Light and Colour Showcase

Overview

In the final lesson of Light and Colour Explorers, students share and explain an idea they have investigated about light, colour or materials. They work in groups of four to demonstrate one phenomenon, listen and respond to classmates, then connect their learning in a class concept map and personal reflection.

Learning intentions

• WALT share what we have discovered about light, colour and materials.
• WALT demonstrate and explain one light or colour idea.
• WALT use observations and science words to communicate our thinking.
• WALT listen, respond and ask questions about others’ demonstrations.

Success criteria

• I can demonstrate one light or colour idea.
• I can use at least two science words.
• I can describe what I observed.
• I can answer a question about my demonstration.

Curriculum links

• Physical Science — testing and describing how materials interact with light.
• Physical Science — identifying materials as opaque, translucent or transparent.
• Physical Science — using diagrams to show how a light source changes shadow length and direction.
• Science practices — observing, investigating, communicating and responding to the world; supports thinking, relating to others, using language, symbols and texts, and participating and contributing.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and introduce. Open with the hook and learning intention slides and show a striking image of a colourful shadow, reflection or kaleidoscope. Remind students that scientists share evidence and ask questions. Students turn and talk about one light or colour idea they remember, then help co-construct the success criteria using gestures and picture prompts.

2. 5–10 min · Choose and plan. Display the demonstration choice and planning slides. Explain that each group of four will choose one: shadow theatre, reflection target, colour mixing, transparent-material sort, bubble observation or kaleidoscope. Give each group a role card: equipment manager, demonstrator, science-word speaker and question helper. Students choose a demonstration, collect equipment and rehearse a simple explanation using the picture-supported showcase planner.

3. 10–25 min · Prepare and rehearse. Model a short explanation: “We observed ____. The light was ____. We used the word ____. We think this happened because ____.” Circulate, check safe equipment use and prompt groups to make a prediction, notice a result and prepare one question for the audience. Students practise their demonstration and explanation, using drawing, pointing, gestures, paired speaking or an audio/video recording where needed.

4. 25–37 min · Showcase. Use the presentation order and audience question slides to manage transitions. Each group has approximately two minutes to demonstrate and one minute for questions; classmates watch, identify a science word and ask or answer one question. Encourage presenters to describe what they observed rather than simply naming the equipment. Applaud careful observations, clear communication and respectful listening.

5. 37–42 min · Build the concept map. Bring students together and revisit the concept-map prompt slide. On a large class chart, add student ideas under light source, materials, colour, shadows and what we observed. Connect ideas with simple arrows, such as “light travels to a material”, “opaque materials block light” and “moving the light changes a shadow”. Students contribute a word, drawing, gesture or example from a group demonstration.

6. 42–45 min · Reflect and share. Students complete the reflection section of the picture-supported showcase planner by drawing or writing what they demonstrated, two science words and one new question. Invite two or three students to share. Collect planners and briefly restate that scientists observe, investigate, communicate and respond to the world.

Resources

• the Light and Colour Showcase slide deck
• the picture-supported showcase planner
• Group equipment for the six demonstration choices
• Role cards with icons
• Torch or lamp and safe shadow-theatre materials
• Mirrors, reflection targets, coloured cellophane, transparent and opaque objects
• Coloured water or paint, bubbles and kaleidoscopes
• Large paper or whiteboard for the class concept map
• Pencils, crayons, glue and optional recording device

Assessment

• During planning and rehearsal, listen for students using accurate words such as light, shadow, reflect, transparent, opaque, translucent, colour and mix. Ask, “What did you observe?” and “How do you know?”
• During the showcase, note whether each student participates in a demonstration, describes an observation and responds to a question. Record evidence through speaking, drawing, pointing, signing or demonstrating.
• Review the reflection planner for one demonstrated idea, at least two science words and a sensible observation or question. Use this to identify students needing further experiences with materials and light.

Differentiation

• Offer choice of demonstration and flexible roles. Provide picture-based planning prompts, role cards, gesture cues and sentence starters: “We noticed…”, “The light…”, “Our material is…”.
• Support EAL learners and students with communication or learning needs through real objects, symbol-supported vocabulary, communication boards, adult scribing, paired speaking and repeated oral rehearsal.
• Provide dyslexia-friendly options: minimal text, large clear print, picture prompts, coloured overlays if used by the student, audio instructions, drawing, pointing or demonstrating as valid evidence.
• For students requiring reduced sensory or motor demands, offer a quieter presentation space, a buddy, pre-prepared materials and a non-verbal presentation option. Extend confident learners by asking them to combine two ideas and explain a prediction, result and possible next question.

Extension

• Combine two demonstrations, such as moving a light source while comparing transparent and opaque materials.
• Explain a prediction before testing, describe the result using evidence and suggest a question for a future investigation.
• Add a labelled diagram showing the light source, material, shadow, reflection or colour change.