the ray to change direction and a continuous change in the amount of matter can cause a continuous change of direction. *e can use these characteristics of light to manipulate it. 6eflective surfaces can be used to direct light where we want it to go. ( mirror is a very good reflective surface. 3t reflects light so well that we can see an image of an object placed in front of it. /ight always reflects off a smooth surface at the same angle it strikes. 1ther surfaces will scatter the light in all directions because at the microscopic level the surface is uneven.
Some students might believe that you can only see the image of an object in a mirror if it is directly in front of the mirror. <owever an image of objects to the side of a mirror can be seen if the observer is correctly positioned.

*e see objects when they reflect light into our eyes. There are different ways for objects to interact with light depending on the composition of their materials and the regularity of their surfaces. Board of Studies, Teaching and Educationa Standards !S" # Program Bui der # $%&%os&nsw&edu&au
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Transparent translucent and opa)ue surfaces all reflect some light otherwise we could not see them. <owever they reflect light in differing ways and amounts. Transparent materials such as glass or water transmit 4let through5 most light without it being scattered or absorbed. They still reflect some light otherwise we could not see them. 'ery clear glass might appear to be invisible because virtually all light is transmitted. =ecause most light is transmitted through transparent materials we can see objects through them. Translucent materials such as wax paper and frosted glass transmit less light than transparent materials. Some light is scattered or absorbed and some is reflected. *e can see objects through translucent materials but because some of the light is scattered or absorbed we cannot see them clearly. 1pa)ue materials such as cardboard or wood scatter absorb or reflect most light and transmit almost no light. Thus we cannot see through them. The light which is reflected does so in a scattered way that is in all directions. >epending on the composition opa)ue materials absorb some colours of visible light more than others. The material will appear the colour that it reflects the best.
3magine a room containing objects and surfaces of different types. /ight radiation emerges from its source in all directions in straight lines. The materials transmit reflect and absorb the light in different amounts and in different ways producing different effects. 0or example a white room with shiny surfaces has light reflecting from surface to surface filling the room with light. =y contrast a darkcoloured room with coloured dull surfaces absorbs more light than it reflects creating a darker effect. ote! Students might know a range of meanings for the word ;material such as fabric or written information. 0or this unit the term ;material refers to what an object is made of such as glass plastic or paper.
Teacher background information "

Transparent materials such as air water and glass enable light to transmit through them to see objects beyond them. Sometimes objects appear distorted when viewed through transparent materials for example a straw in a glass of water. *hen light is transmitted through two transparent materials such as air and water it can be bent where the two surfaces meet in a process called refraction. This is called refraction. 3n the wave model refraction occurs because the wave travels at different speeds in the two transparent materials. >uring this lesson students investigate the direct effect that water has on light by directing a thin beam of light through a glass of water. /ight will pass through the centre of a clear plastic cup of water with little refraction but when it contacts the curved surface Board of Studies, Teaching and Educationa Standards !S" # Program Bui der # $%&%os&nsw&edu&au
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on either side of the cup the light is refracted at an angle. /ight travels slower through water than air. *hen light contacts the surface of the water in the cup it slows down causing the beam of light to travel at a different angle. *hen the light leaves the water and travels back through the air it changes speed again causing the light to bend at yet another angle. The convex shape of the water in the cup can help magnify objects by refracting the light reflected by an object before it meets your eyes. (n object might appear to disappear if it is positioned behind the curved edge of the cup because the light reflected by the object is bent in another direction and does not meet your eyes. 6efraction has some important uses for example in eye glasses to correct focus so objects dont appear blurred. The convex shape of the magnifying glass refracts the light so that an object appears larger than if it were to be viewed through air alone.
Students conceptions "

Some students might believe that light always travels in the same direction in a straight line. This is so if the light is travelling through a uniform medium. *hen light travels from one medium to another it could be reflected absorbed or refracted at the boundary between these two media in which case it moves in a straight line in a different direction or is absorbed in the material and converted to heat energy. Some media are so similar in properties that the light continues to travel very close to a straight line. /ight is bent by refraction when it enters the glass of a window but is bent back to its original direction when it emerges again into the air so that the window glass is nearly invisible.
Teacher background information #

To represent the path of light scientists use ;rays. 6ays are arrows that show the direction that light travels. ( ;ray diagram uses the drawing of rays to explain light behaviour such as the path which light takes from a light source to our eyes the way light is blocked by opa)ue objects reflected from objects transmitted through transparent objects and ;bent 4or refracted5 when light passes from one material to another for example from air into water. /ight rays can travel indefinitely in a straight line if they are not absorbed reflected or refracted.
Students conceptions #
8any students will draw small lines emerging from a light source such as a torch or the Sun. These lines are usually short straight and in all directions. /ight does travel in approximately straight lines but does not stop a short distance from the source unless interrupted by matter. >epending on the nature of the source the light might travel in multiple directions or it might be focused. Board of Studies, Teaching and Educationa Standards !S" # Program Bui der # $%&%os&nsw&edu&au
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Teacher background information $

