Jelena Borovcanin, Lessons 3 & 4

Class: Stage 3, L3
Time: 11.20am-12.20pm
Rationale: Students will revise the properties of light addressed in lessons 1 and 2, and also be introduced to new terminologies such as, interference, diffraction,
absorption, colour and waves (thephysicsclassroom, 2014). Through hands on experiments and manipulation of resources, students will explore these properties
by, classifying materials as transparent, opaque and translucent (NSW BOS, 2012, p.66). This will broaden scientific knowledge of colour created from light, and
support prediction and conclusion making (NSW BOS, 2012). Students scientific skills will be fostered through investigations, questioning, predictions,
observations and problem solving (NSW BOS, 2012). Mathematical and technological skills will be addressed as students practice measurement and sketching, in
order to record observations through comparative tables. Peer relationships will be strengthened through collaborative activities (McNaughton & Williams, 2009).
KLA (s): Science & Technology, Mathematics, English
Objectives:
Key Scientific Knowledge:
For students to describe why white
What is light and how is it formed? Light is a radioactive energy known as electromagnetic radiation that comes from tiny
light disperses and generates
particles of energy called photons (Woodford, 2014). Photons move in straight lines creating wavelengths that are
different colours by exploring the
absorbed, reflected, refracted or passed through different objects (Sportel, Bruxvoort & Jadrich, 2009). Each wave has a
properties of light through bubble
distinct wavelength, frequency and energy that form colours on objects (Woodford, 2014). Each colour represents the
making and mirrored CDs (NSW
speed wavelengths travel at, i.e. violet= shortest wavelength (Davidson, 2013).
BOS, 2012).
Reflection- When waves meet a surface that does not absorb energy, they bounce off the surface of the object and create

waves (Davidson, 2013).
For students to use scientific
Refraction- Light impacts the boundary on an angle that is inclined or bent (Davidson, 2013).
language to describe and compare
Interference- The accumulation of numerous waves often referred to as constructive or destructive (Nees, 2014).
their findings by working
Diffraction- Waves are spread out due to the passing of a narrow edge. Interference usually causes this change, which
technologically to construct a table
then produces different colours of light (Nees, 2014).
with their conclusions (NSW BOS,
Absorption- Occurs when electrons and atoms within waves attach themselves to similar frequencies
2012).
(thephysicsclassroom, 2014).
Outcomes & Indicators:
Resources:
Science:
- Introductory video- What is
Uses scientific knowledge about the transfer of light to solve problems that directly affect peoples lives- ST3-7PW
light? (Edison, 2013)
- Light from a source forms shadows and can be absorbed, reflected and refracted. (ACSSU080)
https://www.youtube.com/wat
- Classify materials as transparent, opaque or translucent, based on whether light passes through them, is absorbed,
ch?v=u-x2LmFqD0k
reflected or scattered (NSW BOS, 2012, p.66)
- IWB Notebook
Technology:
- Blank CDs, Torches,
Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-
Camera/Ipads
based conclusions and develop explanations ST3-4WS
- With guidance, posing questions to inform a scientific investigation (ACSIS231, ACSIS232)
- Dishwashing Detergent
- Constructing and using a range of representations, including tables to represent and describe observations in data
- Plastic Straws and black bowls
including using digital technologies (ACSIS090, ACSIS107) (NSW BOS, 2012, p.64)
- Water and available sink
Mathematics:
- Paper towels
Uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including two-way
- White paper strips (6cm long)
tables MA3-18SP
- Science books & White A4
- Create a two-way table to organise data involving two categorical variables (ACMSP147) (NSW BOS, 2012, p.255)

Jelena Borovcanin, Lessons 3 & 4

paper
- Coloured crayons

English (Grammar, Punctuation & Vocabulary):

Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and
cohesive texts in different media and technologies EN3-6B
- Understand the use of vocabulary to express greater precision of meaning, and know that words can have different
meanings in different contexts (ACELA1512)
Lesson Development:
Introduction (20 minutes):
Students will revise what light is, and how it travels. Initially, students thinking will be challenged through verbal tests of terminology, such as interference,
diffraction, refraction, reflection, colour and wavelengths. Students will then watch a short video what is light? (found under the Weebly tab videos) and will
record information by taking notes in their books. After doing so, students will participate in a class brainstorming activity about properties of light explored in the
video. Students will also be verbally questioned on defining some of the properties of light.

