Lesson Plan Template 1 Primary & Secondary Unit2Topic: In+esti"atin" Li"!t 3 E4aminin" Li"!t *ate: T!ur '5t!

Oct ')1( Time: 1$%%&($))

0ey Learnin" #rea:

6ear Le+el: 1* Lesson: 5 77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777 Curriculum outcomes .or t!e unit: Science as a 8uman Endea+our "ature and development of science # !cience involves asking $uestions about, and describing changes in, objects and events %A&!'()*+, -se and influence of science # .eople use science in their daily lives, including when caring for their environment and living things %A&!'()**, Science In9uiry S1ills &ommunicating # /epresent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play %A&!0!)*1, (valuating # &ompare observations with those of others %A&!0!*+2, .lanning and conducting # .articipate in different types of guided investigations to e3plore and answer $uestions, such as manipulating materials, testing ideas, and accessing information sources %A&!0!)*4, # -se informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate %A&!0!)*5, Science Understandin" .hysical sciences # 6ight and sound are produced by a range of sources and can be sensed %A&!!-)*), .rocessing and analysing data and information # Through discussion, compare observations with predictions %A&!0!*+*, # -se a range of methods to sort information, including drawings and provided tables %A&!0!)*7, uestioning and predicting # /espond to and pose $uestions, and make predictions about familiar objects and events %A&!0!)*8, !tudents e3plore sources of light and sound and the senses used to observe them. They manipulate materials to observe how light and sound are produced, and how changes can be made to light and sound effects. They e3amine how light and sound are used in everyday life and by a variety of cultures. They make predictions9 share ideas and sort information about light and sound and represent and communicate their understandings in a variety of ways.

Science

LESSON OUTCOME:
(0ey 0no/led"e and S1ills students s!ould ac!ie+e in t!e lesson ta1en .rom rele+ant curriculum documents$ !tudents will understand that light effects can vary in brightness and colour . !tudents will understand that the colour and brightness of light can be changed.

LESSON STRUCTURE: Time 1$%%&'$() Introduction (Set : NOTE *urin" t!e lesson: Take photographs of students investigating light and light effects. Remind students t!at t!ey !a+e ,een learnin" a,out li"!t - includin" sources o. li"!t and !o/ li"!t is used$ Ask students to sort the images of light sources/not light sources cards into two groups: sources of light, and not sources of light. NOTE As students sort the cards, ask them to describe how each object would be used. As a group brainstorm ways each light source would be used and note on chart paper. Display the slideshow Sources o. li"!t, and ask students to complete the interactive activity by choosing the sources of light. . Which of these objects are sources of light? (student clicks on the images) A. torch, candle, computer screen, light bulb Teac!in" #pproac!es Experiencing the known and the new (authentic pedagogy) learning is situated, contextual and grounded in the real world and connects school learning with practical application in a real life context) pplying appropriately and creati!ely(functional pedagogy) learners expand their ways of making and expressing meaning in effecti!e and powerful ways" nalysing functionally(critical pedagogy) interpret

. Which of these objects are not sources of light? A. &D, bauble, se$uins, moon . What other sources of light do you know? A. Answers may vary, e.g. the light in the fridge9 the light in the car when you open the door 7777777777777777777777777777777777777777777777777777777777777777777777777777

the purpose of texts the human purposes, functions and moti!ation by situating texts" &earners engage in criti'ue to analyse perspecti!es and connect conceptual learning to causes and effects" (onceptualising by naming(didactic teaching metalanguage and wide frame of reference for meaning)making)
&earning by #esign *+nowledge processes, +alant-is . (ope, /01/)

In+esti"ate li"!t
+ Discuss the use of the senses to observe light: NOTE T!is discussion is a,out t!e o,ser+a,le li"!t- rat!er t!an sources o. li"!t$ . What senses do you use to obser!e light? A. Answers may vary, e.g. sense of light . #oes light always look exactly the same? A. yes/no . $f not, what differences in light ha!e you obser!ed? A. Answers may vary, e.g. different colours, some lights flash, Tell students t!at in t!is Science lesson- t!ey /ill in+esti"ate c!an"es in li"!t$ # /emind students of safety rules for investigating light: "ever look directly into a light, as it could hurt your eyes and damage your eyesight. !hining light into people:s eyes may hurt or damage their eyesight. ;e careful when you touch an object that is producing light, as it may be hot. Display sources of light %illuminated,, and ask students to compare the light produced by each: . What do you notice about the light produced by this object? A. Answers may vary, e.g. it:s very bright9 it:s not very bright9 it:s flashing9 it:s coloured9 it:s white. &hoose one of the objects and make a change to the light produced by the object. <ou can use the cellophane, paper or sunglasses to help. . What do you notice? A. Answers may vary, e.g. it:s not as bright now9 it:s a different colour9 it:s flashing. . %ow did you make the change? A. Answers may vary, e.g. 0 held the paper/cellophane over the light, which changed the light that shines out9 0 hold my hand over the light and take it away $uickly over and over to make it flash9 0 turn it on and off $uickly to make it flash9 when 0 put the sunglasses on, its not as bright. Tell students t!at t!ey can c!an"e li"!t e..ects ,y ,loc1in" t!e li"!t to create s!ado/s$