Shadows occur when the path of light is blocked by an object. ( shadow is formed on the opposite side of the object from the light source. The object shadow and light source are in line with each other because light travels in approximately a straight line. The closer the object is to the light source the larger the shadow. This is because it blocks out more of the light. 3f the object is further away from the light source it will block less of the light. This will produce a smaller shadow. If the light is coming from a broad source, for e"ample, a torch, there will be two regions in the shadow called the ,umbra and ,penumbra. The umbra is the region of the shadow $the darker part% where all of the light is blocked by the ob#ect. The penumbra $the lighter part% is the region of the shadow where only some of the light is blocked, that is, the light from only part of the source is blocked out. &ecause light is a wave motion, it is affected by sharp edges and, as a result, some light energy appears in the umbra.
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Students conceptions $
Students might have non-scientific ideas about shadows. They might think that shadows exist independently of an object rather than being directly connected to an object. Some students consider them to be copies of the object rather than silhouettes. 1thers confuse shadows with reflections which occur when light bounces off a surface into our eyes allowing us to see an image. Shadows are caused by an object blocking the transmission of light. They can only be seen if light is prevented from reaching an object or surface. Their si:e and shape depend on the position of the light source the properties of the object itself and the distance to the surface from which the light is blocked.
3ontent and assessment

Students will be able to represent their current understanding as they9 describe how light travels discuss how light enables our eyes to see describe and visually represent their understanding of reflection, absorption and refraction of light.
Teaching and earning

%esson 1! Session 1
&reparation 6ead through Teacher background information & ? student conceptions & ,repare an enlarged copy of ;8y thoughts 46esource sheet &5. 7ut a slit in the lids of five shoeboxes or similar for use as think-boxes in /esson step % 4could just be - different tables or areas5. /abel the boxes9 @uestion & @uestion ! @uestion % @uestion # and @uestion -. ,repare an area for a science chat board and word wall. %esson steps &. Shine a torch on an object or on the wall and discuss the light by asking )uestions such as9
4esources
'or the class!
science chat!board word wall 4 enlarged copy of , y thoughts $2esource sheet 4% Sticky notes = large sheets of paper or cardboard > shoebo"es or similar 4 torch
'or each group!

each group members science #ournal 4 copy of , y thoughts
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"#agnost#c assess$ent In this lesson you will discover what students already know and understand about: .ow light from a source forms shadows and can be absorbed, reflected and refracted.

A A A A
*hat can you seeB <ow do we know the light is thereB *hat happens when you try to hold the lightB <ow could you change the lightB
4esources
$2esource sheet 4% per team member glue marking pens scissors 4 large sheet of paper or cardboard $eg, butchers paper or poster cardboard%
!. 3ntroduce the enlarged copy of ;8y thoughts 46esource sheet &5 on the S8(6T board and read each )uestion. %. 3ntroduce the five think-boxes that match each )uestion and explain that students are going to work individually to record their ideas about the five )uestions. Cxplain to students that this is an anonymous activity and they should not write their name on their responses. #. 8odel how to write and draw a response to a )uestion Students cut along the dotted lines so that there are five responses fold each one and place in the matching think-box. -. (llow students time to complete the resource sheet and place their responses in the matching think-box. ote! >o not correct students answers as this is an opportunity for diagnostic assessment of students ideas. D. 0orm - groups. 1ne member from each group collects all the answers from one of the think tank boxes. +. Students place their )uestion at the top of a sheet of cardboardEbutchers paper. Students in each group read out the responses within their group and place them in categories of answer types on their large sheet of cardboardEbutchers paper. ". Fet the students to show the class their cardboardEpaper to the class and the categories they decided on. (llow discussion if student directed. G. >isplay the ;posters on the science chat board or around the room. (dd any technical words spoken about to the word wall. &H. Fet students to reflect on their observations in their science journal while you put up the ;posters.
Students will be able to
%esson 1! Session 2
'or the class
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represent their current understanding as they9 describe how light travels discuss how light enables our eyes to see describe and visually represent their understanding of reflection, absorption and refraction of light. "#agnost#c assess$ent In this lesson you will discover what students already know and understand about: .ow light from a source forms shadows and can be absorbed, reflected and refracted.

