The Colour and Light Journey Support notes:
Contents:
Resource Description
Aims and Objectives
Age Range
Curriculum References
Classroom Usage
Registration
The Activities
Glossary
Support Materials
Some Useful Web Links
Resource Description:
Xean, is an alien who has crash landed on planet Earth and is stranded. She
needs a supply of rare crystals to power the fuel cells of her space ship. The
only way she can get these is to enlist the help of earth children. They must
register and complete six activities which help them to learn about Colour and
Light in order to get the rare crystals that Xean needs.
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Aims and Objectives:
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To be introduced to the appropriate vocabulary
To know that shiny objects reflect more light than objects which are not
shiny
To know that some things are translucent and some are transparent
To know that darkness is the absence of light and that light comes from
different light sources
To know how shadows are formed and the meaning of opaque
To know how to mix the primary colours: red blue and yellow to produce
different colours
To know how a rainbow is formed.
Through completing the activities and subsequent discussion children
should learn:
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That light is essential for seeing things (Unit 1D)
That there are many sources of light (Unit 1D)
To observe and make comparisons of sources of light (Unit 1D)
That objects cannot be seen in darkness (Unit 1D)
To observe and make comparisons of sources of light and to try to
explain what they observed (Unit 1D)
That the Sun is a source of light (Unit 1D)
That shiny objects need a light source if they are to shine (Unit 1D)
That shiny objects are not light sources (Unit 1D)
To make observations and simple comparisons and to say whether
what they found out was what they expected (Unit 1D)
That shadows are formed when objects block light from the Sun (Unit
3F Section 3)
That shadows are similar in shape to the objects forming them (Unit 3F
Section 3)
That opaque objects/materials do not let light through (Unit 3F
Section 9)
Transparent objects/materials let a lot of light through (Unit 3F
Section 9)
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Age Range:
Key Stage 1 & Key Stage 2
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Curriculum References:
Links can be made with:
Science KS1 & KS 2 QCA Scheme of work:
Unit 3F Light & shadow Section 2: Making shadows
Unit 6F Year 6 How We See Things Section 3: Sunlight and shadows
Art & Design KS1 & KS 2 QCA Scheme of work
Unit 1A: Self-portrait
Unit 3A: Portraying relationships
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Classroom Usage:
Individual: The activities have been designed to be carried out by an
individual who will complete all of the six activities over a half or full term.
Group: Teachers may like to create a generic passport name that groups of
children could use to login before attempting the activity individually.
Whiteboard use: It would be beneficial if a whiteboard and projector (where
available) could be used to introduce the Colour and Light Journey initially
and to explain the registration process.
Single usage: Some teachers may find it useful to use only one activity with
their class instead of completing all six, for example a KS2 teacher may
decide to use only the Is It Transparent? activity with their Year 3 class
when working on Science Unit 3F: Light and shadows.
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Registration:
The children create a Passport name (login) by entering their own name, or
nickname, and choosing a planet, pet and pet's name from drop down lists.
They then have the opportunity to print out their Passport. They will need
these details every time they return to the Journey so it is a good idea for the
teacher to keep the Passports in a safe place or make a note of the passport
names!
If a Passport goes astray or a child forgot to print one out, do not panic!
Simply click on BACK and go though the registration process again in order
to create a new passport name. The child's previous record of activities
undertaken and crystals found will not be transferred to this new Passport
name and they will have to complete all six of the activities.
Some teachers may like to register all of their class themselves before starting
the topic. Others may wish their children to carry out their own registration.
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The Activities:
The six activities cover several levels within the KS1 & 2 curriculum. Although
the activities are primarily aimed at KS1 they also cover some of the KS2
levels at which high flyers should be aiming.
Some of the concepts and vocabulary are complex and these activities will
simply serve as a fun introduction; for example using Is It Translucent or
Transparent? at KS1 to introduce the difficult vocabulary then revisiting in
KS2.
The Colour and Light Journey has been designed so that the activities can
be carried out over a half term. Initially the children must register and chose a
space name which is used every time they return to the Journey. The
activities they complete and crystals they have obtained each session will be
logged and stored after each session.
After completing each activity the children are encouraged to find out more for
themselves. Suggestions are given and also a warning to always ask an adult
before proceeding.
Is It Shiny?
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Learning Aim: To introduce new vocabulary, Xean explains that shiny
objects reflect more light than objects which are not shiny.
 Vocabulary: shine light bounce reflect reflective surface
 The task: To sort ten objects into shiny and not shiny by clicking on the
appropriate button.
