Unit 6f : Light / How we see things
Children learn that mirrors and shiny surfaces alter the direction in which light travels & that when they
see objects, light enters the eye. Children contrast reflection & shadow formation. They relate their
understanding of light, reflection & shadow formation to everyday phenomena.
Visually impaired children will need particular support. They will be able to take part through careful
use of residual vision, through their awareness that many light sources are also heat sources &
through their sense of touch. It is important for teachers to help children to be sensitive to those who
are visually impaired.
Where this unit fits in
Builds on Year 3 - Light and shadows
Children need to:
know that when light is blocked by some materials, shadows are formed
know what a light source is
be familiar with representing data in line graphs
know how to make careful measurements of length.
Cross curricular
Link - dt
Vocabulary
In this unit children will have opportunities to use:
words and phrases related to shadow formation and reflection eg opaque, transparent,
translucent, reflect, reflection, light beam, mirror, light travelling
expressions making generalisations about patterns in results
descriptions and explanations involving a sequence of ideas.
Glossary for light
Resources
torches with powerful beams
white card
small mirrors
selection of shiny/polished and unpolished/dull materials
opaque objects for shadow formation
metre sticks or tape measures
lenses
prisms
light box
I.C.T. use of light sensors
Fun Activity - Creepy Reflections and Floating Finger
Parent Note - send home to parents at start of this theme
EXPECTATIONS - at the end of this unit
most children will:
recognise that light travels from a source, that when it is blocked, a
shadow is formed & when it hits a shiny surface, it is reflected; that
light sources are seen when light from them enters the eyes; make
careful measurements of shadows & represent these in a line graph
some children will not have
recognise that when light is blocked, a shadow is formed, and that
made so much progress and will: reflections can be seen in shiny surfaces; make measurements and
present these in a table
some children will have
explain the difference between shadow formation and reflection in
progressed further and will also: terms of the path of light; investigate lenses and prisms
Key objectives for term 1b
1. Plan and carrying out a fair test
2. Make observations and measurements
3. Recognise when to repeat measurements
4. Present results in line graphs, identifying patterns in data.
5. Drawing conclusions
6. That shadows of objects in sunlight change over the course of the day
7. That the Sun does not move, its apparent movement is caused by the spin of the Earth
8. How shadows are formed
9. That we see light sources because light from the source enters our eyes
10. That light can be reflected
LEARNING
POSSIBLE TEACHING
LEARNING
POINTS TO NOTE
OBJECTIVES
ACTIVITIES
OUTCOMES
Review understanding of light & shadows by asking them to draw & annotate a diagram to show how a
shadow is formed. Suggest children use terms eg light source, opaque, travel, block. Discuss diagrams
with them, drawing attention to the idea of light travelling.
This activity is intended to help teachers find out what children know and understand about light and
shadows. Teachers will need to take this into account in their short-term planning of later activities in
this unit.
* that light travels
eg by Some children confuse the
from a source
children or ask children to
drawing a
moon as an originating light
* to use their
demonstrate to others that light diagram that light source.
knowledge about travels eg by shining a torch
travels from the
light to explain
onto a wall and blocking the light torch to the wall
observations
half way using a piece of card. and may be
* identify different Ask children to draw a diagram blocked by an
light sources
to explain what is happening.
opaque object
* that we see light
eg by Children may need help in
sources because they see the light from the torch. drawing a
recognising that they see things
light from the
Prompt by showing small light diagram that they when light enters their eyes
source enters our sources in dark areas & asking see the torch light rather than thinking they see
eyes
eg Why we can see them more when light from it things because light travels from
clearly when they are switched enters their eyes their eyes.
on? Help children to draw
diagrams to show & explain
what is happening.
* that light from an
Activity Worksheets object can be
they can see with a mirror by
eg using drawings Make a Periscope
reflected by a
posing questions eg Can you
how mirrors can Mirror Writing
mirror, the
see behind you? Can you make change the
reflected light
a beam of light move round the direction of a light
enters our eyes & classroom? Ask children to think beam,
we see the object of other questions to explore
representing the
* that the direction and to record and explain their direction in which
of a beam or ray
of light travelling
from a light
source can be
indicated by a
straight line with
an arrow
* that when a
beam of light is
reflected from a
surface, its
direction changes
* to make careful
observations and
comparisons
observations in drawing and
the light beam
writing. Help children to
travels by an
represent the direction of a light arrow
beam using straight lines with
arrows.
At this stage children do not
dark area, what happens when a the torch beam & need to know formally that the
torch is placed on a piece of
explain that it is angle of incidence is equal to
white paper & shone at a mirror. reflected from the the angle of reflection.