&reparation ,repare an enlarged copy of ;3n the dark 4resource sheet !5 %esson steps &. >arken the room. (sk students to cover their eyes with their hands to exclude as much light as possible. (sk students to think about a place without light and ask )uestions such as9
4esources
Sticky notes & enlarged copy of ;3n the dark 46esource sheet !5 'or each student & copy of ;3n the dark 46esource sheet !5 Student science journal
A 7an you describe a place that is really darkB 40or example a cave.5 A *hat could you seeB A <ow did you feelB
(ptional! To enable students to experience a totally dark place teachers might like to create such a place in the classroom by having blankets or sheets for draping over desks or a large table in a corner covered with thick blankets that touch the floor. 4( totally dark place is where you cannot see your hand in front of your face.5 !. 3ntroduce an enlarged copy of ;3n the dark 46esource sheet !5 on the S8(6T board and discuss each statement in the table with the class. >iscuss the purpose and features of a table in science 4to organise information so we can understand it )uicker and easier5. %. (sk students to individually complete the sheet by ticking ;Ies ;.o or ;3m not sure for each of the statements. ote! This is an opportunity for you to diagnose students current conceptions. 6esponses & and - are the responses that align with scientists ideas. (t this stage do not provide any formal definitions or correct any answers as the purpose is to discover students prior knowledge. #. (sk students to share their ideas with a partner and discuss similarities and differences. (sk students to paste ;3n the dark 46esource sheet !5 in their science journal. -. Tally the student responses on the enlarged ;3n the dark sheet. Try and place a copy of this on the science chat board. D. >iscuss with students their ideas and thoughts arising from the ;3n the dark activity. (sk students what things they are wondering about and explain that during the unit they will
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explore and investigate light and try to find answers to their )uestions. +. Jpdate the word wall section of the science chat-board using sticky notes with key vocabulary and images used during the ;3n the dark activity. ". Jpdate the science chat-board with words and images.
4esources
Students will be able to9 demonstrate how to modify a peek box to see an object describe how objects reflect light into our eyes allowing the objects to be seen draw a ray diagram to demonstrate that light travels in straight lines describe how a shadow is formed by blocking light.
%esson 2! Session 1
&reparation 6ead through teacher background information ! ? student conceptions ! ,repare a peek box for the class and one for each team by using a shoe or cereal box large enough to place a small object in with a removable or folding lid and with a flap cut in one end to peek through.
'or the class & cardboard box 4eg a shoe or cereal box5 4see ;,reparation5 sticky notes 'or the groups & cardboard box 4eg a shoe or cereal box5 4see ;,reparation5 collection of small objects 4eg toys5 4see ;,reparation5 & torch
7ollect a set of small objects that can be placed easily one at a time into the box. )rovide ob#ects of different colours and te"tures
%esson steps &. 6eview last session by looking at the science chat board. a !. 3ntroduce the partially completed peek box that you have prepared and show the flap cut into one end. Cxplain that there is an object inside the box but when you look through the flap you cannot see it. (sk students to think about what could be done to make it possible to see the object without removing the lid. %. Cxplain that students will be working in collaborative learning teams with a similar peek box to investigate the best way to see the object in the box without removing the lid or opening the box. Cxplain that students will also draw a ray diagram to represent the path of light that helps them to see the object. #. 8odel how to draw rays showing the path of light from a light source.
'ormative assessment 3n this lesson you will monitor students developing understanding of9
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<ow light travels in straight lines and that shadows are formed when light is blocked. Iou will also monitor their developing *orking scientifically skills.

6ay >iagram
4esources
-. 0orm groups. Cncourage the groups to investigate with different objects placed in the box and with the same object placed in different positions such as at the far end of the box in the middle or closer to the peephole. 6emind students to take turns so that everyone has the opportunity to look at each object. D. >raw the light source box object and eye from a birds eye perspective on the board. (sk each team to draw their ray diagram in their science journals to demonstrate how the light helped them to see the object in their peek box.
+. (llow students to add sticky notes to make changes to the <ow does light help us seeB Section of the science chat board. ". (llow children time to reflect in their science journal. 7onsider the following )uestions for the journal. Today weK
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A 3 learned thatK A Things 3m not sure about areK A Things 3m interested to find out about areK
G. (dd any new vocab to the word wall.
4esources
Students will be able to9
%esson 2! Session 2
'or the class collection of photographs and pictures 4eg from books maga:ines or calendars5 showing sunlight shining in straight lines A& strong torch or light A& ruler 4or shadow puppet5 Aoptional9 spare batteries for torches Aoptional9 % large pieces of card with a hole made in each 'or each group A% pieces of card &H cm x &- cm with a hole made in each A& torch Aoptional9 & piece of plastic pipe
demonstrate how to %esson steps modify a peek box to &. 6eview the previous session. see an object that !. Students will be working in groups to investigate light and shadows. >iscuss shadows by asking students )uestions such as9 describe how objects A *hat is a shadowB reflect light into our A <ow is a shadow createdB eyes allowing the A *hat do you notice about the shape of the shadowB objects to be seen A *hy do you think shadows change during the dayB draw a ray diagram to A 7an we have shadows at nightB demonstrate that light >iscuss with students that2 light is needed to create a shadow and that light can travels in straight lines emanate from different sources. describe how a shadow 7ompile a list of different light sources. 4This could be done as a class or a is formed by blocking collaborative learning activity.5 light. %. >isplay pictures or photographs showing sunlight shining in straight lines such as
through mist in the early morning or through tress in a rainforest and ask students to describe how the light is depicted.
'ormative assessment 3n this lesson you will monitor students developing understanding of9
#. Cxplain that groups will investigate how they can demonstrate that light travels in straight lines using at least three cards with a hole punched in each or a plastic tube. 0or example they will have to line up the holes or not bend the tube in order to see an object. /ight will not travel through a bent tube as light travels in straight lines through the air. -. (fter teams have completed their investigations discuss teams observations using
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<ow light travels in straight lines and that shadows are formed when light is blocked. Iou will also monitor their developing *orking scientifically skills.

