elec. sean - psd - light - discover primary · pdf file2.3 background information on light 7...

Primary Science Day 2003

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Theme - LightContents

Page

1. Introduction 2

2. Supporting Information 3

2.1 How to use this pack 3

2.2 Light in the primary science curriculum 4

2.3 Background information on light 7

2.4 Children’s ideas about light 7

2.5 Equipment for light 8

2.6 Glossary of light terms 9

3. Sample lesson plans 10

3.1 Infants 10

3.2 First and second classes 12

3.3 Third and fourth classes 14

3.4 Fifth and sixth classes 16

4. Follow-up activities 19

5. References 24

6. Evaluation form 25


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1. Introduction

Primary Science Day is an initiative of the Science Technology and Innovation Awareness

Programme. It is supported by the Department of Education and Science and the INTO. It

is a day when primary schools are invited to spend some time on science. This year

Primary Science Day is on Tuesday 11 November and light is the theme.

Schools are asked to do a science lesson on the day. Each school receives a pack with

sample lessons for each class level and some equipment to do the lessons. The pack

includes background information and suggests follow-up activities and references to

support teachers. The lessons are based on the SESE: Science curriculum. This initiative

supports the work of the Primary Curriculum Support Programme of the Department of

Education and Science.

This is the third national Primary Science Day. In 2001, all primary schools received a

pack with a teacher's booklet and colourful magnets for use with all the classes. On

Primary Science Day the response was marvellous. Children throughout the country used

the magnets and explored magnetism. There was a similar response in 2002 to the Primary

Science Day pack on electricity. In their evaluations the schools suggested the theme of

light for this year.


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2. Supporting information2.1 How to use this pack

Each school receives a pack that consists of:

A teacher's booklet

Equipment for the light activities

The booklet contains information on light in the curriculum, background informationon light and the equipment supplied; sample lesson plans for one complete lesson ateach class level and follow-up activities on the topic of light. You will need someadditional materials that are already in the school. Each lesson takes about fortyminutes.

The lessons are starting points for the children’s investigation of light. They have beendeveloped from the suggestions in Approaches to learning about light in the SESE:Science Teacher Guidelines pp 86-91 (as Gaeilge leathanach 90). The worksheetssupport the children’s recording of their initial observations and investigations.Encourage the children to develop and investigate their own questions about light.

Using the pack

The following are some suggestions for using this pack:

copy the booklet for each member of staff

decide which classes will undertake the activities. Some of the activitiesdeveloped for the junior classes may be useful as an introduction to light for thesenior classes.

copy the Teacher’s Notes and Worksheets for the classes

before undertaking the work in class check the equipment and the activities. See section 2.5 for further details.

timetable the materials on the chosen day

review the activities and fill in the evaluation form. The children's work could bedisplayed in their classrooms or throughout the school.

send the evaluation form to Forfás.

Any classes that cannot use the pack on the suggested day could use it at anothertime. The pack is for use on Primary Science Day and is also a permanent resource forschools.


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2.2 Light in the primary science curriculum

Science in the primary school curriculum aims to introduce children (from Infants toSixth class) to the wonder of science, to develop a lasting interest in science and toprovide opportunities for children to work scientifically. Learning science shouldstimulate curiosity and be fun. The curriculum for science aims to develop children’sskills and their understanding of science concepts. There are four content strands:Living things, Energy and forces, Materials and Environmental awareness and care.Children are encouraged to develop the skills of working scientifically and designingand making. The approach to science is to start from the children’s ideas and to workin an active and collaborative way to investigate the world in which we live.

Light in the curriculum

Children live with light every day. Light is fundamental to our daily life. Living thingsneed light. Plants use light to make food. We need light to see. Light is needed tomake our environments comfortable. Electricity is used to provide light at home, inschools at work and on the street.

