Light, Reflection and Appearance

Overview

In this first lesson of the two-part unit Moonlight and Moon Phases, students investigate where light comes from and why the Moon appears bright. They use a simple Sun–Moon–Earth model to observe light, reflection and shadow, building a foundation for learning about phases in the next lesson.

Learning intentions

• WALT identify objects that make their own light.
• WALT explain that the Moon reflects light from the Sun.
• WALT use a model to explain why we see the Moon.
• WALT use evidence from an investigation to develop and revise an idea.

Success criteria

• I can name the Sun as a light source.
• I can explain reflected light in my own words.
• I can use a model to show sunlight travelling from the Sun to the Moon and then to Earth.
• I can explain that the Moon does not change shape or make its own light.

Curriculum links

• Science — Physical Science: Light and shadow; the Sun is a source of light and the Moon reflects light from the Sun.
• Science — Physical Science: light is needed for people to see objects, and shadows form when objects block light.
• Science capabilities: observing, asking questions, predicting, recording observations and using evidence to explain.
• Te Mātaiaho learning dispositions: communicating ideas, working collaboratively and showing care in the safe use of equipment.

Lesson structure (40 minutes)

1. 0–5 min · Hook and wonder. Teacher displays the Moon image in the Moon hook slide and asks, “What do you notice? How do you think it gets light?” Record all ideas without correcting them immediately. Students think independently, share with a partner and contribute observations or questions.

2. 5–10 min · Vocabulary and sorting. Teacher uses the vocabulary slides to explain: a light source makes its own light; reflected light bounces off something; a shadow is a darker area made when an object blocks light. On chart paper, create two headings: “makes light” and “does not make light but reflects light”. Students help sort the examples Sun, torch, candle, Moon, mirror and white paper, explaining one choice.

3. 10–22 min · Group investigation. Teacher briefly shows the instructions and safety reminders in the investigation slides, then places students in groups of four with a lamp or strong LED torch and a white ball on a stick. Distribute the prediction and observation sheet. Students predict what they will see as the ball moves around the light, then observe and draw the lit and shadowed parts from the observer’s position. They record one sentence, such as, “The light shines on the ball and some light bounces towards my eyes.” Roles are light holder, ball mover, observer and recorder; rotate if time allows.

Keep leads secured, use cool LED equipment where possible, never shine a torch into eyes or look directly into a bright beam, and supervise balls and sticks. Avoid dark-room trips and do not use the Sun as a torch source.

4. 22–30 min · Teacher modelling and discussion. Teacher uses the model and the diagram in the modelling slides. Place the ball between the light and an observer, then move it to the side. Ask, “Is the ball changing shape, or are we seeing different amounts of its lit side?” Students use their hands or worksheet diagrams to show the light path. Establish the key idea: the Moon is round, its Sun-facing side is lit, and from Earth we see different amounts of that lit side. The Moon appears bright because sunlight reflects from its surface into our eyes.

5. 30–35 min · Address misconceptions. Teacher revisits the class ideas from the hook and asks groups to use evidence from their model to agree, disagree or revise an idea. Students explain why the Moon is not a light source, why it does not produce “moonlight”, why the Moon is not changing shape and why the Sun is not a night-time light. Invite respectful observations of the Moon from students’ whānau or local environment, and introduce maramataka as a Māori knowledge system that observes and names patterns of the Moon and environment without assigning particular meanings to phases.

6. 35–40 min · Exit check. Teacher displays the final prompt in the plenary slide and students complete the final section of the Moon explanation and exit response: “The Moon appears bright because…” They draw arrows showing sunlight travelling from Sun to Moon to Earth. Invite two or three students to share and ask the class to check whether each arrow and explanation matches the model.

Resources

• the Light, Reflection and Appearance slide deck
• the prediction and observation sheet
• Lamp or strong cool LED torch
• White balls or polystyrene balls on sticks
• Chart paper and markers
• Pencils and classroom tables for group work
• Optional darkened area, while keeping movement and supervision safe

Assessment

• Listen during sorting and discussion for accurate use of “light source”, “reflect” and “shadow”.
• Check prediction/observation sheets for a sensible prediction, a labelled drawing showing lit and shadowed areas, and an evidence-based sentence.
• Use the exit response to identify students who still think the Moon makes its own light; revisit these students’ explanations with the model before the next lesson.

Differentiation

• Provide labelled Sun–Moon–Earth diagrams, picture vocabulary and sentence frames: “The Sun is a ___”; “The Moon reflects ___”; “I know because ___”.
• Use mixed-ability groups and allow students to demonstrate understanding orally, through drawing, or by physically positioning the model.
• Support EAL learners with gestures, repeated modelling, partner rehearsal and home-language discussion where appropriate.
• Challenge students to explain why the dark side of the Moon is not visible from some viewpoints, using the words “light source”, “reflected light” and “shadow”.