Advisory Service Kent
Plans
Area of Science: Light - Shadows - Cycle A – Lower Key Stage 2 (Revised 2009)
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Preparation
As this unit or work will focus mainly on
developing children’s understanding of
shadows they will need to have access
to good torches. Many of these
activities can go a bit flat if the torches
are not bright enough.
Elicitation task – What do you Light sort card
already know about ‘light’ KS2 PowerPoint
The children sort the statements
from ‘Light sort cards KS2’
PowerPoint into ones they strongly
agree with, strongly disagree with,
and unsure.
Each group could place their cards in
three named envelopes.
Alternatively collect children thoughts
as a class and pit them on display.
This could be a working wall that can
be developed over time.
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Exploration – Where are
To know how to Where can shadows be shadows? What makes a shadow? Greaseproof AF2 – Can group
make shadows. found? paper materials on the basis
of useful properties.
To be able to Are all shadows the Take the children outside on
(level 2)
explain what same? ‘Shadow Hunt’– record different
happens to make shadows. Ask the children to make a Can demonstrate how
a shadow. Is it always easy to record of shapes, sizes, and the to block light with some
work out what the darkness of the shadows this they materials (level 2)
object is just by looking can do by comparing the shadow to
at its shadow? Why? number of layers of greaseproof Can explain that a
paper) shadow is produced
when the light is
When inside children can make their blocked (level 3)
own shadows using torches. Can explain why
Allow children to use spaghetti to shadows show shape
model what happens to the light but not other details of
when it meets an opaque object. an object (level 4)
The children can draw some of the Knows that light travels
objects, the direction of the light from (level 3)
the torch and the resulting shadow. Know that many
They can add an explanation as to transparent materials
how the shadow is formed. can produce faint
shadows (level 4)
You can use the ’Mystery Shadows’
PowerPoint to find out what they
think the object is and where it is in
relation to the shadow.
Hazard and risk –
To know whether Does light pass Exploration – How much light Data loggers
AF4 – Can make valid don not look
all objects block through any objects? passes through different objects?
light. A selection of measurements using directly at the Sun.
Which types of Allow children an opportunity to objects/materials non-standard units
materials are very good explore with the data loggers inside that are (e.g. grading how much
at blocking light? transparent, light passed through by
and outside. They can find out where
translucent and using number of stars)
there is the most and least amounts of
opaque. (level 2)
light.
AF4 - Can make
accurate whole number
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Children could then try to find out how measurements (level 3)
PVA glue
much light will pass through different Know that light travels
materials. They will have to think about Food colouring through some materials
how they will reduce the amount of and is blocked by
interfering light. It could be that make a Plastic cups
others. (level 3)
hole in the end of a show box in which String
to shine their torch. In the other end of Can use the terms’
the show box is a small hole against Acetate sheets transparent, translucent
which the sensor from the data logger and opaque’
is placed. The material/object can be appropriately. (level 4)
placed within the box.
Children can record their results in a
table. The light sensors are often very
sensitive and they might gather a
range of data – this they can use to
challenge the reliability of their results.
Encourage children to explain what
has happened to the light – i.e. some
passes through the object/material and
some bounces off. Children will need
to be using terms- ‘transparent’,
‘translucent’ and ‘opaque’.
Design and make stain glass
windows
http://www.citv.co.uk/static/thebigbang/
ser56/show10item6.html
AF3 – Can use
To know what How do you think your Exploration – Making different Shoe boxes
appropriate forms of
happens to shadow would change lengths of shadows.
shadows as the if you were to Torches language to describe
their own ideas. (level
object changes approach, walk under, Challenge children to model what Plascticene 2)
position and and then pass a street happens to the length of shadow of a
person as they approach a street lamp, AF3 – Can use
describe this lamp at night?
walk under it and then walk further scientific forms of
using some
away. They might be able to do this language when
scientific terms.
with a shoe box, by shining their torch communicating simple
scientific phenomena.
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
(the street light) through a hole in the (level 3)
lid. A Plasticene person could pass Can give simple
through the box; going under the explanations to
‘lamp’. observations made.