Light is one of the strand units in Energy and forces (see pages 25, 43, 63 and 85SESE: Science Curriculum). In infant classes children are encouraged to becomeaware of aspects of light such as night and day, shadows and colour. As they becomeolder children are enabled to recognise sources of light, that light is needed in order tosee and they begin to investigate the relationship between light and materials. Thedanger of looking directly at the sun is stressed. In third and fourth classes childreninvestigate light further; they break white light into the colours of the spectrum anddiscover how it interacts with different materials. They investigate how light bounces(is reflected) from mirrors and shiny surfaces. In the older classes children learn aboutlight energy and become aware of the dangers of excessive sunlight. They investigatethe reflection of light and start to investigate what happens when light travels throughtransparent materials. Children can make light shades, parasols, model periscopes andtelescopes. This is great fun. Through the Light strand unit children become aware ofthe importance of sight, the dangers of looking directly into the sun and the need toprotect themselves from excessive sunlight. They begin to understand the role ofsunlight in photosynthesis and to appreciate the role of the sun in the cycle of nature.

The SESE: Science Teacher Guidelines suggest how to approach learning about lighton page 86 (as Gaeilge leathanach 90). There is one exemplar (page 90) on light andshadows for infants and junior classes.

Prim

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Light in the Primary Science Curriculum

Skill Development

The lessons and follow-up activities in the pack develop the skills of working scientifically and designing and making.

Content Strand Infants First and Second class Third and Fourth class Fifth and Sixth class

Energy and Forces The child should The child should be The child should be The child should be be enabled to enabled to enabled to enabled to

Light• identify and name

different colours

• sort objects intosets according tocolour

• observe colours inthe localenvironment

at school, in thehome, in thestreet, in animaland plant life

• explore dark andbright colours andbecome aware ofdifferent shadesof colour,

colour tables,coloured light

• discussdifferencesbetween day andnight, light andshade

• explore howshadows areformed

• recognise that light comesfrom different sources

• recognise that light isneeded in order to see

• investigate therelationship between lightand materials

sort materials accordingto whether or not theyallow light through(transparent/opaque)explore materials that donot allow light to passthrough (opaque) andthus form shadowsdesign and make a modelglasshouse using a plasticbottle that will allow lightto pass throughdesign and make a pair ofshades using differentcombinations of colouredfilm or plastic

• recognise that the sungives us heat and light,without which we couldnot survive

• learn that light is a form of energy

• recognise that light comes fromdifferent natural and artificialsources

• investigate that light can bebroken up into many differentcolours

use prism to create spectrum

• investigate the relationshipsbetween light and materials

sort materials according to degreeto which they allow light through(i.e. transparent, translucent,opaque) explore materials that donot allow light to pass through andthus form shadows design andmake a light shade for bedroom

• investigate how mirrors and othershiny surfaces are good reflectorsof light

effect of flat shiny surface, curvedshiny surface

• recognise that the sun gives usheat and light, without whichpeople and animals could notsurvive

• learn that light is a form of energy

• know that light travels from a source

• investigate the splitting and mixing of light

use prism to create spectrum

mix coloured light using filters

• investigate the refraction of light

• investigate how mirrors and other shinysurfaces are good reflectors of light

effects of flat shiny surface, curved shinysurface design and make modelperiscopes

• explore how objects may be magnifiedusing a simple lens or magnifier

investigate use of lensdesign and make model telescopes

• appreciate the importance of sight

• understand the role of sunlight inphotosynthesis and appreciate that thesun gives us heat and light without whichpeople and animals could not survive

• be aware of the dangers of excessivesunlight

dangers of looking directly at the suneffect of sun’s rays on skin design andmake a sun canopy or umbrella for toyssuch as dolls and models

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Designing and making

The Light strand unit provides many opportunities for designing and making. At firstand second class level children are encouraged to use their understanding of light todesign and make a model glasshouse and a pair of sunshades. In third and fourthclasses designing and making a light shade for a bedroom is suggested. At the seniorclasses they are encouraged to design and make periscopes (or kaleidoscopes) usingmirrors and telescopes using lenses. Designing and making a sun canopy or umbrellafor toys will help the children appreciate the dangers of excessive sunlight.

Light and other areas of the curriculum

Light affects much of our daily life and plays an important part in a child’s life. Thediagram shows some ways light might be integrated with other areas of the curriculum.

Visual Arts

Looking and responding

Shadows, colours andreflections, silhouettes

History

Exploring the past

Light in our homes – childrencan make a timeline showinghow we lit our homes long ago

Geography

Human environments

Light in ourhomes

Language

Developing the languageto talk about light andhow it behaves

SPHE

Safety issues

Children can discuss how toprotect their eyes and skinwhen in the sun.

