The document summarizes a 6-week classroom unit on light for Tiger students. During the unit, the students learned about sources of light through reading and discussion. They explored how light works through hands-on experiments with flashlights, shadows, transparencies, and reflections. The students documented what they observed and discussed their findings. At the end of the unit, they reflected on how lights are used and why light is important. The teacher concluded the students showed interest in learning about light through their experiments and discussions.

1. LIGHTS AND SHADOWS
“LIGHT IS ALL AROUND US AND WE USE IT IN MANY WAYS”
Class Tiger Assessment
October 24th to December 14th 2011

2. Week 1: Pre Assessment
Task: During carpet time, the teacher read the nonfiction book titled, “Day Light, Night Light”. After reading, the
children discussed what they learned from the book. They were guided to focus on the concept, “LIGHT”.
What do Tigers know about
light?
 Dinosaurs have light in their eyes.
No, dinosaur don’t make light.
 Moon can make light.
 My house has lots of lights.
 Star makes lights.
 My watch makes lights. Look.
 Our TV has lights.
 When it’s dark, my mummy turns on the
lights.
 I have a turtle light.
 They flash in the night.

3. Week 2:What light sources do I know?
Task: We reviewed the book, “Day Light, Night Light”, focusing on “things” (sources) that give off light. We learned that some sources
of light are the sun, moon, flashlight, bulb, torch, etc. The children then were asked to draw pictures of things that give off light.

4. What “Light” can do?
Task:
Every week, The Tigers experimented and
explored different activity to test how we use
light:
1. Dark Room Activity
2. Transparency Activity
3. Me and my shadow
4. Light Hunt
5. Mirror Activity

5. Week 3: Make a Dark Room Activity
Task: The Tigers helped their teachers make caves using tables and chairs. The student
inquiries were documented during small group discussions. They were asked about their
experienced the dark corner area.

6. Questions:
How did you feel playing in the
dark room area?  I don’t want to go
inside.
 I want to use all the
light under this.
 We need batteries for
our flashlight, Ms. Jai
 I like to see my hand
shadow.
 I like talking to
Marianne there.

7. What happens if there is no light?
Task: Tigers arrived one morning wondering, “Ms. Jai, what is happening? Why it’s so dark? The Tigers were guided to
answer a questions “What if there is no light?”. They were asked to draw their experience. (November 11, 2011)
“This house has “The sun will
“This is me. The moon go down and it
no light. The fly
with no light and the will be night
will fly away.”
sun was covered by time and then
the cloud. The rain we go home to
falls on the ground. I sleep.”
“This is machine. get wet.”
The pink one is “This house is
the orange juice. no light then
The green the house
“The fire are
machine is the light is
falling down and
light” broken”
only the rain is
everywhere. The
“ You cannot see a sun and the light
flower. A sun. I and the moon and “When it’s dark
can’t see a the star fall my mummy can
butterfly because down.” beat my sister
they turn off the because she is
light. not good”

8. Week 4: Transparency Effect
Task: Tigers collected different objects from home- watches, torch, plastic rake, sticker, teddy bear etc.
They used the OHP over head projector to see if they can see the light through the object. They made and
came up with different hand shadows.

9. Week 5: Shadows
Task: One sunny afternoon, we went out and look for our shadows. We traced our shadows and squirmed to find out
how shadows are formed.
 Shadows are formed when opaque objects come between a light source and the 'ground'.
The relative position of the sun or light source affects the direction of the shadows it forms.

10. Week 6: Go on a Light Hunt
Task: The Tigers wanted to know who uses light in the school. We went around and check who uses light in
the school. We took photos of light around the school ground.
So many
lights
here.
They are
all using
lights.

11. Why do we need light?
 We need light to see things.
 We have light so it is bright.
 We have light so we can eat.
 Our eyes can not see any more.

12. Reflections
 Class Tigers enjoyed this Unit of Inquiry .
 Tigers were proven to be communicator and
were able to express their thoughts and ideas
how important is the light.
 They were given enough opportunities to
reflect and discover on how lights behaves in
different experiments and situations.
 They were all inquirers, willing to follow and
showed interest in almost all activity.