Prisms and Colour

Overview

This lesson is the second in a 6-lesson unit, Illuminating Art and Science, designed for Year 6 students. It integrates scientific principles of light refraction with artistic observation and documentation. Children will explore how prisms create a spectrum of colours, developing observational and sketching skills while reinforcing concepts of light and colour in the National Curriculum.

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National Curriculum Links

Art and Design

• Identify and draw upon different influences (Art and Design, KS2)
• Use a range of techniques to record observations (Fine art skills; drawing) (Art and Design, KS2)
• Experiment with colour, using colour to express ideas and feelings (Art and Design, KS2)

Science

• Light: recognise that light appears to travel in straight lines (Year 6 Science - Light)
• Understand how light is refracted through different media (Year 6 Science - Light)
• Use scientific enquiries to observe and record carefully (Working Scientifically)

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Learning Objectives

By the end of this lesson, pupils will:

• Understand how prisms refract light to create the visible spectrum
• Identify and name the main colours of the spectrum (red, orange, yellow, green, blue, indigo, violet)
• Accurately observe and sketch the light spectrum produced through prisms
• Record observations with notes explaining the scientific process of refraction
• Collaborate to conduct simple experiments and discuss findings

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Success Criteria

Students can:

• Explain, using their own words, how a prism refracts light
• Identify and order the seven colours of the spectrum correctly
• Produce labelled sketches of the spectrum observed through a prism
• Work collaboratively and follow colour-coded instructions independently

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Resources

• Transparent plastic or glass prisms (1 per pair)
• White paper or sketchbooks
• Coloured pencils or crayons (at least 7 colours)
• Lamps or torches (strong light source)
• Colour-coded instruction sheets (dyslexia-friendly font and layout)
• Clipboards or hard drawing boards

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Lesson Structure (45 minutes)

1. Introduction and Context (5 minutes)

• Brief recap of Lesson 1 (Light and Shadows) to connect prior learning.
• Discuss the question: “What happens when light passes through a prism?”
• Show students a live demonstration with a prism and torch to spark curiosity.
• Highlight that they will be scientists and artists today.

2. Explanation and Instructions (5 minutes)

• Hand out dyslexia-friendly, colour-coded instruction sheets explaining:
  • How to hold the prism
  • Where to shine the light
  • What to observe (the splitting of light into colours)
• Go through instructions verbally and visually, reinforcing key steps in different colours.
• Emphasise using care and teamwork in pairs.

3. Experimentation and Observation (20 minutes)

• Pairs use prisms and torches to observe refracted light on white paper.
• Students closely observe the spectrum formed.
• They sketch the light spectrum with labels, using coloured pencils to replicate the colours accurately.
• Encourage adding quick notes about what they notice (e.g., “Light bends and splits,” “Red is on the outer edge”).
• The teacher circulates, asking questions to prompt deeper thinking and checking understanding.

4. Group Discussion and Sharing (8 minutes)

• Bring the class together to discuss findings and compare sketches.
• Use questions like:
  • “Which colour do you see first? Last?”
  • “Can you explain why light splits into colours?”
• Revisit the success criteria and encourage pupils to self-assess whether they met them.

5. Plenary & Extension Introduction (7 minutes)

• Summarise the key learning points about prisms and the colour spectrum.
• Introduce the extension: “If you finish early at home or next lesson, you can create a colour wheel using these seven spectrum colours to explore colour relationships and blending.”
• Collect materials and encourage reflection on what was enjoyable or challenging.

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Differentiation

Learner Type	Strategies
Visual Learners	Colour-coded instruction sheets; clear visual demonstrations
EYFS-Foundation spelling/reading challenges	Dyslexia-friendly fonts; verbal explanations repeated; paired support
More Able Learners	Challenge to explain the science behind refraction in own words; create colour wheel extension
Less Confident Learners	Hand-over-hand support when sketching; paired with more confident partner; focus on observation rather than labelling

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Assessment

• Formative observation during paired experiments: ability to conduct experiment and observe outcomes
• Review of sketchbooks for accuracy of spectrum depiction and correct labelling
• Informal oral questioning during group discussion to check understanding of light refraction and colour order

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Dyslexia-Friendly Reading and Writing Support

• Use sans-serif fonts like Arial or Comic Sans on all handouts
• Colour-code key terms matching the colour spectrum (e.g., “Red” in red text)
• Provide instructions in short, clear sentences with bullet points
• Use icons or pictorial prompts (e.g., a light ray icon for “shine light” step)
• Allow verbal responses or drawings instead of extended writing

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Teacher Notes / Tips

• Experiment with ambient light for best prism visibility—dim classroom lights if possible.
• Consider using lamps rather than torches for stronger, more consistent beams.
• Prioritise student safety when handling glass prisms—alternatively use plastic prisms.
• Reinforce scientific vocabulary gently, linking to art terms like “spectrum,” “blend,” and “shade.”
• Encourage curiosity and wonder to maintain engagement in the intersection of science and art.

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This lesson blends scientific enquiry with artistic observation perfectly aligned to the National Curriculum for KS2, enabling pupils to develop transferable skills in both subjects. It is designed to be accessible, engaging, and differentiated, ensuring all Year 6 learners achieve success with room to excel.