Primary Connections cross-referenced to Essential Learnings Advice only

Light Fantastic
Primary Connections: Stage 2
Essential Learnings by the end of: Year 5

What would our lives be without light? We need it to see everything we do in every moment of the day. We rely on light to read a
book, cross the street, admire artwork, watch the sunset and look into faces. Light plays a role in some of our most sophisticated
technology. It enables our CD’s to play music or record movies. High-speed optical cable is used in our communications. Lasers
are employed in cutting edge surgery and defence.

The Light fantastic unit provides opportunities for students to explore where light comes from, how it is used, how light travels and
how it helps us to see. Students’ thinking about light and its role in our lives and our community will be developed using hands-on
activities. Through investigations, students explain how light helps us to see and how we can use light to meet our needs.

Primary Connections units are intended to be taught as whole units. This cross-referencing indicates how specific lessons relate to
Ways of Working, within a whole unit.

A ü indicates that a Way of Working is explicit in a specific lesson.

A l indicates that a Way of Working may occur to a lesser extent in a specific lesson or is possible for the teacher to include in the
lesson.

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Ways of working
ü indicates that a Way
Lesson/teaching idea Essential Learnings of Working is explicit
Statement in a specific lesson.
ü Lesson 2 Shining light Pose and refine simple l indicates that a Way
questions and make of Working may occur
ü Lesson 3 Mirror, mirror predictions to be tested to a lesser extent in a
ü Lesson 4 Make way for the light specific lesson or is
possible for the
ü Lesson 6 Big shadow, little shadow teacher to include in
the lesson.
ü Lesson 3 Mirror, mirror Plan activities and
investigations, identifying
ü Lesson 4 Make way for the light and using elements of a fair
test
ü Lesson 6 Big shadow, little shadow
ü Lesson 2 Shining light Collect and organise data,
information and evidence
ü Lesson 3 Mirror, mirror
ü Lesson 4 Make way for the light
ü Lesson 6 Big shadow, little shadow
ü Lesson 3 Mirror, mirror Evaluate information and
evidence to support data
ü Lesson 4 Make way for the light gathered from activities and
investigations
ü Lesson 6 Big shadow, little shadow
ü Lesson 4 Make way for the light Select and use tools,
technologies and materials
ü Lesson 6 Big shadow, little shadow suited to the activities and
investigations

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ü Lesson 2 Shining light Draw conclusions that are

supported by evidence,
ü Lesson 3 Mirror, mirror reproducible data and
established scientific
ü Lesson 4 Make way for the light concepts
ü Lesson 6 Big shadow, little shadow
ü Lesson 1 Light ideas Communicate scientific
ideas, data and findings,
ü Lesson 3 Mirror, mirror using scientific terminology
and formats appropriate to
ü Lesson 4 Make way for the light context and purpose
ü Lesson 5 Sneaky spy
ü Lesson 6 Big shadow, little shadow
ü Lesson 7 Light thoughts
ü Lesson 1 Light ideas Identify and apply safe Dark areas
practices
ü Lesson 3 Mirror, mirror Using talc powder
Torches and eyes
ü Lesson 4 Make way for the light
Periscope construction
ü Lesson 5 Sneaky spy
Torches
ü Lesson 6 Big shadow, little shadow
Making puppets (sticks, stiff
ü Lesson 7 Light thoughts materials, scissors)

ü Lesson 1 Light ideas Reflect on and identify

different points of view and
consider other people’s
values relating to science
ü Lesson 3 Mirror, mirror Reflect on learning, to
identify new understandings
ü Lesson 4 Make way for the light and future applications
3

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ü Lesson 5 Sneaky spy

ü Lesson 7 Light thoughts

Knowledge and Understanding-

Science as a Human Endeavour- Science relates to students’ own experiences and activities in the community

Examples may include lights, periscopes, torches, Scientific ideas can be used to explain the
mirrors, telescopes, various types of lenses development and workings of everyday items
Ethics is a significant part of scientific
endeavour
Solar-powered lights to conserve energy Science can help to make natural, social and
built environments sustainable and may
influence personal human activities
Lighting at night for leisure activities e.g. walking, Science can contribute to people’s work and
sports fixtures leisure
Explore the history of the discovery of the science of Cultures from around the world, including those
light and inventions, for example- of Aboriginal people and Torres Strait Islander
people, have contributed to scientific
Middle Ages- cutting glass to make lenses Roger
understanding
Bacon (1287), Jansenn (microscope 1590)
Galileo (telescopes)
Da Vinci’s notes about light
Ptolemy (AD 200) re refraction of light
Mirror making by other cultures including Egyptians,
Greek, Hebrews, Indians (2000-3000 years ago)-
using metal discs, bronze, silver, gold.
Development of Venetian glass/mirror production

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Primary Connections cross-referenced to Essential Learnings Advice only

Knowledge and Understanding-

Earth and Beyond- Changes and patterns in different environments and space have scientific explanations.

The earth, solar systems and universe are

dynamic systems
Changes to the surface of the earth or the
atmosphere have identifiable causes, including
human and natural activity

Knowledge and Understanding-

Energy and change- Actions of forces, and forms and uses of energy are evident in the everyday world.

The greater the force on an object, the greater

the change in shape or motion
Forces may act at a distance or may need to be
in contact with an object to affect it
Whole unit Energy can be transferred from one object to
another
Different forms of energy used within a
community have different sources

Knowledge and Understanding-

Life and Living- Living things have features that determine their interactions with the environment.

Living things can be grouped according to

their observable characteristics
Nocturnal animals and how they can see Structures of living things have particular
(see Introduction to Light ) functions.
Reproductive processes and life cycles vary in

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different types of living things

Living things have relationships with other
living things and their environment

Natural and Processed materials- Properties, changes and uses of materials are related.

Materials are composed of smaller parts, some

Materials used in the construction of puppets
(lesson 7).
Use of materials according to their properties of
transparency, translucence, opaqueness
of which may be visible to the naked eye, while
others are too small to be seen
Materials are used for a particular purpose
because of their specific properties
The properties of an object can differ from the
properties of its component parts
Properties of materials are affected by
processes of change

Document shows actual links between Primary Connections and Essential Learnings
Shaded areas show possible/extension links