Maths

Symmetry

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2.3 Background information on light

Light is a form of energy. Some objects such as the sun and light bulbs give out lightenergy. Light travels in straight lines. Shadows are formed when objects block outlight. Light can be reflected (bounced back) from objects. We see when light isreflected from objects into our eyes. Light can be refracted or bent when it travels fromair to water or glass. White light is made up of the colours of the rainbow (orspectrum). A prism can split white light into the colours of the rainbow. Materialsinteract with light in a variety of ways. Some materials block light, they allow no lightto pass through – these are opaque. Others allow some light to pass through – theseare translucent and the last group allows light through, they are transparent. Howeverthe amount of light passing through translucent and transparent materials depends onthe clearness and the thickness of the material.

2.4 Children’s ideas about light

Children can think that seeing is an active process. They can think that we turn oureyes towards what we want to see and we see by light travelling from our eyes to anobject. One way to find out what children think about how we see objects is to givethem a blank page and ask them to draw a picture of how they see the object on thetable, as in the diagram below. They will often draw the black arrows. However thescientific understanding is shown by the grey arrows. Light must travel from the lightsource to the object and then to our eyes before we can see anything. Our eyes are justreceivers and detectors of light energy.

children's suggested path of light

actual path of light to see object


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2.5 Equipment for light

The equipment provided is for the lessons in the pack. It will be sufficient for a classof 30 children working in groups of three. The pack contains:

Note: the see through torches may be useful for electricity as well as light.

The follow up activities will require additional everyday materials. Simple toys may alsobe useful.

6 torches (including batteries) 6 see through torches (including batteries)

10 flat plastic mirrors 10 curved plastic mirrors

The additional equipment is:

1 prism 1 kaleidoscope 1 large flat plastic mirror

Additional materials needed – these will need to be gathered in the school

Card from cereal boxes, paper Scissors

Short bamboo cane or art straws Sticky tape

Pencils, markers, crayons Dessert spoons

Marbles

Selection of everyday materials e.g. black card, clear plastic, paper, tissue, bubble wrap,netting, greaseproof paper, cellophane, fabric, plastic sweet wrappers etc

Overhead projector


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2.6 Safety

The SESE: Science Teacher Guidelines page 86 (as Gaeilge leathanach 90) provideinformation about safety when working with light. In addition to these precautionsteachers should ensure that children do not focus strong light through a lens onto apaper as this can start a fire.

2.7 Glossary of light terms

See also the SESE: Science Teacher Guidelines page 154.

Light Energy detected by the human eye. White light is a mixture of thecolours of the spectrum.

Colour White light can be split into different colours e.g. by a prism.

Reflection Light hitting an object and bouncing back. All objects reflect light.We see objects when they reflect light into our eyes.

Refraction Change of direction of light when it passes from air to glass or water

Transparent Material through which light passes and allows an object to be seenclearly

Translucent A material that allows some light through but object cannot be seenclearly e.g. a blurred image

Opaque A material that does not let light pass through, neither transparentnor translucent. Opaque materials block the light and thus makeshadows.

Shadow A dark area where an object blocks light.

Lens Transparent material with a curved surface that changes thedirection of light as it passes through it.

Mirror A smooth surface made of glass or plastic with a metal coating thatreflects light. Mirrors can be flat or curved surfaces.

Spectrum When white light is passed through a prism it is split up into thecolours of the spectrum.

Sources of light Objects that emit light energy. Natural sources of light include thesun, glow worms. Artificial sources of light include light bulbs,torches, firelight, candles and matches.

Ray A narrow beam of light


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3. Sample lesson plans3.1 Science activity - Teacher's notes for infant classes.

Theme Light

Objective Through story the child should be enabled to understand and discussthe differences between night and day, light and shade. SESE: ScienceCurriculum page 25.

Background Children will have done work on sorting and naming colours; referringto colours that one can see outside at day/night time.

Materials Crayons for night colours i.e. dark brown/blue, purple, yellow, silverand day colours i.e. orange, red, yellow, green. Sheets of paper orphotocopy sheets from pack.

Introduction Scenario: Mother Bear and Teddy Bear go to the shops to buy suncream as the family are going to the beach in the afternoon. FatherBear is at home and the blinds are drawn. Mother and Teddy arrive tofind Father all dressed for bed. They are very surprised!

