Light Travels

Overview

In this second lesson of Light and Colour Explorers, students investigate the idea that light travels from a source to our eyes. Through movement, prediction and hands-on testing, they explore whether light can travel around a corner or through holes that are not aligned.

Learning intentions

• WALT investigate how light travels from a source to our eyes.
• WALT make a prediction and test it fairly.
• WALT observe, talk about and record what happens.
• WALT use a simple model to show the pathway of light.

Success criteria

• I can show that light travels in a straight line.
• I can make a prediction before I test.
• I can describe what I observed.
• I can draw or show the pathway from the light source to my eyes.

Curriculum links

• Physical Science — Light and shadow: light is needed for humans to see objects.
• Physical Science — Light and shadow: testing and describing how materials interact with light.
• Science capabilities: participating and contributing; observing, describing and communicating evidence.
• Key competencies: thinking; managing self; relating to others.

Lesson structure (45 minutes)

1. 0–5 min · Hook and revisit. Display the opening question and light-source image and ask, “How does light get from a torch to our eyes?” Briefly revisit that we need light to see objects. Students turn and talk, then share ideas using the sentence frame, “I think light…”.

2. 5–10 min · Movement model. Use the ray-of-light movement instructions to assign roles: one student is the light source, one is an eye, and several students are light rays. Students walk in straight lines from the “source” to the “eye”; repeat with the eye moved and with a pretend corner. Discuss: “Can our light rays bend around the corner by themselves?” Students show straight travel with their arms or bodies and explain what happened.

3. 10–15 min · Teacher demonstration and prediction. Show a torch, three cardboard pieces with holes and a simple viewer. Shine the torch through aligned holes, then move one piece slightly to the side. Demonstrate safe torch use and model a prediction: “I predict the light will not reach the eye when the holes are out of line because…”. Students make a thumbs-up prediction for aligned holes and a sideways or down prediction for misaligned holes. Open the light pathway investigation sheet and model drawing the source, holes and eye.

4. 15–30 min · Group investigation. Place students in groups of four with a torch, cardboard tubes or hole cards, and a simple viewer. Assign roles: torch holder, hole arranger, observer and recorder; rotate once if time allows. Students first test aligned holes, then move one hole to the side or turn a tube around a corner. They record or dictate a prediction, what they did and what they observed on the investigation recording page. Prompt with, “What changed?” and “Could you see the light? Why do you think so?” Circulate and check that torches are never shone into eyes.

5. 30–38 min · Compare and communicate. Groups show one setup to another group and explain their result. Display the compare-and-explain prompts. Build a class statement: “Light travels in a straight line from a source. It can reach our eyes when the pathway is clear and the holes are lined up.” Students draw arrows on their worksheet from the torch to the eye and orally rehearse, “I noticed…”.

6. 38–45 min · Plenary and exit check. Return to the final recap and exit question: “Why did the light stop when one hole moved?” Students complete the final picture or sentence on the exit reflection box, with drawing, labels or oral response. Invite several students to share their evidence and restate the WALT together.

Resources

• Torches, one per group where possible
• Cardboard tubes and three-hole cardboard pieces per group
• Simple viewers or folded card viewing tubes
• Light Travels teaching deck
• Light Travels investigation worksheet
• Masking tape, pencils and crayons
• Floor space for the movement model
• Visual step cards showing predict, test, observe and record

Assessment

• Listen during the movement model and partner talk for the idea that light travels in a straight line from a source to an eye.
• During group work, check whether students make a prediction, align or misalign the holes deliberately, and describe the evidence they observe.
• Use the final worksheet response as an exit check: students should show or explain that aligned holes allow light to travel to the eye, while a corner or misaligned holes interrupt the pathway.

Differentiation

• Support: Demonstrate each step before group work. Provide pre-cut and pre-punched materials, visual step cards, symbols for light source and eye, reduced choices, and adult or peer support. Use sentence frames such as “I predict…”, “I noticed…” and “The light did/did not…”.
• Communication and dyslexia-friendly options: Use large, uncluttered print, clear sans-serif text, strong contrast and pictures alongside words. Allow oral rehearsal, partner talk, drawing, pointing or a scribed observation instead of independent writing.
• EAL learners: Pre-teach and gesture the words light, source, eye, straight, hole, aligned and corner. Pair students strategically and accept home-language discussion before sharing in English.
• Sensory and safety needs: Offer a quieter observation role, avoid flashing or shining torches towards faces, and provide a clear space for movement. Check that students can see the demonstration before beginning.

Extension

• Test different numbers of holes or different hole shapes and decide which arrangements allow the light through.
• Draw and label the complete pathway from the torch to the eye, including arrows, then explain why the pathway stops when a hole is moved.