Ask children to trace the path of mirror
the beam & of the reflected
that
beam & explore what happens when the angle at
when the light hits the mirror at which the light
different angles.
hits the mirror is
changed, the path
of the reflected
light also alters
SAFETY – Make sure that
* that shiny
surfaces reflect & dull surfaces eg mirrors,
table of
mirrors etc do not have sharp
light better than polished metals, perspex, paper, observations
edges.
dull surfaces
gloss and matt painted surfaces, showing that
* to make &
polished wood. Ask children to shiny materials
record
find out which ones they can see both reflect a
comparisons of themselves in & which ones
torch beam &
how different
reflect a torch beam, to record allow children to
surfaces reflect their results & draw conclusions see themselves
light & draw
from their results. Ask children
conclusions from to use their own knowledge and generalisation
the comparisons secondary sources to identify
about shiny
* compare
everyday uses of mirrors.
surfaces &
transparent,
reflection
translucent,
between transparent,
eg polished
opaque &
translucent, opaque and
surfaces reflect
reflective surfaces reflective surfaces
light better than
other surfaces,
shiny surfaces
can be used as
mirrors, dull
surfaces cannot
* to identify
This activity offers children the
factors which
using an opaque object eg a
which might be
opportunity to carry out a whole
might affect the cardboard figure. Ask them to investigated
investigation. It may be helpful
size and position explore ways in which the
eg distance of
to concentrate on the aspects of
of the shadow of shadow of the figure can be
object from
investigation highlighted in the
an object
made to change. Ask children to screen, distance learning objectives.
* to investigate
suggest questions they could
of object from
Ensure that the children are
how changing one investigate eg What happens to light source, angle aware that it is the Earth’s
factor causes a the size of the shadow when you at which light
rotation that causes a sun dial to
shadow to change move the figure nearer the light? source shines on work.
* to consider
Help children to decide how to object
trends in results carry out the investigation,
and to decide
including deciding on the
investigation, that
whether there are measurements. Ask children to they changed 1
results which do record results & help them to
factor while
not fit the pattern present them in a line graph.
keeping others
* to check
Talk about patterns in the results the same
measurements by &, if necessary, encourage them
repeating them
to repeat measurements to
check them.
observations (many different
shadow clocks are possible) –
relate this to the apparent
movement of the sun.
which do not
seem to fit the
pattern & check
these by
repeating
measures
generalisation
from results
eg nearer the
figure was to the
torch, the bigger
the shadow
* to recognise
* Review work in this unit by
differences
asking children to suggest
between shadows differences between shadows
and ‘reflections’ and images (reflections) seen in
shiny surfaces.
Extension
activities:
Observe effect of
different lenses
and prisms.
Know that white
light is composed
of the spectrum
Children sometimes confuse
observable
shadows and reflections. It is
differences eg my important to clarify that children
shadow is dark & understand that reflection occurs
I can only see my when a light beam changes
shape, when I
direction on hitting a surface. A
look at myself in a shadow is formed when a light
mirror I can see beam is blocked by an opaque
my face, or
object.
opaque objects
make shadows &
you can see
yourself in shiny
surfaces
differences
between shadows
& reflections in
terms of light
eg shadows are
made when light
is blocked, when
light is reflected it
changes direction
when it hits a
shiny surface
Assessment materials
MiniSATs - 1D; 3F; 6F/2 - record scores on record sheet
A and B. The sun’s position during the day (AT4.4)
A and B. Light and the formation of shadows (AT4.4)
A. Seeing objects (AT4.4) - retest with B if necessary
Science Assessment Materials - L&S. 3-4; 9-10.
References
Schools Council - Holes,Gaps & Cavities.42-53 (v.good)
Ginn Science 5 - 58-66 (good)
How we see things – Unit 6F
Lesson/session
Keywords
Lesson 1
In this unit children will have opportunities to use:

Key Objectives
Children should
learn:
words and phrases related to shadow formation and reflection eg opaque, reflect,
reflection, light beam, mirror, light travelling
 expressions making generalisations about patterns in results
 descriptions and explanations involving a sequence of ideas.
Know and show 3 facts about light - that light travels from a light source / when light is
blocked by an opaque object a shadow may be formed / light travels in straight lines.
to use their knowledge about light to explain observations
that we see light sources because light from the source enters our eyes
Main Activity(ies)
Introduction – mind-map what do we know about light.
1. Show powerpoint about light sources – discuss in particular that some things (eg moon
are not light sources).
2. Light travels in straight lines – how could we show this?
http://www.bbc.co.uk/learningzone/clips/demonstrating-how-light-travels-instraight-lines/1625.html
3. Review children’s understanding of light and shadows by asking them to draw and
annotate a diagram to show how a shadow is formed. Suggest children use terms eg light
source, opaque, travel, block. Discuss children’s diagrams with them, drawing attention to
the idea of light travelling.