 Follow up suggestions: Make your own collection of shiny and not
shiny things. Have a look when you get home too!
Is It Transparent?
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Learning Aim: To introduce new vocabulary, Xean explains that some
things are translucent and some are transparent.
 Vocabulary: translucent transparent
 The task: To sort five objects into transparent and translucent by
clicking on the appropriate button.
 Follow up suggestions: Get a torch and shine it through things in your
classroom. Can you find something that is transparent? What can you
find that is opaque?
Turn on the Lights
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Learning Aim: To introduce the vocabulary, Xean explains that
darkness is the absence of light and that light comes from different light
sources.
 Vocabulary: light darkness light sources
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The task: To identify the six sources of light in and outside of the room.
Both natural and artificial sources of light are included.
Follow up suggestions: Look around your school. What sources of
light can you find? Do the same thing at home. You might like to make a
list or draw the things you've found. Are they the same?
Shadows:
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Learning Aim: To introduce new vocabulary, Xean explains how
shadows are formed and the meaning of opaque.
 Vocabulary: shadow block pass through opaque
 The task: To match five objects with their shadow.
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Follow up suggestions: See what your shadow is doing when you go
out at playtime. Do you always have a shadow? Can you stand on your
shadow?
The Mixing Room:
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Learning Aim: Xean explains that the three primary colours are red
blue and yellow. She explains how paint can be mixed to produce
different colours.
 Vocabulary: primary colours
 The task: To follow on screen instructions to paint various objects
different colours.
 Follow up suggestions: Try mixing your own colours with real paint.
How many different colours can you make?
Make a Rainbow:
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Learning Aim: An interactive demonstration to show how a rainbow is
formed.
 Vocabulary: rainbow sun light raindrops light colours bend split
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The task: To follow onscreen instructions to make the sun shine and
the cloud produce raindrops. Watch the rainbow appear!
Follow up suggestions: Next time it rains and it's sunny too, look
around to see if you can see a rainbow. How could make your own
inside?
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Glossary:
The glossary is accessible from all the activity screens. It contains definitions
of the vocabulary introduced in the activities:
Block: If an object blocks light it won't let any light through at all.
Direction: This describes the way light moves - it travels in straight
lines.
Light source: light travels from a source outwards in straight lines. The
light source is where the light comes from originally.
Opaque: We say an object is opaque when light can't go through it at
all so we can't see through it at all. It blocks the light.
Shadow: Sometimes light shining onto an object is blocked. The light
cannot pass through. On the opposite side of the object, no light gets
through. This makes a dark patch. We call this a shadow.
Rainbow: A rainbow is made when light goes through a raindrop, splits
up and comes out as separate colours.
Reflective: A reflective or shiny surface that bounces off a lot of light in
particular directions.
Shiny: Some things look shiny because the light bounces off them into
our eyes. They reflect light.
Translucent: If something is translucent it lets a little light through but
not enough to see through it clearly.
Transparent means to be able to see clearly through something. It's
the opposite of opaque.
Travels: We say that light moves or travels in straight lines.
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Support Materials:
There are three related suggestion sheets which can be used in the
classroom or at home:
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Make a Rainbow – how to make a rainbow indoors.
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All the Colours of the Rainbow –how to make a rainbow spinner.
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Make a Shadow Puppet – make a shadow puppet to use with an
artificial light source.
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Some Useful Web Links:
Colour Worm: A wonderful online book to teach about colour and light!
Colour Worm explains the visible spectrum, the colour wheel and the painter's
palette. It is aimed at upper junior but selections can easily be used with
younger children.
http://php.iupui.edu/~pellison/colorworm/cover.html
Mixing Light Colours: A nice and simple activity which shows how different
light colours react when mixed.
http://www.explorescience.com/activities/Activity_page.cfm?ActivityID=36
Mixing Paint Colours: An online paint mixing activity. Do you know the
colours the buckets of paint will make when mixed? Have a guess first then
use the mouse to tip them over.
http://home.att.net/~B-P.TRUSCIO/MIXITUP.htm
The Disappearing Act: An interactive active useful for extension work on
camouflage. Learn how animals blend in with their environment.
http://www.exploratorium.edu/exhibits/disappearing_act/
Reflecting Rainbows: Another activity to show how white light is broken up
into the colours of the rainbow.
http://www.exploratorium.edu/science_explorer/reflecting_rainbows.html
My Colors by David Lumerman: An American short poem (hence the
spelling) for very young children describing what is red, green, blue, yellow,
white and black. Useful activity to use with a whiteboard and projector.
http://www.lil-fingers.com/colors/
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