Development Mother and Teddy have to convince him that it is not bedtime; theyof lesson need the help of the children. Elicit from the children clues that it is

day time i.e. the sun is shining – what happens on a cloudy day? What is it like outside day/night? What do people do day/night time? Who works day/night? Is it colder/warmer day/night? Is it night time anywhere else in the world?

Follow up Divide class into two groups to create day and night pictures andactivities alternate pictures for display. The worksheet or a blank sheet of

paper may be used. Discuss the reason that Mother Bear bought sun cream. See follow up activities in section 4.

Encourage the children to develop and explore any of their own ideasthat may occur during the lesson. Encourage the children to ask theirown questions about light and then investigate them scientifically.


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JUNIOR AND SENIOR INFANTS Light and dark

Name:

My __________________ picture.


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3.2 Science activity - Teacher's notes for first and second classes.

Theme Light

Objective Through the exploration of shadows the children should be enabled to investigate therelationship between light and materials. SESE: Science Curriculum page 43.

Background The children should have an opportunity to explore my shadow on a sunny day. Playcatch the shadow.

Suggested Overhead projector, torch for each group, card from cereal boxes, scissors, crayons tomaterials & decorate puppets, short bamboo cane or art straws to attach to puppets, sticky tape,equipment paper and pencils. Clear wall or big white sheet.

Introduction Refer to my shadow games. Elicit from the children how their shadow was created i.e.the body blocked out the light. Get suggestions for other sources of light in theclassroom that might be used so as to create shadows. What materials could be usedto block out the light? Look for hands, card, paper, etc.

Using the overhead projector/torches the children make shadows. They discover how tomake their shadows smaller/bigger/fuzzy/clear. Move the source of light. What willhappen the shadow? What colour is your shadow? The shadow of your hand looks like?Use a piece of card/paper. Which creates the best shadow? Class discussion on theshadow fun activities.

Task Each group will design and make 2/3 shadow puppets and make up a short play.

Recording Designing a shadow puppet – the worksheet supports the children’s work as theydesign and make their puppets.

Analysing Each group will get feedback from the class about their puppets. Was the size of thepuppet suitable? Was the shape of the puppet suitable? Was it a clear or fuzzyshadow?

Follow up Each group will perform their play for the class. See also Exemplar 22 SESE: activities Science Teacher Guidelines.

Explore using paper clips and magnets to move the puppets in the play. Encourage the children to ask their own questions about light and then investigatethem scientifically.Section 4 has suggestions for extra activities.

Developmentof lesson

QuestioningExploring


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Our plan to design and make a shadow puppet.

FIRST AND SECOND CLASSES Light and shadows

1. Our shadow puppet will look like:

2. The materials and tools we will need.

3. This is how we will make our shadow puppet.

4. Short story of our play.

Group:

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Theme LightObjective Investigate the relationship between light and materials SESE: Science curriculum

page 63

Background Materials can be sorted according to the degree to which they let light through.Transparent: material through which light passes and allows an object to be seenclearly. Translucent: a material that allows some light through but object cannot beseen clearly e.g. a blurred image. Opaque: a material that does not let light passthrough, neither transparent nor translucent. Opaque materials block the light andthus make shadows.

Task A: Torches, Materials e.g. black card, clear plastic, paper, tissue, bubble wrap, netting, greaseproof paper, cellophane, fabric, plastic sweet wrappers etc

Task C: Markers, sheets of paper and an overhead projector.

Introduction Brainstorm on light. What is it? Where does light come from? How do we see?Think of different sources of light. These questions will elicit the children’s ideasabout light.

Development of What materials do we use for windows, doors, curtains, blinds, lampshades, Lesson - Task A sunglasses, clothes? Why do we use blinds on our windows sometimes? Why do

we wear sunglasses?

Predicting Introduce the terms transparent, opaque and translucent. Give out a selection ofmaterials to each group. Predict first if they are transparent, translucent oropaque.

Investigating How could we sort these materials into groups? How could we make it into a fairtest? What will be the best way of recording our findings?

Test the materials by shining a torch through them. Can you see an object clearly,blurred or not at all? Sort them into three groups – transparent, translucent andopaque.

Recording The children can record their findings on the worksheet.

Task B Look around the classroom / school and list all the materials that are transparent,translucent or opaque. Test the materials with torches and sort them into threegroups. The children can record their results on a chart or on the blackboard.