Body (30 minutes= 10 minute rotations):
After brainstorming, students will be provided with instructions into the lesson. Students will be paired using puzzle pieced compound words. Students will select
a puzzle piece from a hat to determine who their partner is. Once completed, students will sit on the floor beside either experiment 1 or 2. Using demonstration
and verbal instructions, the teacher will model both experiments briefly. Students will use cameras or their own devices to take photos of their experiment, which
will later support explanations.
Experiment 1- Can CDs make rainbows?
1. In pairs students will locate a dark spot in the classroom and use a white A4 paper, CD and torch light to create a rainbow.
2. Reflecting on concepts learnt in lesson 2 students will critical consider how white light from the torch creates a rainbow by experimenting with distance,
position and asking questions.
3. Students will take photographs of their findings and then will use crayons provided to sketch their rainbows.
Experiment 2- Learning about light interference through bubble making:
1. Pairs gather 2 straws, black plastic bowl, several white strips plus water and detergent (teacher to mix this) and go outside of classroom.
2. Using straws students will blow bubbles into plate. Once bubbles form, pairs will observe and record appearing colours.
3. One partner will use white strip to bend around bubble, making colours more visible, while the other partner takes photographs.
4. Students will consider how these colours are formed, why they look the way the do and identify specific colours, determining which has longest wavelength.
5. Students will then to record and explain how interference is created through bubble making.

Conclusion (10 minutes):
Students will pack away materials and return to the floor. As a class students will recap findings and create a comparative table that represents investigated data.
Students will review what interference is and what causes it. They will identify changing patterns in their experiment and discuss what colours appeared more
dominant. Students will explain whether their light reflected, refracted, diffracted or absorbed. This will be completed on the IWB. Students will be encouraged to
post images and findings on their Weebly discussion forum.
Support:
Extend:
- Students prediction making will be supported and scaffolded
- Encourage students to record, hypothesise and predict five other variables
through the use of open-ended questions. For example, what
that would result in the reflection of light. Students should document
would happen if you were to change the angle of CD?
these predictions with short explanations in their books.
- Pairing students with peers of mixed abilities.

Jelena Borovcanin, Lessons 3 & 4

Class: Stage 3, L4
Time: 11.20am-12.20pm
Rationale: This lesson intends to consolidate the scientific knowledge students gained during the unit of work light and colour. Students will present and perform
concepts learnt such as reflection, refraction and transparency to participate in a dramatic shadow play experience. Delegating roles and using scientific
terminology, students will act and describe what light is, how it travels and expose a range of transparent, translucent and opaque materials through movement
(BOS, 2006). By communicating verbally and non-verbally to audience members, students explore extensive language forms as they work collaboratively to develop
ideas and deliver their presentations (NSW BOS, 2012). This benefits students ability to respond to scientific knowledge as they use vocal effects and manipulation
of artefacts to share information (NSW BOS, 2012). This lesson strengthens concepts of literacy, scientific knowledge and promotes presentational skills.
KLA (s): Science & Technology, English, Creative Arts
Objectives:
For students to express gained scientific knowledge
in the domains of light and colour, by using drama,
movement and voice to communicate and convey
a shadow play (BOS, 2007).

For students to use drama to convey properties of
light and colour by taking on diverse roles and
exploring various language forms (NSW BOS,
2012).

Key Scientific Knowledge:

Translucent- When only some light is passed through a material, resulting in scattering and changing of
directions. This causes blurriness and unclear light (Net Industries, 2014).
Transparent- When almost all of the light passes directly through an object or material, such as air, water or
clear glass (Net Industries, 2014).
Opaque- When no light is passed through an object. This is a result of light being reflected elsewhere or
absorbed by heat, i.e. by wood or stone (Net Industries, 2014).
Shadows- Shadows are dark images that are casted as a result of other materials that block light (Davidson,
2013). Shadows can absorb, reflect or scatter light, resulting in the transparency, opaqueness or translucency
of light (NSW BOS, 2012, p.66).

