Bouncing Light

Overview

In lesson 5 of 10 in Light and Colour Explorers, students investigate reflection through playful, hands-on exploration. They observe how light behaves on shiny and dull surfaces, then use a mirror to change the direction of torch light.

Learning intentions

• WALT investigate how light reflects.
• WALT compare shiny and dull surfaces.
• WALT use a mirror to change the direction of light.
• WALT describe what we observe using science words.

Success criteria

• I can identify a reflection.
• I can describe a shiny surface as reflecting light.
• I can use a mirror to change the direction of light.
• I can tell someone what I observed.

Curriculum links

• Physical Science — Light and shadow: testing and describing how materials interact with light.
• Physical Science — Light and shadow: identifying when light is reflected, scattered or absorbed.
• Science capability: gather and interpret information by observing, comparing and describing.
• Te Mātaiaho learning-focused culture: communicate ideas and listen to others during shared investigation.

Lesson structure (45 minutes)

1. 0–5 min · Hook and revisit. Open with the hook and reflection images and shine a torch onto a mirror, taking care not to point it at anyone’s eyes. Ask, “Where did the light go?” Students turn and talk, share ideas, and use their hands to show light bouncing.

2. 5–10 min · Teach the key idea. Use the light-bouncing teaching slides to model that light travels from a source, such as a torch, and can bounce off a shiny surface; introduce reflection, reflect, shiny and dull. Students watch a mirror demonstration and repeat an oral sentence starter: “The light reflected off the ___.”

3. 10–15 min · Model the investigation. Demonstrate the safe equipment and roles: one student holds the torch, one holds the surface, and both students observe and take turns. Model aiming the torch at a paper target, then changing the mirror angle to “bounce” the light onto it. Students predict which surfaces will make the clearest reflection. Remind students never to shine torches into eyes and to handle water carefully.

4. 15–30 min · Paired reflection stations. Set up five stations with unbreakable mirrors, shiny foil, metal spoons, a shallow tray of water and reflective clothing, alongside dull card or fabric for comparison. Pairs rotate or explore two to three stations, using the torch and target. They touch and compare shiny and dull samples, look for reflections, and describe whether the light is clear, scattered or difficult to see. Distribute the icon-supported reflection recording sheet for students to draw or mark what they notice. The teacher circulates, asks “What is the light doing?” and records useful observations.

5. 30–38 min · Mirror challenge and share. Return to the investigation challenge and discussion slides. Pairs try to use a mirror to bounce torch light onto a target without moving the target. Students swap roles, then explain what happened using “I changed the mirror by…” or “The light bounced…”. Invite two or three pairs to demonstrate and compare their methods.

6. 38–45 min · Plenary and assessment. Show the final reflection and review slides and revisit the WALT and success criteria. Students show a thumbs-up, sideways or down for each criterion, then orally complete: “A reflection is…”, “A shiny surface…”, and “A mirror can…”. Collect worksheets and listen for accurate use of reflect and shiny.

Resources

• the complete Bouncing Light slide deck
• the icon-supported reflection recording sheet
• Child-safe torches
• Unbreakable mirrors
• Shiny foil and dull card or fabric
• Metal spoons and reflective clothing
• Shallow trays of water
• Paper targets and masking tape
• Cleaning cloths and a floor towel

Assessment

• During the demonstration, ask students to predict where the light will go and explain their thinking.
• Observe paired work for safe torch use, turn-taking, identification of shiny surfaces and attempts to change light direction with a mirror.
• Use the recording sheet, student explanations and the final oral sentence starters as evidence of understanding. Note students who need further support with reflection, shiny or dull.

Differentiation

• Use safe, unbreakable mirrors, paired exploration and clear roles: torch holder, surface holder, observer and turn-taker. Swap roles halfway through.
• Provide tactile shiny and dull samples, real demonstrations and an icon-supported recording sheet. Students may draw, circle, point or dictate observations rather than write.
• Offer oral sentence starters: “I can see…”, “The light bounced off…”, “The mirror changed the light by…”. Pre-teach vocabulary with gestures and picture cues.
• Use high-contrast print, a clear sans-serif font, short instructions and generous spacing for dyslexia-friendly access. Seat students where they can clearly see demonstrations, and provide adult or peer scribing when needed.
• For students ready for more challenge, invite them to create a simple mirror maze or test which surface reflects most clearly, keeping the torch, target and distance as consistent as possible.

Extension

• Design a simple mirror maze that makes the light bounce around two or more obstacles before reaching the target.
• Compare two surfaces and explain which gives the clearest reflection and what evidence supports the choice.