Light in Art

Overview

In this final Year 5 lesson, students synthesise their learning about light by designing, testing and presenting a sustainable artwork or functional light installation. They revisit their Lesson 1 diagnostic drawing, then apply knowledge of light sources, straight paths, shadows, reflection and refraction to a purposeful design.

Learning intentions

Students will:

• design and construct an artwork that deliberately controls a light path
• apply at least two interactions of light, such as reflection, refraction or shadows
• plan, test and improve a design using evidence
• communicate the source, path and interaction of light using scientific vocabulary
• evaluate the safety, effectiveness and sustainability of a design.

Success criteria

• I can design a safe artwork that controls a light path.
• I can accurately explain at least two interactions between light and materials.
• I can use evidence and scientific vocabulary to justify and improve my design.
• I can communicate my learning in a suitable format.

Curriculum links

• Science understanding — sources of light, straight-line paths, shadows, reflection and refraction.
• Science inquiry — posing questions, making predictions, planning repeatable investigations and identifying variables and risks.
• Science inquiry — representing findings with labelled diagrams and describing patterns and relationships.
• Science inquiry — comparing findings, identifying possible errors, drawing evidence-based conclusions and communicating ideas.

Lesson structure (60 minutes)

1. 0–8 min · Revisit and set criteria. Teacher opens with the diagnostic comparison and success-criteria slides, displays selected Lesson 1 drawings, and asks: “What do we now understand about the source, path and interaction of light?” Students compare their earlier drawing with current knowledge, contribute to co-constructed criteria, and help identify safety expectations. Establish that torches must not be shone into eyes, mirrors and sharp materials require careful handling, and electrical equipment is teacher-operated or used only as directed.

2. 8–15 min · Design challenge. Teacher introduces the challenge: create a sustainable artwork or useful light installation for a celebration or community setting using recyclable or classroom materials and at least two studied effects. Show the task steps on the design challenge and planning slides and model a simple labelled ray diagram. Students form groups of three or four, or work individually or in pairs, select roles, pose an investigable design question and make a prediction. Possible questions include: “How can we redirect light to illuminate a pattern?” or “Which material will create the clearest shadow?”

3. 15–30 min · Plan and build. Teacher distributes the Light in Art design planner and conferences with groups, checking that each plan identifies the light source, intended light path, materials, controlled features, risks and sustainability choices. Students sketch their design, label reflection, refraction, shadow, transmission, absorption or other relevant interactions, then build using recyclable card, paper, foil, mirrors, transparent materials and classroom equipment.

4. 30–42 min · Test and revise. Teacher displays the testing questions and safety reminder and prompts groups to test one feature at a time, record observations and compare the result with their prediction. Students safely test their artwork, look for evidence of at least two interactions, identify a source of error or an uncontrolled variable, and revise the design. They add arrows and labels to show the path of light from the source, through or off materials, towards the observer’s eye.

5. 42–50 min · Prepare explanations. Teacher models a concise explanation using the structure “The source is… The light travels… When it meets…, it… This evidence shows…” Students complete the explanation section of the Light in Art design planner and prepare a one-minute presentation, photograph sequence, video, oral explanation or scribed response. Every student contributes an explanation of the source, path and interaction of light.

6. 50–57 min · Gallery presentation. Teacher arranges a gallery walk and displays the gallery questions and peer-feedback slides. Students present or view designs, ask questions such as “Where is the light source?”, “Which evidence proves reflection or refraction?” and “How could this be safer, more sustainable or more effective?”, and provide one specific piece of feedback.

7. 57–60 min · Post-assessment and reflection. Teacher asks students to redraw the Lesson 1 light diagram or complete a brief concept map, then compare it with their original evidence. Students identify one changed understanding, one piece of evidence from the investigation and one improvement they would make next. Collect the artwork/design, labelled model or diagram, explanation and reflection for summative assessment.

Resources

• the Light in Art lesson deck
• the Light in Art design planner
• Torches or battery-powered lights
• Cardboard, paper, foil and recycled packaging
• Mirrors or reflective tiles
• Transparent and translucent materials
• Water containers or prisms, if available
• Rulers, tape, scissors and pencils
• Student Lesson 1 diagnostic drawings
• Teacher assessment rubric and camera or tablet

Assessment

• Observe planning discussions, predictions, safety decisions, role participation and use of scientific vocabulary. Check that students identify a source, intended path, changed feature and evidence.
• Assess the sustainable artwork or installation, labelled light-path diagram, explanation and reflection using criteria for science accuracy, inquiry process, evidence, communication and sustainability.
• Compare the post-assessment drawing or concept map with Lesson 1 diagnostic evidence. Note growth in explanations of straight paths, shadows, reflection and refraction.

Differentiation

• Offer individual, paired or team participation with roles such as designer, builder, tester, recorder and presenter. Provide design exemplars, a completed model diagram and planning frames.
• Support diverse learners with a visual word bank, explicit teaching and rehearsal of terms including source, ray, reflect, refract, absorb, transmit and shadow. Use short instructions, read-aloud access, audio recording, minimal-copy templates and oral or scribed assessment options for dyslexic students.
• Allow students to choose materials and communication formats, including a live presentation, recorded explanation, photographs with captions or teacher-scribed response. Provide pre-cut materials, adult support and a reduced diagram template where required.
• Extend advanced learners by requiring a fair test that changes one variable, such as mirror angle or distance from the source. Students can measure brightness or shadow length, repeat trials, graph the result and justify design decisions for a real celebration or community setting.