)uestions such as9 o o o o o <ow did you have to hold the cards to look through them and see an objectB *hy did the holes have to be in line with your eyeB *hy could we see through the holesB *hat did you see when you looked through a bent rubber tubeB *hat would you have to do if you wanted to see an object through a tubeB
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4eg garden hose5 about %H cm long
1ptional9 Jsing larger pieces of card with larger holes in them shine a bright light through the holes in three pieces of cardboard onto a wall or screen to demonstrate that the holes must be aligned for the light to be seen on the wall. D. Shine a torch on a vertical ruler or shadow puppet to demonstrate the way light travels in straight lines and forms a shadow behind an opa)ue object that blocks the light. (sk students to note that the shadow is formed where the rulerEpuppet stops the light. The shadow is behind the rulerEpuppet directly in line with the light source. +. >iscuss students observations with )uestions such as9 <ow is the shadow formedB <ow can you tell that light travels in straight linesB
". (sk students to draw a labelled diagram showing how a shadow is formed using arrows to represent the light rays. >iscuss the purpose and features of a labelled diagram.
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G. >emonstrate that movement of the shadow can occur when the torch moves and also when the rulerEpuppet moves. 7hallenge students to identify different ways in which the shadow behind the rulerEpuppet could be made to move by asking )uestions such as9 o o *hat will make the shadow longer or shorterB *hat happens to the shadow when the light is above the rulerEpuppetB
&H. (sk students to draw labelled diagrams of their observations of movement. &&. Jpdate the word wall and science chat board. Students will be able to9 identify that light travels in straight lines use mirrors to reflect light in different directions use ray diagrams to show the reflection of light by a mirror. 'ormative assessment
%esson 3
&reparation 6ead through teacher background information % ? student conceptions % 7ollect or purchase plastic mirrors for each team. 8ake sure that the edges of the mirrors are safe for handling. 3f using off cuts tape the sides or smooth them to prevent injury. 7ollect objects with smooth surfaces that will reflect light easily such as metal spoons coffee cups and glossy-surfaced books. ,repare e)uipment for making dark spaces for students to work in to enable them to see their torch light.
'or the class Aset of mirrors and objects 4see ;,reparation5 Atalcum powder A& torch 'or each group A& thick book able to stand upright on a table
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. (,
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3n this lesson you will monitor students developing understanding of9 <ow mirrors can be used to reflect light in different directions.

%esson steps &. 6eview the last lesson. !. (sk students to predict where the light from a torch will go when you switch it on. ,oint it in a different direction and ask again. (sk them how they know where it will go. 4=ecause light travels in a straight line.5 %. Select a student to help demonstrate how we can see where the light travels from the torch. (sk the student to sprinkle talcum powder in front of the torch. (sk the students about what they see and what they think is happening. 4The talcum powder particles get in the way of the light. Iou dont actually see the beam of light you see the particles that are in the path of the light because the light reflects off the talcum powder particles into your eyes.5 #. Cxplain that students will be working in groups to investigate how light travels. 7hallenge teams by asking how they can make light go around a pile of books. (sk each team to put a sheet of paper on the desk lie the torch on the sheet of paper and draw the path of the light from the torch to the observers eye to complete a ray diagram. ote! <ave mirrors available in readiness.
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or stack of books Acollection of objects 4see ;,reparation5 A& mirror " cm x - cm approximately A& large sheet of butchers paper A& torch Aoptional9 an opa)ue blanket or similar 4see ;,reparation5
-. >iscuss with the class why a mirror was needed to make the light go around the corner
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4light travels in straight lines and mirrors are good light reflectors5 and to suggest other things that also reflect lots of light such as cutlery still water car windscreens and polished floors. .ote9 1bjects that have smooth surfaces for example mirrors reflect most light in a regular pattern and are good light reflectors. 1bjects that have irregular surfaces for example soft toys scatter light in all directions and are not good light reflectors. D. 3nvite each Speaker to share their teams ray diagrams with the class. +. (llow groups time to explore with the torch and mirrors and develop their own challenges for example using four mirrors to try to send the light beam to a different position. ". (llow time for students to record their observations in their science journals. 7onsider the following )uestions9 A A A <ow did the light travelB <ow were you able to make the light go around a cornerB (re there other objects that are able to reflect light like a mirrorB
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G. *atch this Ioutube video as a sum up of what is light. http9EEwww.discovery.comEtvshowsEother-showsEvideosEassignment-discovery-shorts-physical-properties-of-lightreflection-and-refraction.htm &H. Jpdate the science chat board and word wall. Students will be able to9 explore materials and how they affect light sort materials according to their ability to affect the path of light explain that light can be transmitted by a range of
%esson 4
&reparation 6ead teachers background information # 7ollect samples of materials for each team that demonstrate degrees of transparency from transparent through translucent to opa)ue such as clear plastic baking paper or tissue paper plain white (# paper cardboard bubble wrap and foil. ote! >o not use fabrics. This will confuse students as light will pass through the spaces between the threads.
'or the class A& enlarged copy of ;,assing throughB 46esource sheet %5 A& enlarged copy of ;3 can see the light 46esource sheet #5 Asamples of materials 4see ;,reparation5
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. ((
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materials discuss the use of different materials for transmitting light sort materials into transparent translucent and opa)ue categories. 'ormative assessment 3n this lesson you will monitor students developing understanding of9 The effect of various materials on the transmission and absorption of light.

