SCIENCE AND TECHNOLOGY: Physical Word, Light shows

KLA: Science and Technology Unit: Physical World, Light Shows Grade: Stage 3, Year 6
NSW Syllabus outcomes for the Australian Curriculum
Knowledge and Understanding: Uses scientific knowledge about the transfer of light to solve problems that directly affect peoples lives (ST3-7PW).
Science Understanding: Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080).
Working Scientifically: investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations (ST3-4WS).
Nature and Development of Science: Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081).
Working Technologically: Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints (ST3-
5WT).
Use and Influence of Science: Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples lives (ACSHE083), and scientific knowledge is used to inform personal and
community decisions (ACSHE217).
Assessment
Assessment is ongoing and embedded. Different types of assessment are emphasised in different phases:
Diagnostic assessment occurs in the Engage phase. This assessment is to elicit students prior knowledge so that the teacher can take account of this when planning how the Explore and Explain lessons will be
implemented.
Formative assessment occurs in the Explore and Explain phases. This enables the teacher to monitor students developing understanding and provide feedback that can extend 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 Knowledge and Understanding/Science
Understanding.

Lesson 1: Light ideas

Lesson aims: 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.
Outcomes: ST3-7PW, ACSSU080
Indicators of achievement and assessment: Students will participate in group discussions, sharing what they think they know about light (observations and anecdotal notes). Students record their ideas about
the five inquiry questions in the think-boxes (diagnostic). Students record their ideas about In the dark (diagnostic). Whole class participation on KWL chart. Monitor students developing science inquiry skills.
ENGAGE

Lesson outline: Shine a torch on an object/wall and discuss the light through questioning (What can you see? How do we know the light is there? What happens when you try to hold the light? How could you
change the light?). Introduce the five My thoughts inquiry questions and corresponding think-boxes. Students record their ideas about the five questions individually or in pairs (do not correct students answers
as this is an opportunity for diagnostic assessment of students ideas). Collaborative groups read and categorise responses from one think-box (analysis and sorting of responses allows for discussion/appreciation
that there can be a range of views). Groups present their findings to the class. Display the response sheets to each of the five questions around the classroom. Elicit students questions about light and record
them on KWL chart. Darken the room, ask students to cover their eyes with their hands to exclude as much light as possible, and to think about a place without light and ask questions (e.g. can you describe a
place that is really dark?). Introduce copy of In the dark and discuss each statement. Students individually complete the table (opportunity to diagnose students current conceptions). Students share their ideas
with a partner. Discuss with students their ideas. Add to KWL chart.
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 Resources: My thoughts, In the dark, 5 large sheets of cardboard, 5 shoeboxes or similar, 1 torch, glue, marking pens, scissors, class KWL chart.
Lesson 2: Straight not crooked
Lesson aims: To provide students with hands-on, shared experiences of how light enables us to see objects. Students make a peek box to demonstrate how we see objects and draw a ray diagram showing
how light travels.
Outcomes: ST3-7PW, ACSSU08, ST3-4WS, ACSHE081
Indicators of achievement and assessment: Monitor students developing understanding of how light travels in straight lines (formative) and give feedback that extends their learning. Monitor students
developing science inquiry skills (formative).
EXPLORE

Lesson outline: Review previous lesson through questioning. Discuss with students how they think they see by using a sample object and asking questions. Introduce a partially completed peek box and explain
that there is an object inside the box but when you look through the flap you cannot see it. Ask students to think about what could be done to make it possible to see the object without removing the lid. Discuss
the purpose and features of a ray diagram and model. Students work in collaborative groups to create a similar peek box to investigate the best way to see the object in the box without removing the lid or opening
the box. Encourage groups to investigate with different objects and with the same object placed in different positions. Students draw a ray diagram (birds eye perspective) to represent the path of light that helps
them to see the object. Invite students to reflect on their learning by completing the sentence starters: Today we I learned that Things Im not sure about are Things Im interested to find out about are
Update class KWL chart.

