Light and Refraction

Overview

This 60-minute lesson will explore how light travels and introduces the concept of refraction through visual and hands-on learning, including a simple experiment. It is aimed at Year 2 students aged 6–7, closely following the relevant goals in the National Curriculum for England (Science Programme of Study: “Plants,” Year 2, but with developmentally appropriate science concepts regarding light derived from Year 3 & 4 objectives adapted for younger learners). The lesson includes adaptations to scaffold understanding for all learners.

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National Curriculum Links

Science Programme of Study – Key Stage 1 (Year 2):

• Working Scientifically: Ask simple questions and recognise that they can be answered in different ways.
• Pupils should use their observations and ideas to suggest answers to questions.
• Pupils should experience and observe phenomena, looking closely at changes.

Although light is more explicitly covered in KS2, introducing basic concepts of light’s behaviour ties into early scientific enquiry skills and simple observation of natural phenomena, which Year 2 pupils are encouraged to develop.

Cross-curricular links:

• English: Using descriptive language to explain what they see.
• Maths: Measuring length and time during the experiment.

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Describe how light travels in a straight line (simple explanation).
2. Observe and describe the effect of refraction when light passes through water.
3. Use simple scientific vocabulary: light, straight, bend, water, refraction.
4. Ask questions and make predictions about light behaviour.
5. Communicate findings orally and through drawing.

Assessment for Learning:

• Teacher questioning during the experiment and discussion.
• Pupils’ verbal explanations and drawings of the experiment.
• Observation of participation and engagement with tasks.

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Resources Needed

• Transparent rectangular plastic containers or glasses (one per group of 4 students).
• Clear water.
• Pencil or straw for each container.
• Torch or lamp (optional, for stronger light demonstration).
• White paper or card to use as background.
• Worksheets for drawing observations (simplified for Year 2).
• Vocabulary flashcards: Light, Straight, Bend, Water, Refraction.

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Lesson Breakdown (60 minutes)

Starter (10 minutes)

1. Engage curiosity:
   • Show pupils a torch or demonstrate a beam of light in a darkened room. Ask, “How do you think light moves?”
   • Teacher models a simple explanation: “Light travels in a straight line.”
2. Question and predict:
   • Pose the question: “What do you think will happen if we put a pencil in water? Will it look the same or different?”
   • Collect a few pupil predictions, noting their ideas visibly on the board or chart.

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Main Activity (35 minutes)

Part 1: Demonstration and Exploration (15 minutes)

• Pupils work in groups of 4 (six groups total for 24 students). Each group has the materials.
• Task: Place a pencil (or straw) in the filled water container and observe.
• Prompt students to look carefully from the side and describe what they see. They should note that the pencil appears bent or broken where it enters the water.
• Use guided questioning:
  • “Can you see where the pencil looks bent?”
  • “Why do you think it looks like this?”
  • Introduce the term refraction and explain in simple terms: “Refraction means light changes direction when it travels from air into water.”
• Show vocabulary flashcards, repeat terms together.

Part 2: Drawing and Explaining (20 minutes)

• Pupils draw the pencil in water as they see it — one drawing of the pencil outside the water and another showing the bent image inside the water.
• Encourage use of the vocabulary words (teacher scribing or vocabulary mats for support).
• Pupils share their drawings with their group and explain what they noticed and learnt.

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Plenary (10 minutes)

• Groups share one interesting observation about light bending or travelling straight.
• Review learning objectives orally. E.g.
  • “Can someone explain how light travels?”
  • “What happened to the pencil in the water?”
• Reinforce use of vocabulary.

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Adaptations and Support for Diverse Learners

Learner Need	Adaptation
Some pupils working below Year 2 level	Use simpler language with visual supports (e.g. matching picture cards). Focus on “light travels straight” and “pencil looks bent.” Use physical modelling with string to show straight lines.
English as Additional Language (EAL)	Provide vocabulary flashcards and picture prompts. Use gestures and modelling to support understanding. Pair EAL pupils with supportive peers.
Pupils with attention difficulties	Use small group setting; frequent praise and encouragement. Provide hands-on roles during experiment to keep engagement high.
Pupils with fine motor difficulties	Allow scribing support for drawing or use pre-drawn outlines to colour and label.
Higher ability pupils (stretch)	Challenge pupils to think of other examples where light bends (e.g. binoculars, glasses). Introduce light passing through prisms if resources allow.

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Extension Ideas

• Take the experiment outdoors on a sunny day: use shadows and observe straight-line travel of light from the sun.
• Introduce simple mirrors for pupils to observe reflection differences.
• Use coloured water to deepen the effect and discussion of light’s path.

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Teacher’s Notes

• Safety: Ensure pupils handle containers carefully to avoid spills.
• Encourage scientific language gently—praise attempts at using new words.
• Be prepared to scaffold explanations with concrete examples (e.g., straws for straight lines).
• Use lots of praise and positive reinforcement to build confidence talking about science.

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This lesson provides an interactive and accessible way to spark Year 2 children’s curiosity about light, linked carefully to National Curriculum aims for working scientifically and observational skills, while laying foundations for more complex ideas in later years.