,repare an enlarged copy of ;,assing throughB 46esource sheet %5 and ;3 can see the light 46esource sheet #5 for display on the S8(6T board. %esson steps &. 6eview the previous lesson. !. To introduce the topic ask )uestions such as9
4esources
A& torch 'or each group A& copy of ;,assing throughB 46esource sheet %5 per team member A& copy of ;3 can see the light 46esource sheet #5 per team member Asamples of materials 4see ;,reparation5 Asticky tape A& torch
A *hat would happen if you put something in the way of the lightB A 7an you think of some materials that let light throughB A 7an you think of some materials that dont let light throughB
ote! The term ;material in this unit refers to the substance of which an object is made rather than fabric. 6ecord students ideas and predictions on the science chat-board in the ;<ow does light travelB section. %. Cxplain that students will be working in collaborative learning teams to investigate the amount of light that different materials allow to pass through. #. 8odel the process of exploring the materials9 A A A 7hoose a material or object and place over the end of the torch. Switch on the torch. 1bserve the amount of light that comes through onto a white wall or screen.
A 3ntroduce the enlarged copy of ;,assing throughB 46esource sheet %5 and record the name of the material. >iscuss what a continuum is and put a cross on the line to show how much light passes through the modelled material.
ote! *hen modelling select materials that will not be used by students in their investigation
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. (3
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such as paper towel cling wrap plastic from a transparent plastic bag or a clipboard. -. (fter the exploration invite Speakers to share their groups results with the class. (sk )uestions such as9
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A *hich materials allowed the light to pass throughB A >id you find any materials that let some light throughB A *hich materials didnt let the light throughB A 7an you put your objects in order from ;>oesnt let light through
to ;/ets lots of light throughB
A *hich materials made the best shadowsB

<ow is a shadow madeB D. 3ntroduce the enlarged copy of ;3 can see the light 46esource sheet #5. >iscuss the words ;transparent ;translucent and ;opa)ue and their descriptions. (dd the words to the word wall section of the science chat-board. +. Cxplain to students that they will use their results from ;,assing throughB 46esource sheet %5 to sort the materials into the three categories of transparent translucent and opa)ue. Cncourage students to use the e)uipment to confirm their answers. ". (fter the exploration invite Speakers to share their teams results with the class. 6ecord results in the class science journal. (sk )uestions such as9 A A A A *hich materials were transparentB *hich materials were translucentB *hich materials were opa)ueB *hen or where would you use transparent translucent or opa)ue materialsL
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. (-
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G. >iscuss with students what they think happens to the light that passes through the materials. <ow far does it travelB (sk students to think about the light from the Sun and stars. Cven though they are far away the light still travels so we can see it. >iscuss with students how light will continue to travel until something gets in its way such as a wall a hand or smoke. &H. Jpdate the science chat-board and word wall with words and images. (ptional9 ( whole class continuum could be created starting at ;>oesnt let light through and ending with ;/ets lots of light through. Cncourage students to represent their findings in various forms such as diagrams pictures digital images and maga:ine images which are then placed along the continuum.
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Students will be able to9 explore transparent materials and how they affect the direction of light rays discuss and describe observations about refraction discuss uses of refraction and how light can be magnified through different objects test predictions by using evidence to develop explanations of illusions created by the refraction of light
%esson "
&reparation 6ead teacher background information - ? Students conceptions -. 7ollect enough round clear plastic cups for each team. ote! (void cups that have a thick or raised patterned base because they will refract the light through the base and might not show any difference when water is added. These containers could be used for further investigations. ,repare an enlarged copy of ;/ine of light investigation planner 46esource sheet -5 and ;Cxposing the illusion 46esource sheet D5 for display on the S8(6T board. %esson steps &. 6eview previous lesson. !. Cxplain that students will be working in collaborative learning teams to observe what happens to a pencil when they view it through an empty clear plastic cup and then what they observe when they fill the cup M full with water. (sk teams to make their observations looking through the side part of the clear plastic cup. Cncourage students to move the pencil
'or the class A& enlarged copy of ;/ine of light investigation planner 46esource sheet -5 A& enlarged copy of ;Cxposing the illusion 46esource sheet D5 Asticky notes 'or each group A& copy of ;/ine of light investigation planner 46esource sheet -5 per team member A& copy of ;Cxposing the illusion 46esource sheet D5 per team member
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. (.
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reflect on the investigation suggesting new variables to test. 'ormative assessment 3n this lesson you will monitor students developing understanding of9 6efraction and its effect on the appearance of objects when viewed through water.

