Higher:
Explain the difference between luminous and non-luminous light sources
Middle:
Suggest differences and similarities between some examples of natural and artificial light sources
Lower:
Identify examples of natural and artificial light sources
Higher:
Explain how light moves through transparent, translucent and opaque materials as a straight line
Middle:
Describe how light passes through transparent, translucent and opaque materials
Lower:
Identify examples of transparent, translucent and opaque materials
Lesson Recap Starter: Think back to the last lesson. How are shadows created? Why do shadows change during the day?
Lesson Starter: Write a list of sources of light.
Ask pupils to think of all sorts of different times they see light, like the crack under the door in a dark room, or from a phone, or computer screen, not just the sun, or a light bulb. Ask them what they think makes light more bright or less bright.
Presentation - Starter Slide.
Learn about different types of light, and how they travel through different objects or become reflected.
Key Concept:
During this unit, each lesson contains a key concept question housed in the '30 Second Challenge' slide. To help children master this content so the knowledge moves from their short term memory to their long term memory, at the beginning of the follow on lesson the question from the previous lesson is revisited.
The questions covered during this unit include:
1. How are shadows created? Why do shadows change during the day?
2. Why are transparent materials useful?
3. Provide three examples that explain the different uses of lenses.
4. What is white light?
5. Why does water bend light?
6. When is light colour mixing used in industry and how?
Presentation
Expert Film: Dr Ian Bedford, head of the Entomology Group at the John Innes Centre, talks about the lights used in the insect quarantine facility.
How we deliver the Gatsby Benchmarks:
2 - Learning from career and labour market information: Pop along to Developing Experts career’s zone to find out about jobs in your area.
4 - Linking curriculum learning to careers: This unit showcases careers that relate to light. Access our 360° virtual work tours.
7 - Encounters with Further and Higher Education: Pop along to Developing Experts career’s zone to find out about training providers in your area.
Presentation - Expert Film.
Design a lamp/ lampshade
On the handout, design a lamp or lamp shade that uses transparent, translucent and opaque materials.
Label these parts, then complete the sentences, saying why you chose to use the materials in this way.
When they choose their materials to build ask them to test, the transparency and record the results of that test. Discuss what their findings are material by material.
Then using a selection of transparent, translucent and opaque materials the pupils can try and build their lampshade.
You may want to show them the selection of materials before they complete their design, so that they can design something buildable.
To illuminate the lampshades, you can use a torch or build a small circuit.
Avoid placing the lampshades over the top of a mains bulb as these can get very hot.
Quiz
With their talk partners, the children are to go through the quiz at the end of the presentation and answer the questions.
Quiz in presentation
What is the difference between natural and artificial light sources?
Give some examples of materials which are effective at reflecting a light source?
Give some examples of materials which are transparent?
Give some examples of materials which are translucent?
Give some examples of materials which are opaque?
Transparent materials let...
... all light through.
Translucent materials let...
... some light through.
Opaque materials let...
... no light through.
The Science Behind the Science
Light sources are classed as anything that makes light. They can be either natural or artificial. For example, natural light sources include: (i) the Sun at the centre of our solar system, (ii) other stars in the universe, (iii) lightning and (iv) bioluminescent organisms (such as fireflies and glow worms). Artificial light sources include: (i) television screens, (ii) mobile phone screens, (iii) light bulbs and (iv) lasers. Many objects also allow us to see the things around us by reflecting the light given off by light sources (e.g. the Moon and polished metal surfaces).
Light enters the human eye through the cornea and then passes through the pupil. It is focussed by the lens to a section at the back of the eye called the retina. Cells in the retina are stimulated by light and send messages to the brain via the optic nerve to let us know what we are seeing.
Visible light is a form of electromagnetic radiation. The wavelengths of visible light (approximately 390 to 700 nanometers) can be detected by most human eyes. A prism can be used to disperse white light into different colours. Light always travels in straight lines and the speed of light in a vacuum is 300 million meters per second.
Identifying scientific evidence that has been used to support or refute ideas or arguments.
Forces and Energy: the study of energy, its origin, storage and transfer and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.
Identifying evidence that has been used to support or refute ideas or arguments
Grade 6 Light, Shadows and Reflection
recognizes light from the light source & such as sunlight light (recognize light reflected from the object & such as moonlight)