S!o/ SLI*ES8O:: ;a1in" s!ado/ puppets- and discuss ima"es$

. What does this look like? A. Answers may vary, e.g. a dog9 a bat *isplay ,ri"!t source o. li"!t- and s!ine it on a ,lan1 screen or /all$ #s1 students to ma1e s!ado/s on t!e screen2/all using hands and/or objects. (3periment with the shadow to try to change the effects with the light. . What do you notice? A. Answers may vary, e.g. when 0 hold my hands close to the screen, the shadow is different from when 0 hold them away from the screen9 the closer 0 get to the screen, the clearer the shadow is9 the closer 0 get to the light, the blurrier the shadow is9 when 0 hold my hands very close to the light, it goes darker. Discuss changes to light effects: <y !oldin" your !ands or o,=ects in .ront o. t!e li"!t- you are ,loc1in" some o. t!e li"!t t!at is produced$ T!is is a c!an"e to t!e li"!t e..ect$

Incorporating a synaes thetic approa ch as a pedago gical suppor t to switch betwee n modes: visual (writte n word, props), audial (spoke n word, music), tactile (props) , spatial (role play in cave), gestur al (dancin g). Representing and commu nicatin g in multim odal ways deepen s unders tanding , caters to diversit y and preferr ed learnin g styles. Inquiry techniques rainstorming !eacher led questioning "ands up to answer, but also involve others. #ne voice at a time. Role$playing

So .ar- you>+e made c!an"es to t!e li"!t e..ect ,y c!an"in" t!e colour- c!an"in" t!e ,ri"!tness- and c!an"in" !o/ muc! li"!t is produced ,y ,loc1in" some li"!t$ #not!er /ay o. c!an"in" t!e li"!t e..ect is ,y re.lectin" t!e li"!t$ In+esti"ate some /ays to re.lect t!e li"!t to c!an"e t!e li"!t e..ect$ *isplay o,=ects t!at re.lect li"!t- and as1 students to ma1e c!an"es to t!e li"!t e..ect ,y re.lectin" li"!t$ . What do you notice? A. Answers may vary, e.g. the light shines off the object9 the light reflects onto the walls and things around it9 it sparkles light all around9 it makes a spotlight on the wall when the light shines on it. Ask students to recall all the ways they:ve investigated to change the effects of light. . $n what ways ha!e you been able to change the effects of light? A. Answers may vary, e.g. covering the light to make it dull or coloured9 blocking the light to make shadows9 reflecting light Display word cards: =bright:, =dull:, =coloured:, =shadow: and =reflect:, :ord cards .or /ord /all, read with students and display on !cience learning journey path. 0n !cience journal ask students to record their ideas about changing light: Think about all the ways you have changed light effects. >rite and draw about a source of light, and how you can change the light effects, into your !cience journal. ?ake sure you show the part that produces the light in your drawing. NOTE $f students are unable to write their obser!ations they may draw a picture, describe what the source is and how it may be changed, and the tutor can scribe their ideas"

)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))

Test and s!are ideas

Display S!eet 5 ?

uestion bubbles.

Ask students to read the $uestion starter and pose $uestions about making changes to light %e.g. . What would happen if @ 0 held a book in front of the lightA, + A. Ask students to provide answers/predictions to their $uestions %e.g. the book would make a shadow,. Ask students to make the proposed changes %e.g. holding a book in front of the light,, and compare the results with their predictions. . Where you correct? What happened? A. Answers may vary, e.g. yes/no B the light was all blocked and it went dark. Discuss observations of changes %i.e. compare with other students: observations,. (3plain to students the use of science knowledge: !cience involves using knowledge about light, and changes made to light. .eople use this science knowledge when using light in their everyday lives. !cience knowledge about light helps people match light effects to appropriate use in everyday life %e.g. a bright light to see in the dark, coloured traffic lights, coloured lenses in sunglasses,.

I. time: @ie/ t!e s!ado/ puppet story +ideo: The wizard, the fairy and the magic chicken (':5( - and discuss t!e use o. li"!t and s!ado/s.
A$ How were the puppets made? A. Answers may vary, e.g. using card to make the shapes, and holding them in front of the light to create shadows9 by blocking the light to create shadows.

RESOURCES

Digital camera !orting cards C light sources and not light sources 2 sources of light that are bright %eg 6(D torch with a bright light9 a toy with a bright light9 a fluorescent light, 2 sources of light that are dull %eg a torch with a battery that is almost flat9 a toy with a dull light9 a lamp with a dark or heavy lampshade,. &oloured cellophane %*D2 colours, Tracing paper/baking paper %semiDtransparent, !unglasses or glasses with coloured lenses %eg 2D movie glasses, A bright source of light %eg data projector, bright torch or lamp, Ebjects that reflect light %eg &Ds, se$uin fabric, mirror, shiny metal, shiny baubles, sparkly jewellery or beads, 0>; %blank screen, 0>; C digital slideshow C 6ight in our world 0>; C digital slideshow C "ot a light source >ord wall cards: light, dark, darkness, observe, senses, science, sight, source, reflect, illuminate !cience learning journey path !cience journal