from side to side behind the clear plastic cup. %. (sk students to record their observations as a labelled diagram in their science journals.
4esources
Acard !H cm x !H cm Apencil Around clear plastic cup Atorch Awater Aruler Ascissors
#. (sk students to report their observations asking )uestions such as9 A A *hat did you observe before water was addedB *hat did you observe after water was addedB
A *hat happened when you viewed the pencil directly behind the containerB 43t was magnified.5 A 7an you think of some other objects that magnifyB 4Cye glasses magnifying glass telescope.5 A *hat happened when you viewed the pencil through the curved edge of the containerB 43t disappeared.5 A *hy do you think that happenedB -. >iscuss with students that if light helps us to see objects then what is happening to the light rays in the water before they reach our eyes to make the bottom of the pencil disappearB
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. (/
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D. Cxplain that students will work in collaborative learning teams to answer the )uestion for investigation ;*hat happens to a beam of light when it passes through a glass of waterB +. 3ntroduce the enlarged copy of ;/ine of light investigation planner 46esource sheet -5 and discuss the features and purpose of procedural texts and read through it with students modeling how to fill in the sheet. ". 7omplete the sheets as a group and share thoughts as a class. G. 3ntroduce the enlarged copy of ;Cxposing the illusion 46esource sheet D5. 6ead through the three claims. Cxplain that these are three possible claims to answer the original in)uiry )uestion ;*hat happens to a beam of light when it passes through a glass of waterB &H. (sk students to discuss and choose which claim they think they can make based on their evidence. 6ecord the agreed claim in their science journal. &&. Jpdate the science chat-board and word wall with words and images.
4esources
Students will be able to9 identify sources of light explain that light travels in straight lines draw a ray diagram to explain how light from a source is reflected off an object into our eyes construct a periscope to see an object around a corner.
%esson #
&reparation 6ead teacher background information D ? Students conceptions D. ,repare an enlarged copy of ;,eriscope pal 46esource sheet "5. Jse ;,eriscope pieces 46esource sheet +5 to prepare a sample periscope. ote9 This activity can be completed using & / milk cartons instead. *ash cartons thoroughly and cut the pointy end off. 7ut a - cm x # cm viewing hole on the front of the carton & cm up from the base. 1n the opposite side of the carton to the viewing hole measure - cm from the corner and mark. 8easure - cm from the corner along the base and make another mark. >raw a line between each point to represent a #-N angle and cut the carton along this line. (ttach mirror to this corner with the reflective side facing the viewing
'or the class A& sample periscope made using ;,eriscope pieces 46esource sheet + parts & and !5 A& enlarged copy of ;,eriscope pal 46esource sheet "5 Asticky notes 'or each group A& copy of ;,eriscope pieces 46esource sheet + parts & and !5 per team member A& copy of ;,eriscope pal
'ormative assessment 3n this lesson you will monitor students developing understanding
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of9 That light enables us to see and travels in straight lines until it encounter objects that might reflect refract or absorb it.

hole.
4esources
46esource sheet "5 per team member Acardboard 4eg (# sheets or cereal boxes5 Aglue A& mirror " cm x - cm approximately per team member Ascissors ASticky tape
Sample &eriscope %esson steps &. 6eview the previous lesson. !. (sk students to brainstorm how it would be possible to see around a corner of a building. (sk students if they know what a periscope is how it is used and how it works. Cxplain how periscopes can be used to see over and around objects for example in submarines to see ships on the surface of the ocean. %. Cxplain that students will be working in collaborative learning teams to construct a periscope and then explain how it works. To make the periscope the students will9 A +5 A A A A A cut around the template on ,art & and ,art ! of ;,eriscope pieces 46esource sheet trace or glue the templates onto cardboard and cut out cut on lines to make viewing hole fold the card backwards on the dashed lines to form flaps glue the flaps together by matching the letters using sticky tape attach the mirror to the sloped opening of the periscope with the
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reflective side inwards. #. 0orm groups and allow teams to construct and play with their periscopes. -. 3ntroduce an enlarged copy of ;,eriscope pal 46esource sheet "5 and discuss that the diagram is a ;birds eye view which includes a mixture of perspectives. D. Cxplain that students will draw a ray diagram to show how we can see the dog around the corner of the building using the periscope. Cach student will then write an explanation of the process using the scientific vocabulary on the resource sheet. (llow time for students to individually complete the resource sheet. +. (llow time for teams to discuss their answers with team members. 0or students who have retained non-scientific ideas ask )uestions such as9 A A A 7ould you tell me more about thatB *hat do you mean by thatB Tell me more about your description of the path travelled by the light.
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". *hen teams are ready ask them to report back to the class. 7ompare ray diagrams and explanations. 7heck understanding and challenge and explain where necessary. G. Jpdate the science chat-board and word wall with words and images. Students will be able to9 conduct an investigation of the height of shadows showing awareness of a need for fair testing explain how the height of a shadow can change by changing the distance from a light source to an object
%esson $
&reparation 6ead teacher background information + ? Students conceptions +. ,repare an enlarged copy of ;Shadow height investigation planner 46esource sheet G5 for display on the S8(6T board. ote! The type and si:e of torch used will impact the outcome of the investigation. Students using a smaller torch might have difficulty measuring the shadow at - cm 4the beam of light wont be large enough to show the entire shadow5. (dditionally if teams are using different types of torches then the measurements between teams will be different. /esson steps
'or the class A& enlarged copy of ;Shadow height investigation planner 46esource sheet G5 A& copy of ;8easurement screen 46esource sheet &H5 A& x %- g glue stick A& pencil
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identify variables affecting the height of shadows.