Outcomes & Indicators:

Resources:
Science:
- Large white sheet or back drop
Uses scientific knowledge about the transfer of light to solve problems that directly affect peoples lives- ST3-7PW
- Projector
- Gather evidence to support predictions about how light travels and is reflected (NSW BOS, 2012, p.66)
- Science books
Technology:
- Previously constructed mind map
Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce
(week 1)
solutions that address the design criteria and identified constraints ST3-5WT
- Timer on IWB
- Selecting and using techniques for documenting and communicating design ideas to others, eg storyboarding,
- Video on shadow play (located
modelling and presentations (NSW BOS, 2012, p.64)
- Identifying a range of appropriate materials for the task
under Weebly video tab
English (Speaking and Listening):
https://www.youtube.com/watch?v
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues
=bY3n1jahaTs
and language forms and features EN3-1A
- Coloured cellophane to set moods in
- Use interaction skills, such as voice volume, tone, pitch and pace, according to group size, formality of interaction and
stories
needs of the audience (ACELY1816) (NSW BOS, 2012, p.98).
- Available props throughout
Creative Arts (Drama):
classroom
DRAS3.1- Develops a range of in-depth and sustained roles
- Collaborates to convey dramatic meaning by responding abstractly to represent ideas
- Video recorder
DRAS3.2- Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and
voice skills in a variety of drama forms

Jelena Borovcanin, Lessons 3 & 4

- Responds confidently with movement and voice skills to a range of scripts to structure the narrative and build on
action of the drama
- Interprets a combination of drama forms, eg movement, mime and storytelling (BOS, 2006, p.39)
Lesson Development:
Introduction (10 minutes):
To introduce the lesson, the teacher will select 4 students to participate in a game of charades. Students will sit against the IWB facing the remainder of the class.
The teacher will assign one of the following terms, opaque, transparent, translucent and shadows to each of the students. The remainder of the class will use prior
knowledge to provide appropriate definitions and descriptions to these terms. Students at the front will use these explanations to determine what term they are.

Body (40 minutes):
The teacher will play a short video that portrays how shadows are used to convey meaning or tell a story. Stage 3 will observe this and begin to develop
understandings of how shadows are created through terms such as opaque, transparent and translucent. The teacher will facilitate discussion by asking what
elements students found intriguing, what communication forms did the performers use to convey their message and how this dramatic form of learning fostered
their perceptions of light and colour. Students will then be broken up into groups of 5, and will be required to devise a 3-minute narration/performance about their
accumulated knowledge on light and colour properties. Through collaboration and decision-making, students will delegate roles such as, actors, narrators, technical
supporters and musicians (special effects). All students will be required to participate in this experience.
25 minutes into the body of the lesson, students will be given warning that they will be performing their shadow plays in 5 minutes. Students will then take turns to
watch each groups performance. Students observing will record 1 aspect they enjoyed/learnt from the groups act, and will suggest 1 thing the group could
improve on. Each play will be recorded by the teacher and will support students abilities to self-assess presentation skills.

Conclusion (10 minutes):
To conclude, using a different coloured pen, students will revisit the mind map from lesson 3 to record newly learnt concepts on light and colour. In addition,
students will evaluate the unit by reflecting on their work over the four consecutive weeks. Students will summarise work into their own language and will address
one strength and weakness they encountered throughout this unit.
Support:
Extend:
- Grouping students with high achievers to facilitate and promote
- Encourage higher achieving students to consider and integrate
collaboration and participation
some terminology found in the extension videos on Weebly, to
- Use modelling of movements and scaffolding discussions to further extend
support their performance.
childrens understandings of scientific terminology, i.e. provide some
- Encourage students to consider making a poem or short verse
examples of how we could create a story about the terms we have learnt
throughout their performance, to convey their gained knowledge
how can colour and our knowledge about wavelengths support our shadow
about light and colour.
plays?