Cross-curriculum link: Mathematics compare and discuss changes in direction and ways to represent this, explore birds eye view.
Resources: Cardboard boxes (e.g. shoe or cereal box), collection of small objects (e.g. toys), torches, class KWL chart.
Lesson 3: Mirror, mirror
Lesson aims: To provide students with hands-on, shared experiences of how light travels. Students explore how to make light travel around a corner using mirrors, use this knowledge to devise their own
challenges.
Outcomes: ST3-7PW, ACSSU08, ST3-4WS, ACSHE081, ST3-5WT, ACSHE217
Indicators of achievement and assessment: Monitor students developing understanding of how mirrors can be used to reflect light in different directions (formative) and give feedback that extends their learning.
Monitor students developing science inquiry skills (formative).
EXPLORE

Lesson outline: Review previous lesson through questioning. Discuss with students how they think they see by using a sample object and asking questions. Introduce a partially completed peek box and explain
that there is an object inside the box but when you look through the flap you cannot see it. Ask students to think about what could be done to make it possible to see the object without removing the lid. Discuss
the purpose and features of a ray diagram and model. Students work in collaborative groups to create a similar peek box to investigate the best way to see the object in the box without removing the lid or opening
the box. Encourage groups to investigate with different objects and with the same object placed in different positions. Students draw a ray diagram (birds eye perspective) to represent the path of light that helps
them to see the object. Invite students to reflect on their learning by completing the sentence starters: Today we I learned that Things Im not sure about are Things Im interested to find out about are
Update class KWL chart.

Cross-curriculum link: Mathematics explore symmetry with mirrors.

Resources: Torches, talcum powder, thick books able to stand upright on a table or stack of books, collection of objects, mirrors 8 cm x 5 cm approximately, large sheets of butchers paper, class KWL chart.
Lesson 4: Make way for the light

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 Lesson aims: To provide students with hands-on shared experiences of how different materials (transparent, translucent or opaque) affect the transmission of light. Students explore how the path of light is
affected by different materials, and sort materials into transparent, translucent and opaque categories.
Outcomes: ST3-7PW, ACSSU08, ST3-4WS, ACSHE081
Indicators of achievement and assessment: Monitor students developing understanding of the effect of various materials on the transmission and absorption of light (formative) and give feedback that extends
their learning. Monitor students developing science inquiry skills (formative).
EXPLORE

Lesson outline: Review previous lesson through questioning. Introduce topic by asking What would happen if you put something in the way of the light? Can you think of some materials that let light through?
Can you think of some materials that dont let light through? Discuss what a continuum is. Students work in collaborative groups to investigate the amount of light that different materials allow to pass through.
After the exploration, invite groups to share their results with the class. Ask questions. Ask volunteer students to construct ray diagrams on the board to show how transparent, translucent and opaque materials
can block light. Discuss the representations, encouraging students to describe and justify their diagrams. Discuss the words transparent, translucent and opaque. Groups sort the materials into the three
categories. Discuss with students what they think happens to the light that passes through the materials. How far does it travel? Discuss with students how light will continue to travel until something gets in its
way. Update class KWL chart.

Cross-curriculum link: English develop descriptive and comparative language to distinguish between transparent, translucent and opaque materials.
Resources: Passing through?, I can see the light, sample opaque, translucent and transparent materials, torches, class KWL chart.
Lesson 5: Light illusions
Lesson aims: To provide students with hands-on shared experiences of how water refracts light. Students explore the apparent distortion of objects when viewed through water, work in groups to investigate light
passing through a glass of water, and make claims about why objects appear distorted in water.
Outcomes: ST3-7PW, ACSSU08, ST3-4WS, ACSHE081
Indicators of achievement and assessment: Monitor students developing understanding of refraction and its effect on the appearance of objects when viewed through water (formative) and give feedback that
extends their learning. Monitor students developing science inquiry skills (formative).
EXPLORE

Lesson outline: Review previous lesson through questioning. Explain that students will be working in collaborative groups 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 full with water. Encourage students to move the pencil from side to side behind the clear plastic cup, recording their observations as a labelled diagram.
Allow time for groups to complete observations. Ask students to report their observations, questioning why. Discuss 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 disappear? Students work in collaborative learning groups to answer What happens to a beam of light when it passes through a glass of water?
POE. Invite groups to share observations with class. Read aloud the three claims in Exposing the illusion and ask students to discuss and choose which claim they think they can make based on their evidence.
Update class KWL chart.

