Sess Light and Seasons

1. Light and
Seasons
BACKGROUND KNOWLEDGE MATERIALS

2. Hazard
Persons
at Risk & Nature of
harm
Current Control Measures
Risk Rating
Severity x Likelihood
Trip hazards. Students and Staff Inform students to keep walkways clear at all times by storing bags under
tables. Chairs to be replaced under the table when not being used.
Low
Student electrical equipment on
desktops – reduces space and
potential for electric shocks with
spillages.
Students and Staff All student personal electrical equipment to be put away when not required
during practical activities. Mobile phones not to be charged in rooms.
Personal Safety Hands to be washed after practical activities where appropriate.
No food to be consumed in the science teaching rooms.
Students to advise lecturers of any personal medical conditions that may be
exacerbated during specific practical sessions.
Students to take responsibility for informing others of potential hazards that
manifest from their practical investigations.
Low
End of session etiquette All equipment returned to the place of origin.
All rubbish to be disposed of and/or recycled where appropriate.
Tables and floors to be left clear.
All chairs to be replaced under tables on leaving the room.
Please take time to familiarise yourself with the following
health and safety measures applicable during all Primary
Science sessions-the full RA can be found here

3. LIGHT AND SOUND
Damage to eyes from
bright lights.
Students and Staff Make students aware of the dangers of bright lights –
advise never to look directly at the sun.
Advise about the magnification and focusing effects of light
using telescopes, binoculars and lenses.
Low
Damage to hearing from
excessive noise.
Students and Staff Instruct students of the amplification effects of trumpets,
stethoscopes and tubes.
Low
Injuries from vibrating
materials.
Students and Staff Use robust materials for creating vibrations. Advise pupils
to not place vibrating tuning forks of
teeth/glassware/material liable to shatter.
Low
Cross-contamination
from shared equipment.
Students and Staff Disinfect any equipment placed in the mouth/ears. Low

5. Session Aims
To develop knowledge and
understanding of light, seasons and
energy.
To consider issues relating to teaching
and learning about light, seasons and
energy.
To develop WS skills and attitudes

6. Light

7. Elicitation Activity: Group discussion
/scientific argumentation…
How do you think we are able to see things?
What do you think are the properties of a surface
that enables the formation of an image?
Do you think we are correct in describing surfaces
as good reflectors? Do you think you are you a
good reflector?
What do you think are the properties of a material
that allows for the formation of a shadow?

8. Misconceptions
Light is only found in bright areas
We see things because light travels from our eyes towards
an object.
The moon is a source of light.
My shadow is there inside me and bright light can push it
out.
White light is pure; coloured light is white light with
impurities in it.
(Allen, 2014)

9. Year 3

10. Year 6

11. Sources of Light: Subject Knowledge Quiz
Primary and Secondary Sources of Light
Moon
Mirror Stars
Polished Surfaces
Light Bulb
Surface of Water
Reflectors
Sun
Flame

12. Subject Knowledge Quiz
Primary or Secondary Sources of Light
Moon Secondary
Mirror Secondary
Stars Primary
Polished Surfaces Secondary
Light Bulb Primary
Surface of Water Secondary
Reflectors Secondary
Sun Primary
Flame Primary

13. All scorpions glow in ultraviolet light (called bioluminescence).
14

14. 1. What is light?
Light is a form of energy which our sense of sight can
detect.
It is made of electro-magnetic radiation and travels in a
straight path.
Creating a dark space to explore
light.

15. 2. How does light travel?
UNIT 6F: HOW DOES LIGHT TRAVEL?: L.O. 1, 2: N.C. 4.3A

16. Starting Point and/or Context
Watch the video-what science relating to light do you think
this depicts?
http://www.youtube.com/watch?v=a4Fv98jttYA

17. How does light move?
1. How could pupils in your class investigate how light travels?
2. What do you know about how light travels?
18

18. Investigation A: Shadow Puppets-how does
this support that light travels in straight
lines?
Make a shadow puppet and a light box and
use this to create a short theatre production.
Use your knowledge to demonstrate how to
make the shadows larger and smaller-can
you measure the size of the shadows?

