Do You See What I See?

Overview

In this first lesson of the five-part unit Light: Paths, Bends and Bounces, students surface and represent their existing ideas about how light helps people see. Through a mystery box, visual prompts and short observations with torches, mirrors and objects, they begin to distinguish natural and artificial light sources and pose questions that can be investigated.

Learning intentions

Students will:

• identify natural and artificial sources of light
• describe what they think must happen for people to see
• represent a prediction about the path of light using arrows and labels
• ask questions that could be tested through a scientific investigation
• recognise artistic, decorative and celebratory uses of light

Success criteria

• I can identify natural and artificial light sources.
• I can show a prediction about how light travels using arrows.
• I can explain one idea about how light helps people see.
• I can ask a question that could be tested fairly.

Curriculum links

• Science inquiry: posing investigable questions, identifying patterns and making reasoned predictions.
• Science understanding: identifying light sources, recognising that light travels in straight paths, and describing reflection and shadow formation.
• Science inquiry: planning safe, repeatable investigations and identifying variables to change, measure and control.
• Science inquiry and representation: comparing ideas, recognising possible errors, selecting evidence, and using drawings and labelled models to communicate patterns and relationships.

Lesson structure (60 minutes)

1. 0–10 min · Mystery and prior ideas. Place a familiar object in a covered mystery/peek box with a small viewing opening; reveal it briefly and ask, “What must happen for us to see it?” Show the hook image of a person viewing a mystery object and examples of light-based artwork. Students make a no-stakes response using fingers or a quick sketch to show whether they think light travels from the object, from the light source, or both. Explain that changing ideas is part of science.

2. 10–17 min · Light-source discussion. Display photographs of the Sun, stars, glow worms, a candle, torch and light bulb using the natural and artificial light source slides. Students sort the examples orally into natural and artificial sources, then identify where they may encounter light used artistically, decoratively or in celebrations, such as projections, fairy lights, lanterns or fireworks. Clarify that a light source produces light, while an illuminated object is seen because light reaches it.

3. 17–35 min · Observation rotations. Arrange students in five groups of four and establish safe routines: torches point at the table or wall, never at eyes; mirrors are handled carefully; students do not look directly into bright sources. Use the three-station instruction slides and rotate groups every six minutes:

• Torch and object: observe a torch, a brightly coloured object and a shadow.
• Mirror: shine a torch towards a mirror and observe where the light appears to go.
• Gap and arrows: make a small gap between books or card and predict whether light can be seen through it.

Students record quick observations and arrows on the light observations and visual-model worksheet. At each station, partners use the prompts, “I notice…” and “I think…”

4. 35–47 min · Build a visual model. Model a simple diagram showing a light source, an object and an eye, using arrows to represent a predicted light path. Emphasise that this is a model to test, not a final answer. Students draw and label their own model on the light observations and visual-model worksheet, using colour-coded arrows for light source to object and object to eye. They may add a mirror or shadow if relevant. Invite students to explain their model to a partner, including where light might begin and where it might go.

5. 47–52 min · Question sort. Show examples on the testable-question sorting slide, such as “Does changing the distance between a torch and an object change the shadow size?” and “Why are rainbows beautiful?” Students decide whether each question can be investigated by observing or testing, and explain why. Each student writes or records one question beginning with “What happens when…?” or “Does…?” on the worksheet.

6. 52–60 min · Claim, question and collection. Students share one claim about light and one question for the unit. Record several claims and questions without correcting them yet, then ask, “What evidence could test your idea?” Students complete the final prompt on the claim-and-question reflection section. Collect the worksheets and retain them for comparison in Lesson 5.

Resources

• the complete Light: Paths, Bends and Bounces introduction deck
• the light observations and visual-model worksheet
• Mystery/peek box and familiar objects
• Battery torches
• Small mirrors
• Card or books to make a narrow gap
• Coloured objects and plain paper
• Photograph prompts of natural and artificial light sources
• Pencils, coloured pencils and sticky notes

Assessment

• Use students’ opening responses and drawings as diagnostic evidence of ideas about light, seeing and direction.
• Listen during rotations and partner explanations for accurate identification of light sources, purposeful arrows and safe investigation practices.
• Sort and review students’ questions for whether they describe something observable or testable; retain the completed worksheet for comparison in Lesson 5.

Differentiation

• Support understanding with photographs, live demonstrations, gesture, concrete objects and colour-coded arrows. Provide vocabulary cards with icons for source, energy, travel, reflect, absorb and refract.
• Give oral or audio instructions, one instruction per line, partner talk and sentence starters such as “I think light…” and “We could test this by…”
• Offer scribing, speech-to-text, drawing or an audio explanation instead of extended writing. Use uncluttered large-print materials, a clear sans-serif font and a cream background for dyslexia-friendly access.
• Provide pre-drawn source, object and eye symbols for students who need a visual scaffold. Challenge confident students to compare two models and explain what evidence would support each one.

Extension

• Students compare two different visual models and identify one observation or fair test that could support or challenge each model.
• Students design a follow-up investigation about shadow size, mirror position or the distance between a light source and an object, naming the variable to change and one variable to keep the same.