Resources: Line of light investigation planner, Exposing the illusion, cardboard 20 cm x 20 cm, pencils, round clear plastic cups, torches, water, rulers, scissors, class KWL chart.
Lesson 6: Sneaky spy
Lesson aims: To provide students with hands-on shared experiences of how light from a source forms shadows and can be absorbed, reflected and refracted, and to introduce current scientific views. Students
EXPLAIN

construct a periscope to demonstrate light travelling in straight lines and being reflected, and record and represent their understanding of light using a ray diagram and a written description.
Outcomes: ST3-7PW, ACSSU08, ST3-4WS, ACSHE081, ST3-5WT, ACSHE217

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 Indicators of achievement and assessment: Monitor students developing understanding that light enables us to see and travels in straight lines until it encounter objects that might reflect, refract or absorb it
(formative) and give feedback that extends their learning. Monitor students developing science inquiry skills (formative).
Lesson outline: Review previous lesson through questioning. Ask students to brainstorm how it would be possible to see around a corner of a building. Ask students if they know what a periscope is, how it is
used and how it works. Discuss uses of periscopes. Students work in collaborative groups to construct a periscope (Periscope pieces) and then explain how it works. Allow time for students to construct and test
their periscopes. Introduce Periscope pal and discuss that the diagram is a birds eye view. Explain that students will draw a ray diagram to show how we can see the dog around the corner of the building using
the periscope. Each student will then write an explanation of the process. Allow time for students to individually complete. Allow time for groups to discuss their answers with group members. Ask groups to report
back to the class. Compare ray diagrams and explanations. Check understanding and challenge and explain where necessary. Update class KWL chart.
Resources: Periscope pieces, Periscope pal, cardboard (e.g. A4 sheets or cereal boxes), glue, mirrors 8 cm x 5 cm approximately, scissors, class KWL chart.
Lesson 7: Big shadow, little shadow
Lesson aims: To support students to plan and conduct an investigation of the height of shadows. Students work in teams to plan and set up an investigation of the height of shadows, measure the height of a
shadow as the distance from the torch to the object changes, observe, record and interpret results, and explain how a shadow is formed as a result of light travelling in straight lines.
Outcomes: ST3-7PW, ACSSU08, ST3-4WS, ACSHE081
Indicators of achievement and assessment: Students plan and conduct an open investigation to apply and extend their new conceptual understanding in a new context. Assess students science understanding
and science inquiry skills (summative).
Lesson outline: Review previous lesson through questioning. Introduce the torch and glue stick, and demonstrate the shadow of the glue stick made by the torch on the wall. Brainstorm the things (variables)
that might affect the height of the shadow. Model how to develop a question for investigation. Discuss which of the variables will be changed, measured or kept the same in this investigation. Ask students why it
ELABORATE

is important to keep some things the same when conducting an investigation. Students work in collaborative learning teams to investigate What happens to the height of the shadow when we change the distance
from the torch to the glue stick? Allow time for groups to complete the first page of Shadow height investigation planner. As a class, discuss each teams investigation plan, their predictions of what they think
might happen and the reasons for their predictions. Introduce and model how to use the ruler, the Measurement screen, the glue stick and the torch, and discuss how to measure and record in order to keep the
investigation fair. Allow time for teams to set up and complete their investigations and record their results. Model how to construct a graph to visually represent the information recorded in the table. After students
have completed their graph, analyse the graphs and look for patterns and relationships. Invite students to discuss their results with questioning. Ask groups to discuss and complete the Explaining results section
of the Shadow height investigation planner Provide students with time to reflect on the shadow height investigation and complete the Evaluating the investigation section of the Shadow height investigation
planner. Update class KWL chart.
Cross-curriculum link: Mathematics discuss rounding to the nearest half centimeter, explore constructing and analysing graphs, investigate measurement and number lines and how measurement starts at
zero, not one.
Resources: Shadow height investigation planner, Measurement screen, adhesive tac or double-sided adhesive tape, glue sticks, pencils, 30 cm rulers, torches, class KWL chart.
Lesson 8: Light thoughts
Lesson aims: 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.
EVALUATE

Outcomes: ST3-7PW, ACSSU08

Indicators of achievement and assessment: Students reflect on their learning journey through an assessment of learning; look for evidence of the extent to which students understand how light from a source
forms shadows and can be absorbed, reflected and refracted (summative).

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Lesson outline: Review with students the five inquiry questions (How does light help us to see? How does light travel and how far does it travel? What is a shadow? What happens when light from a torch hits
black card or a mirror? Draw what you see when a glass of water has a spoon in it.). Select volunteer students from the class to summarise the answers to each question. Review any other questions that have
been recorded on the KWL chart. Discuss how students ideas about light have changed and why, and what evidence they have used for their reasoning. Identify any questions they are still wondering about. Ask
students to complete the Stage 3 Physical World Light Shows Assessment task.
Resources: Stage 3 Physical World Light Shows Assessment task.

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