Task C Silhouettes: Place a sheet of white paper on the wall with the overhead (if time permits) projector shining onto it. A child can stand in front of overhead projector (side

profile best) and another pupil can draw around the silhouette. Paint the silhouette black and display.

Analysing The children should discuss their findings based on their observations and analysethem. Relate the properties of the material to its use.

Follow up Design and make a doll’s house with light shades and / or blinds for bedroom window

activities Explore how objects look through coloured cellophane e.g. sweet wrappers.

Encourage the children to ask their own questions about light and then investigatethem scientifically.

Section 4 has suggestions for extra activities.

Suggested

materials and

equipment

3.3 Science activity - Teacher's notes for third and fourth classes.


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Have you found materials that are difficult to sort into just one group? List any.

What materials would you choose for (and why)?

Material Reason

A classroom window

A pair of sunglasses

A bathroom window

A bedroom blind

THIRD AND FOURTH CLASSES Light and materials

Material Transparent Translucent Opaque

(see through) (blurred) (blocks

light)

Prediction

Test

Prediction

Test

Prediction

Test

Prediction

Test

Prediction

Test

Prediction

Test

Name:

Black card


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3.4 Science activity - Teacher's notes for fifth and sixth classes.

Theme Light

Objective Investigate how mirrors and other shiny surfaces are good reflectorsof light. SESE Science curriculum page 63/85

Background Light is emitted from a source such as the sun or a light bulb andtravels until it hits a surface. The light rays are bounced back orreflected from the surface. We see objects because the light isreflected from them back into our eyes.

Mirrors and other shiny surfaces are good reflectors of light. They canchange the direction of light. Mirrors reverse images.

Suggested Torches, flat plastic mirrors, curved (concave and convex) plastic materials and mirrors, dessert spoons, materials e.g. white paper, black card, equipment kitchen foil, clear plastic, marble etc

Introduction Brainstorm on light. Where does it come from? How do we see? Thinkof different sources of light – both natural and artificial. Whichmaterials are good reflectors of light? Why?

Development Organise the children into groups. Each group are given torches and of lesson flat plastic mirrors. Explore bouncing light onto the walls of the

classroom with one plastic mirror and a torch. Shine a torch beam onto the mirror and bounce the light onto different surfaces.

Explore bouncing the light back again with two or more mirrors. Twochildren can bounce light beams onto the walls and play ‘light spot tag’

Task A Children are given a range of different materials e.g. cardboard, Predicting black card, white paper, kitchen foil etc and asked to predict which

materials are good reflectors of light.

Investigating Investigate which materials are good reflectors by using them tobounce light from the torch onto a screen e.g. a white wall or boardor a sheet of white paper.


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3.4 Science activity - Teacher's notes for fifth and sixth classes cont.

Theme Light

Task B Ask the children to look in the mirror and touch the left eye or theright ear. What do they notice in the mirror? The mirror reverses theimage.

Extensions to Explore mirrors that bend inwards (concave) and outwards (convex). Tasks A and B What happens when you hold each mirror near and away from your

face? What do you notice? You could also use dessert spoons for thisactivity.

Recording Use sheet overleaf to record results for Task A and B or encouragethe children to develop their own means of recording theirinvestigations.

Analysing Discuss observations and analyse results. Why are some materials better at reflecting light?

Follow-up Design and make a periscope and/or a kaleidoscope.activities

Encourage the children to ask their own questions about light and then investigate them scientifically.

Section 4 has further suggestions.


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FIFTH AND SIXTH CLASSES Light and reflection

Name:

Task A: Predict which materials are good reflectors of light? Shine a light beam onto a material and investigate reflecting the light onto a screen. Record your findings.

Material Prediction Test

Why do some materials reflect light better than others?

Task B: Stand the mirror on the line and read the words through it. Think of some morewords or letters which will look the same in the mirror. Write them down.

MUM

DAD

TOT

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4. Follow-up activitiesHere are some suggestions for follow-up activities. For each activity class levels aresuggested and an objective identified.

4.1 Night and day Infant classes

Objective: Discuss differences between day and night, light and shade

Materials: A range of books and/or pictures about night time and nocturnal animals e.g.The owl who was afraid of the dark (J. Tomlinson, Mammoth Press), Owl Babies (M. Waddell, O’Brien Press), The baby who wouldn’t go to bed(H. Cooper, Corgi Books)

Task: Read a story to the children and discuss the difference between day andnight. Discuss how some animals like the dark and how not to be scared ofthe dark.