19. Activity C: shadow puppets
1. How might you do this sort of activity with children in your class?
20

20. Discuss: What property of a material
relates to shadow formation: Black
out curtains
Can you predict which type of material would make the best
black-out curtains (blocks the light best)?
How could you find out?
Be prepared to justify your choice. (Fit for purpose!)

21. 3.How we see things-what
type of investigation is this?
https://www.youtube.com/watch?v=gvozcv8pS3c

22. • Please imagine you walk into a completely dark room with that torch on
and you see a teddy bear.
• Make a quick sketch showing the torch, teddy and your eye which
explains how you can see the bear.
23

23. Video analysis:
Please watch the video clip on the next slide
really carefully.
1. What do you think is happening in this clip?
2.What interactions can you see between
these people?
3.What, if anything, might you do
differently?
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24. 25

25. Stratagem
1a:320 CS: […] You're looking around - you're looking around the room and you...
TU: I'm looking round [mimes looking left and right without moving
the torch].
CS: ...and you find it with the torch.
TU: I'm looking around [as before].
1a:321 TU: I'm looking around. Can I see teddy?
BN: Use the torch! [smiling]
CS: That's what I'm trying to say.
TU: Oh, I'm moving the torch as well. [as if surprised]
1a:322 TU: So I'm not just looking, I'm looking and moving the torch.
[mimes looking left whilst shining the torch to the right, then looking
right whilst shining the torch to the left].
1a:323 JB: [Laughs]
BN: Wait!
JB: You have the torch and your eyes. [miming using his pen as the torch
showing torch being shone in the direction he is looking in].
JK: Why are you [BN] doing it like that? [miming the way BN is holding
the torch at arms length].
1a:324 TU: So I have to keep my eyes with with the light. Why? [Pulling a
face as if DD doesn't see the need for this].
26

26. Driver et al. (2015)
Research inspired teaching:
27

27. Driver et al. (2015, pp.41-43)
Research inspired teaching:
28

28. Driver et al. (2015, pp.41-43)
29

29. Driver et al. (2015, pp.41-43)
30

30. What is the role of the iris of an eye?
31

31. How do you understand how an eye works? Perhaps discuss this with others.
32

32. Please explore the structure of the eye.
Please click the arrows.
33

33. Please explore the structure of the eye. 34

34. Why do you think animals other than humans sometimes have
pupils of different shapes? Please click here for more
information.
35

35. Investigation 2: When do we see an
image?
 What happens if you bend the mirror
 Try making reflections with several
mirrors
 How does the periscope work?

36. Illustrating the reflective properties of light by
making a periscope.

37. Investigation 2: An image to be or
not to be?
Look in the mirror, how would you describe your
image in terms of distance from the mirror and
whether it is in front or behind the mirror, record
your observation? Can you use the graph paper to
make any measurements?
Observe your image in the spoon can you explain
and record your observation of your appearance?

38. 39

39. 4. Light and Colour: Investigation 3:
make a rainbow
Move the CD see how it breaks up
white light into the different
colours of the spectrum
Try blowing some
bubbles and observe the
colours. Look carefully.
Can you see how the
colour changes?

40. • Please watch this video showing what Rainbows look like from above.
1. How might you use a video like this in your classroom.
2. If your school blocks YouTube, what would you do? Hint: check out
ClipGrab
41

41. Suggested Reading
(Available on BlackBoard)
Harlen, W. (2000) There’s more to light than
meets the eye. Primary Science Review 64.
Sept/Oct, p20 – 22
Quinnell, J. (2012) Creating and Using a
Camera Obscura. Primary Science 123.
May/Jun. Pp 231-233

42. Useful websites:
http://www.green-planet-solar-energy.com/solar-
energy-education.html
http://www.tes.co.uk/teaching-
resource/Modelling-Light-6084862/
http://www.planet-science.com/categories/under-
11s/our-world/2010/12/all-the-colours-of-the-
rainbow.aspx
http://www.engineeringinteract.org/resources/alie
nattack.htm

43. Paperwork:
Module Evaluation:
science evaluation form