&. 6eview learning of previous lessons. !. 3ntroduce the torch and glue stick. >emonstrate the shadow of the glue stick made by the torch on the wall. =rainstorm the things 4variables5 that might affect the height of the shadow and record students answers on self-adhesive notes. 0or example9 A A A A A A the distance from the torch to the glue stick the distance from the screen to the glue stick the angle of the torch the height of the glue stick the height of the torch the type of torch.
4esources
A& x %H cm ruler Asticky notes A& torch 4see ;,reparation5 'or each group A& copy of ;Shadow height investigation planner 46esource sheet G5 per team member A& copy of ;8easurement screen 46esource sheet &H5 per team member A=lue-tac A& x %- g glue stick A& pencil A& x %H cm ruler A& torch 4see ;,reparation5
Summative assessment (ssessment of *orking Scientifically
%. 8odel how to develop a )uestion for investigation. 0or example we might choose to investigate ;*hat happens to the height of the shadow when we change the distance from the torch to the glue stickB 3ntroduce and explain the enlarged investigation planner and record the )uestion. #. >iscuss which of the variables will be changed measured or kept the same in this investigation. 0or example9 A A 7hange9 the distance from the torch to the glue stick 8easureEobserve9 the height of the shadow
A Oeep the same9 the position of the glue stick the strength of the torch the angle of the torch and the height of the glue stick. ,lace the sticky notes 4variables5 into the appropriate positions on the enlarged investigation planner. -. (sk students why it is important to keep some things the same when conducting an investigation. 4To keep things fair and so that we know what causes the changes.5 D. Cxplain that students will be working in groups to investigate the )uestion9 )*hat happens to the height of the shadow when we change the distance from the torch to
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 3,
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the glue stick+ +. 0orm groups and collect group e)uipment including a copy of the ;Shadow height investigation planner 46esource sheet G5 for each team member. (llow time for teams to complete the first page of their investigation planner. ". (s a class discuss each teams investigation plan their predictions of what they think might happen and the reasons for their predictions. 0or example9 A The nearer the torch to the glue stick the taller the shadow because the torch beam becomes larger. A The nearer the torch to the glue stick the shorter the shadow because the torch beam becomes smaller. The shadow will be the same height no matter where the torch is because the glue stick has its own shadow.
4esources
G. 3ntroduce and model how to use the ruler the ;8easurement screen 46esource sheet &H5 the glue stick and the torch and discuss how to measure and record in order to keep the investigation fair. 0or example9 A 0old under or cut off the lower margin of the ;8easurement screen 46esource sheet &H5 so that the :ero mark will sit on the desk or floor. A 0ix ;8easurement screen 46esource sheet &H5 to a wall in a darkened area. A ,lace the ruler against the wall. 8easure and mark a line approximately - cm from the wall. A A A ,lace the back of the glue stick on the - cm mark. 8ove the ruler to the front of the glue stick. ,lace the torch in the first position of - cm from the glue stick.
A 8ark the height of the shadow on the screen. Students may round off to the nearest half centimetre. A 6ecord measurement on the table in the ;Shadow height investigation planner
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 3'
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46esource sheet G5. A ,lace the torch in the next position 4&H cm from the front of the glue stick5 and mark the height of the shadow on the screen. A 7ontinue this process for &- cm !H cm !- cm and %H cm from the glue stick ote! Some students might measure the umbra 4darker shadow5 and others might measure the penumbra 4lighter shadow5. ,rovided each group measures consistently this will not be a problem for their investigation. <owever it might mean that results are )uite different between groups. &H. (llow time for teams to set up and complete their investigations recording their results in the table in the ;6ecording and presenting results section of the ;Shadow height investigation planner 46esource sheet G5. ote! (sk 8anagers to make sure the %H cm ruler remains in place Speakers to make sure that the torch is in the correct place each time and >irectors to carefully mark the height of the shadow on the ;8easurement screen 46esource sheet &H5. &&. >iscuss with students the conventions of constructing a scientific graph. The vertical axis 4I axis5 usually represents the thing 4variable5 we measure. 3n this investigation this is the height of the shadow. The hori:ontal axis 4P axis5 represents the thing 4variable5 we change. 3n this investigation this is the distance of the torch from the glue stick. ote! (s the data for both variables are continuous a line graph would be the conventional method to represent findings from this investigation. 3t is suggested however that students construct a column graph as this is appropriate for Iear - students. Iou might produce a column and a line graph and discuss with students why a line graph would normally be used to represent the data. &!. (fter students have completed their graph using the findings from their investigation analyse the graphs and look for patterns and relationships discuss. &%. (sk teams to discuss and complete the ;Cxplaining results section of the ;Shadow height investigation planner 46esource sheet G5. &#. (llow students time to reflect in their science journals and update the science chat
4esources
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 3(
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board and word wall.
4esources
Students will be able to9 >emonstrate key vocabulary and scientific terms about light describe how light helps us to see describe that light travels in straight lines until it hits an object describe how a shadow is formed describe transparent translucent and opa)ue materials describe absorption reflection and refraction.
%esson ,! Session 1
%esson Steps &. 6eview previously learnt information about light. !. Cxplain to children that they will be demonstrating their understandings about light in a creative way. %. Split the children into &H groups. (llocate the groups one of the tasks of using a different a creative form to demonstrate their understanding9 a painting se)uence or comic 4with minimal writing5 3nterpretive >ance with no words 4props allowed5 ( drama performance with no props ( ,ower,oint game or animation with no big chunks of written information. ( rap or song 'or each group Students bring their own resources for their evaluations.
#. Tell the students that you will be looking for the following from them9 demonstrate how light helps us to see demonstrate that light travels in straight lines until it hits an object demonstrate how a shadow is formed describe absorption reflection and refraction (t least one way the transfer of light affects our lives
Summative assessment 3n this lesson you will be looking for evidence of the extent to which students understand9 <ow light from a source forms shadows and can be absorbed reflected and
-. (llow time to complete their performancesEshowcases. D. ,resent them to the class. (llow the children to give positive feedback 43 liked when
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refracted. <ow light is used to affect our lives. Students will be able to9 >emonstrate key vocabulary and scientific terms about light describe how light helps us to see describe that light travels in straight lines until it hits an object describe how a shadow is formed describe transparent translucent and opa)ue materials describe absorption reflection and refraction.

