LESSON PLANNING

LEARNING AREA: science, literacy

YEAR LEVEL: 5/6

TIME: 100mins

LESSON TOPIC: light

Light from a source forms shadows and can be absorbed, reflected and
refracted (ACSSU080)
AIM:

LESSON OUTCOMES: students will learn key words

understand light can be refracted, reflected or absorbed
- Describe how light travels
- Discuss how it enables us to see (can we see without light)
Literacy

contribute to discussions about dark and light

record ideas and corrections to misconceptions
learn word meaning
contribute to the poster on the wall about light

REFERENCES & RESOURCES:

http://www.scootle.edu.au/ec/viewing/S7084/Light-shows2012/resources/light_shows_comp_150.pdf
STUDENT ASSESSMENT:
Assess students on their current knowledge of light by having them write down their
understanding
Have students discuss with one another light
assess students engagement with the topic by asking them what they want to learn about light

SELF ASSESSMENT:

Is this clear?
do students now understand light as a primary and secondary
source?
do they understand the key words?
work sheet on light as primary and secondary source (too hard or too
easy?)
TEACHING PROCEDURE:
TIME
10 mins

STEPS
1

INTRODUCTION (whole class)

Explain that throughout our science lessons we will be

doing some data colleting with plants.
We will be measuring what happens to our bean
sprouts and what will happened if we place different
colour cellophane over them?

COMMENTS

Students will help me to fill in the investigation planner,

then they will draw up a scientific diagram of what is
happening.
After they will write their hypothesis. And collect their
first lot of data.
Put on board how you want them to set out their data
Finally explain we will be measuring the at the
beginning of every science lesson and colleting the data
to see which one grows quickest and discuss why we
think this colour grew better or worse depending on the
colour of the cellophane (discuss in last lesson)
Refer to sheet on wall our word sheet and children can
add words to the sheet when they know the meaning of
a word eg. Reflect means
20mins on 2.
bus stop

EXPLICIT TEACHING (whole class)

and/or
GUIDED DISCOVERY (whole class)

Groups of 4, colour
coded and everyone
writes once 3-4 mins
on each sheet 20mins
on bus stop

Students will start with a whole class discussion on light

Start by turning the lights off and asking what happens,
then what happens when I shine this torch at the wall,
what happens when I shine it out the window? What
happens when I shine it at a mirror?

What can you

see?
How do we
know the light is
there?
Ask class to do bus stop activity ,and to add to the word What happens
wall, if they would like they can shine a touch at an
when you try to
object to find out what happens
hold the light?
How could you
change the light?
-

3
5 mins
watching
video
15 mins
discussing
video if
need

what things
give us light?
how does light
help us to see
How does light
travel?
How far do you
think light
travels?
What happens
when there is
no light?

EXPLORATION/PRACTICE(group/individual)
Words to look at

Video on light travelling and then fix misconceptions on

the sheets

Light
Dark
Reflection
Dark look in dictionary/thesaurus and have them pick
Refraction
between adjective and noun and which we would use in (Refract)
a scientific way
Absorb

Bend
20 mins
on
dictionary
activity
5 mins
(science
wall)

4
10
minutes
filling out
feedback
sheet

adding to science corner and fixing any other

misconceptions with group
if anyone wants to add to the wall they can during this
time

CONCLUSION (whole class share/reflect)

What did we learn?
what would I like to learn more about?
what am I not clear on?
Ask students who added to the word wall and can they
give an example of what the word means using the
touch on an object on the room or at their home (eg
mirror reflects the light window refracts it)

(5 minute fall back

time)
Hand out closing note
form for kids to fill in

NOTE: This planning format is available for students to download from FLO and is planned to
cover two A4 pages when used. The Comments column can be used for adaptations for
children with learning difficulties or for planned extension activities.
Equipment smart board, torch, mirror, window, black card, object to create shadow (or take
class outside to describe shadow in the sun, plants, boxes, cellophane
Hang bus stop experiment around walls in room
Questions on bus stop cards
- what things give us light?
how does light help us to see
- How does light travel?
- How far do you think light travels?
- What happens when there is no light?