The children might record their findings (level 3)
itch a series of pictures and Know that shadows
statements. show shape but not
The video ‘Where do light and other features of the
shadows come from?’ from objects. (level 4)
www.bbc.co.uk/learningzone/clips
clearly shows what does happen in this Know that the relative
scenario. Thus, this will be worthwhile positions of source
viewing after children have offered object and shadow.
their own explanations. (level 4)
.To know/explain Pattern- seeking – How does the Metre rulers or
Do the shadows length of a shadow change during a AF5 – Can report what
what happens to measuring tapes
outside ever change? happened in their
shadows during a day? Graph paper
investigation. (level 2)
sunny day. When would you
To be able to expect to see the Children could help to plan their own AF5 – Can identify
identify patterns longest shadows? investigation to find out how the length straightforward patterns
in results. of the shadow (e.g. of a rounder’s pole) in observations
changes over the course of a day. presented in various
All children could record their results in forms, including tables.
a table. With help, some of the children (level 3)
could represent this information by AF5 – Can identify
using a line graph. patterns in data
presented in various
formats, including line
graphs. (level 4)
Can identify changes
that occur in shadows
throughout the day
(level 3)
Can explain how the
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
length of the shadow is
related to the position
of the Sun (level 4)
Knows that the shape
of the shadow is
determined by the
shape of the object.
(level 4)
Can record findings in
a range of ways. (level
3)
Can represent data on
a line graph (level 5)
This investigation
To know why we Problem solve/Pattern seeking – Cardboard cut AF3 – Can work
How could we find out definitely requires
work together on How does the size of a shadow out together on an
how the size of the quite powerful
some
shadow changes when
change when the object moves White screen investigation and torches. Also, try to
investigations. nearer to the light sources? (e.g. plain A4 recognise someone
we change the cut out as much
stuck to bottom else’s contribution.
To be able to distance between the
Hooks – One possible way in is to (level 2)
interfering light as
object and the light of box) possible – i.e. class
provide a simple create a scenario where Batman wants Torch
explanation source? AF3 – Can identify lights and IWB off
related to a
to create larger shadow of his bat sign. Ruler simple advantages of and curtains drawn.
However he doesn’t know whether to
pattern of results. bring the bat shape nearer to or further working together on
investigations. (level 3)
To be able to away from his powerful lamp.
describe the Can recognise why it is
relationship important to collect
between the size Provide children with a torch, a white data to investigate
of an object’s screen (e.g. bottom of a box with a ideas. (level 3)
shadow and its piece of plain A4 stuck to it), an
distance from the object (e.g. a cardboard cut out of Can provide
light source. the bat sign) and a ruler. explanations for
observations and
Can they devise their own simple patterns
investigation to find out what (level 3)
happens to the size of the object’s
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
shadow when we change the Can communicate in a
distance between it and the light scientific way what was
source? found out (level 3)
The children can record their results
in a table and a bar graph. Can describe the
relationship between
the size of the shadow
and the distance
between the light
source and an object.
(level 5)
To be able to How can you use the Design and technology Sticks
recognise that Sun to tell the time?
Problem-solving – Making a shadow Card AF1 – Can identify
series of
clock Pens, etc changes in simple
measurements What do you already Protractor phenomena. (level
need to be made know about telling the Challenge children to make their own Compass 3)
in order to make time by use of the
shadow clock. Atlas Know that light
an enquiry Sun? This can be done as follows: travels through
reliable.
Cut two rectangles of card 15cm X some materials and
How will you test your 30 cm. Look up your latitude in an is blocked by others.
To be able to give device? atlas. On the bottom corner of one (level 3)
reasons why they piece of card mark this angle and Know that the
would make How will you know if draw a line across the card – cut relative positions of
improvements to your timer is any good? along this line. Draw a semi-circle on source, object and
a piece of the other piece of card, with the shadow (level 4)
enquiry. centre half way along one of the http://www.bbc.c
edges. Fix the triangle to this base. o.uk/norfolk/kids/
On a sunny day take the sundial summer_activitie
outdoors. Use a compass to find s/make_sundial.s
north and point the lower end of the html
triangle that way. Every hour make a
mark to show where the shadow of
the triangle falls across the semi
circle on the base.
Design and make some special
effects with light:
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
http://www.citv.co.uk/static/thebigban
g/show12item2.html
Making pictures on photographic
paper:
http://www.citv.co.uk/static/thebigban
g/ser56/show11item4.html
Make your own lamp:
http://www.citv.co.uk/static/thebigban
g/ser56/show13item4.html