youKbecauseK.5 and suggestions for improvement 4it could have been better if youK.5. (sk )uestions of the students if you need know more of their understandings.
4esources
%esson ,! Session 2
&reparation <ave the Ioutube video of shadow puppets show ready to watch at the start of the lesson. %esson steps &. Cxplain the students that will have to use what they have leant about light to plan and create a shadow puppet show for a younger class. !. *atch the youtube video at9 https9EEwww.youtube.comEwatchBvQ"e8-&sm0Fuw %. =efore the students begin making their shadow puppets encourage them to think about the following9 A <ow will you make your shadow puppets so that each has its own uni)ue features when it casts its shadowB A A <ow will you use the light and screenB *hat materials will you make the puppets fromB
'or each group 8aterials to create shadow puppets. ( light source to use as a projector of the shadows. ( screen to display the shadows.
A <ow will using transparent translucent and opa)ue materialsEobjects affect the puppets shadowsB A <ow will you hold and move the puppetsB A 3f you want the shadows to change si:e where will you need to hold them in relation to the light sourceB #. Split the children into groups and allow them to create shadow puppets and a show. -. ,resent the shows to the appropriate audience.
Summative assessment 3n this lesson you will be looking for evidence of the extent to which students understand9 <ow light from a source
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 3-
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forms shadows and can be absorbed reflected and refracted. <ow light is used to affect our lives.
4esources
Eva uation
Eva uation
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 3.

Light Unit St3

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Greenway Park PS

Light | Stage 3 | Science

Lesson 3 irror, mirror

Lesson 4 ake way for the light

Lesson 5 Light illusions Lesson 6 Sneaky spy

ELABORATE EVAL ATE

ST%-&'( shows interest in and enthusiasm for science and technology

problems that directly affect peoples lives

Teacher background information 1

Teacher background information 2

Teacher background information 3

Teacher background information 4

Teacher background information "

Students conceptions "

Teacher background information #

Teacher background information $

3ontent and assessment

Teaching and earning

'or each group!

3ontent and assessment

Teaching and earning

Students will be able to

'or the class

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

Students will be able to9

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

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Teaching and earning

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Teaching and earning

A *hich materials made the best shadowsB

3ontent and assessment

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3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

Summative assessment (ssessment of *orking Scientifically

3ontent and assessment

Teaching and earning

3ontent and assessment

Teaching and earning

3ontent and assessment