What Is Light?

Overview

In this first lesson of Light and Colour Explorers, students investigate familiar light sources through a multisensory light hunt. They learn that light is needed to see objects, then sort sources as natural or human-made and communicate their observations through talk, drawing or voice recording.

Learning intentions

• WALT identify light sources.
• WALT explain that light helps us see objects.
• WALT observe, describe and sort light sources.
• WALT follow safe rules when exploring light.

Success criteria

• I can name at least two light sources.
• I can explain that light helps us see.
• I can sort light sources as natural or human-made.
• I can follow light-safety rules.

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: observing, describing, communicating and participating safely in investigations.
• Te Mātaiaho emphasis on making sense of the natural world through experiences, talk and representations.

Lesson structure (45 minutes)

1. 0–5 min · Hook and wonder. Darken the room slightly, place a familiar object where it is difficult to see, then shine a torch on it while displaying the opening light-and-dark image. Ask, “What changed? Why can we see it now?” Students use gestures, partner talk or home-language responses to share ideas.

2. 5–12 min · Make it safe and teach the idea. Use the light-safety and seeing slides to introduce the statement, “Light helps us see objects.” Model never looking directly at the Sun or a bright torch, never shining a torch into someone’s eyes, and keeping cords and lamps safely in place. Students practise the actions: shade eyes, point torch down, and “stop, look, listen”.

3. 12–24 min · Sensory light hunt. In groups of four, students rotate around four supervised stations: a sunny window or outdoor view, a torch, a switched-off and switched-on lamp, and safe glowing objects such as a battery-operated candle or glow stick. At each station, students touch only safe objects, look carefully and describe what they notice using words, gestures or sound effects. They record or draw one observation on the light-hunt observation sheet. The teacher prompts: “What is making the light?” and “What can you see because of the light?”

4. 24–34 min · Sort and explain. Give each group picture/object cards showing examples such as the Sun, stars, torch, lamp, candle and phone screen. Students sort them into natural and human-made light sources, then explain one choice to a partner. Support groups with two choices at a time. Check that students distinguish a light source from an object that is merely visible.

5. 34–40 min · Share thinking. Revisit the sorting and discussion slides. Invite groups to place one card in the class sort and complete the oral frame, “This is a ___ light source. It is ___ because ___.” Discuss that the Sun and stars are natural sources, while torches and lamps are made by people. Reinforce that light must be present for us to see objects clearly.

6. 40–45 min · Review and exit response. Display the final recap and exit-question slide. Students respond individually by drawing or saying one light source, completing “Light helps me see ___”, and demonstrating one safety rule. Collect the light-hunt observation sheet or record oral responses for students who do not write.

Resources

• the light-and-colour explorers introduction deck
• the light-hunt observation sheet
• Torches with fresh batteries
• Desk lamp or classroom lamp
• Battery-operated candle or glow stick
• Picture/object cards for sorting
• Familiar classroom objects to illuminate
• Large-print labels and coloured overlays
• Group baskets or trays
• Optional tablet or audio recorder for voice responses

Assessment

• Listen during the hunt for students naming sources and explaining what the light allows them to see.
• Observe sorting decisions, use of natural and human-made categories, and safe handling of equipment.
• Use the final drawing, oral response or demonstration to check each success criterion; note students needing further support with the distinction between a source and a visible object.

Differentiation

• Provide real objects, tactile cards, gestures, picture labels, short oral instructions and repeated modelling. Use a supportive partner and reduced-choice sorting for students who need it.
• Offer sentence starters: “I can see ___ because ___” and “The light comes from ___.” Accept pointing, signing, drawing, home-language discussion or voice recording instead of writing.
• Use large, uncluttered print, simple high-contrast images, coloured overlays and additional processing time for dyslexic learners. Keep the room comfortably lit and avoid flashing or overly bright lights.
• For EAL learners, pre-teach light, see, source, natural and human-made with actions and pictures. Pair spoken words with consistent visual symbols.

Extension

• Challenge students to classify sources as hot or not hot, explaining why they must never touch or look closely at some sources.
• Ask students to classify sources as natural or artificial and draw a simple diagram showing a light source, an object and their eyes.