If appropriate, demonstrate to children or ask children to demonstrate to others that light
travels eg by shining a torch onto a wall and blocking the light half way using a piece of
card. Ask children to draw a diagram to explain what is happening.
Ask children to explain how they see the light from the torch. Prompt by showing small
light sources in dark areas and asking eg Why we can see them more clearly when they
are switched on? Help children to draw diagrams to show and explain what is happening.
Differentiation
These diagrams are a very important aspect of this topic and often come up on the SATs
papers and therefore all children will be taken through this activity slowly to ensure that
they are clear about directions of arrows into the eyes.
Less able children given support with their written explanations of what is happening
Special Resources
Success Criteria
Torch, candle, pictures of light sources / reflective surfaces
I can explain eg by drawing a diagram that light travels from the torch to the wall and
may be blocked by an opaque object
I can explain eg by drawing a diagram that they see the torch light when light from it
enters their eyes
Lesson/session
Keywords
Lesson 2
In this unit children will have opportunities to use:

Key Objectives
Children should
learn:
words and phrases related to shadow formation and reflection eg opaque,
reflect, reflection, light beam, mirror, light travelling
 expressions making generalisations about patterns in results
 descriptions and explanations involving a sequence of ideas.
that light from an object can be reflected by a mirror, the reflected light enters our
eyes and we see the object
that the direction of a beam or ray of light travelling from a light source can be
indicated by a straight line with an arrow
that when a beam of light is reflected from a surface, its direction changes
to make careful observations and comparisons
that shiny surfaces reflect light better than dull surfaces
to make and record comparisons of how different surfaces reflect light and to draw
conclusions from the comparisons
Main Activity(ies)
Ask children to explore what they can see with a mirror by posing questions eg Can
you see behind you? Can you make a beam of light move round the classroom? Ask
children to think of other questions to explore and to record and explain their
observations in drawing and writing. Help children to represent the direction of a light
beam using straight lines with arrows.
Demonstrate to children, in a relatively dark area, what happens when a torch with a
powerful beam is placed on a piece of white paper and shone at a mirror. Ask children
to trace the path of the beam and of the reflected beam and to explore what happens
when the light hits the mirror at different angles.
Present children with a collection of shiny and dull surfaces eg mirrors, polished
metals, perspex, paper, gloss and matt painted surfaces, polished wood. Ask children
to find out which ones they can see themselves in and which ones reflect a torch
beam, to record their results and to draw conclusions from their results. Ask children
to use their own knowledge and secondary sources to identify everyday uses of
mirrors.
Differentiation
Special Resources
More able children will be asked to measure the angles of light bouncing using a
protractor. Less able will discuss the angles by just looking at the patterns made
Light boxes borrowed from secondary school if possible
Mirrors
Success Criteria
I can explain eg using drawings how mirrors can change the direction of a light beam,
representing the direction in which the light beam travels by an arrow
I can trace the path of the torch beam and explain that it is reflected from the mirror
I recognise eg in drawings that when the angle at which the light hits the mirror is
changed, the path of the reflected light also alters
I can produce a table of observations
I can make a generalisation about shiny surfaces and reflection eg polished surfaces
reflect light better than other surfaces, shiny surfaces can be used as mirrors, dull
surfaces cannot
Lesson/session
Keywords
Lesson 3
In this unit children will have opportunities to use:

Key Objectives
Children should
learn:
words and phrases related to shadow formation and reflection eg opaque,
reflect, reflection, light beam, mirror, light travelling
 expressions making generalisations about patterns in results
 descriptions and explanations involving a sequence of ideas.
to identify factors which might affect the size and position of the shadow of an object
to investigate how changing one factor causes a shadow to change
to consider trends in results and to decide whether there are results which do not fit
the pattern
to check measurements by repeating them
to recognise differences between shadows and ‘reflections’
Main Activity(ies)
Remind children of shadow formation using an opaque object eg a cardboard figure.
Ask them to explore ways in which the shadow of the figure can be made to change.
Ask children to suggest questions they could investigate eg What happens to the size
of the shadow when you move the figure nearer the light? Help children to decide
how to carry out the investigation, including deciding on the measurements they are
going to take. Ask children to record results and help them to present them in a line
graph. Talk with children about patterns in the results and, if necessary, encourage
them to repeat measurements to check them. Review work in this unit by asking
children to suggest differences between shadows and images (reflections) seen in
shiny surfaces.
Differentiation
Less able complete the activity with support. Tables and graphs for less able already
part drawn for the results to be recorded. Support given for conclusion for less able.
Special Resources
Success Criteria
Year 6 Science booklet p89
I can suggest questions which might be investigated
I can show, in the investigation, that I change one factor while keeping others the
same
I can identify results which do not seem to fit the pattern and check these by
repeating measurements
I can make a generalisation from the results
I can identify observable differences
I can explain differences between shadows and reflections in terms of light