4.2 Using light Junior classes

Objective: Recognise that light is needed to see

Materials: A box (e.g. a shoe box) lined with black paper and with a small hole in thetop, a variety of objects including some shiny objects.

Task: Predict if any of the objects will be seen if placed in the box with the lid on.Will the shiny objects be seen? Place an object in the box, close the lid andask the children to identify it by looking through the hole. As there is no lightin the box they will not see the object. Opening the box lets light in and theycan see it. Discuss why they cannot see the object.

4.3 Light sources Junior / Middle classes

Objective: Recognise that light comes from different natural and artificial sources

Materials: Torch, candle, match, bedside lamp, sun, firelight, light bulb etc

Task: Predict different light sources. Light comes from different sources – bothnatural and artificial. Children can view pictures or make a collection of lightsources and examine. Discussion on natural and artificial light sources canbe encouraged and recorded. Children can make a timeline of the sourcesused to light our homes over the years.


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4.4 Light spectrum Middle classes

Objective: Investigate that light can be broken up into many different colours

Materials: Stiff card, scissors, string, colouring pencils, bubbles, compact disc, prism,glass mirror, container of water.

Task 1: Using the scissors, cut out a disc from the stiff card. Divide the disc intoseven different segments and lightly colour each segment – red, orange,yellow, green, blue, indigo, violet. N.B. Light colours produce best results.Make two holes 1 cm apart either side of the centre of the disc. Thread astring through the holes and tie ends together. Twist the disc then pull on theloops to make the disc spin. What do you notice?

Alternatively, make the disc as above but put one hole in the centre andplace on the spindle of a motor. Connect the motor to a battery and watchthe disc spin. What do you notice?

Task 2: Investigate bubbles. Blow some bubbles. Can you see different colours?

Task 3: Investigate holding a prism or compact disc up to the sunlight. Can you seedifferent colours? Explore looking at a CD held up near your face, what doyou see?

Task 4: Place a mirror into a container of water and face the sun. Reflect thesunlight onto a white sheet of paper. What do you notice?

Safety: Children should be warned not to look directly at the sun.

A glass mirror produces best results for this exercise. Demonstration by teacher isrequired for safety reasons.

See also Rainbow spinner atwww.science.ie/uploads/documents/upload/rainbow_spinner.pdf

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4.5 Shadows Middle, senior classes

Objective: Explore shadows of objects with holes

Materials: One card or cardboard sheet, preferably dark coloured; one A3 size sheet ofwhite paper (per group)

Task 1: Turn on the lights in the classroom. Place the A3 sheet on the ground or ona table. If the smaller card is held horizontally over the A3 sheet (about 5 cmabove it) it will produce a shadow. Ask the pupils to predict what shape theshadow will be. They can then try it for themselves and record what they find.

Task 2: Next cut or punch a hole (5 mm x 5 mm) in the middle of the card and repeatthe previous steps. The results are usually unexpected. Does the shape of thehole matter (square, triangular, circular)? Does the size of the hole matter?

Alternative: If there are windows on one side of the classroom the following can beinvestigated. Turn off the classroom lights. Attach the A3 sheet to the wallfacing the windows. Investigate the shadow of the cards as before.

4.6 Reflection Middle, senior classes

Objective: Investigate how mirrors and other shiny surfaces are good reflectors of light

Materials: Two flat plastic mirrors and a marble

Task 1: Place two flat plastic mirrors at right angles to each other. Place a marble inbetween them. How many images of the marble do you see? Change theangle of the mirror by making it smaller. What do you notice? Do you see alink with a kaleidoscope?

Task 2: Place two mirrors opposite each other with a marble in between. Look overone mirror into the other. What do you notice?

Task 3: Stand a mirror on a white sheet of paper. Look into the mirror and try to writeyour name on the paper so that it looks like normal writing in the mirror. Donot look down at the page.

4.7 Using colour filters Middle, senior classes

Objective: Explore the effect of colour filters.

Materials: Colour filters - coloured transparent materials (coloured cellophane or plasticsheet, sweet wrappers etc.); coloured objects, packaging, pictures (items withwhite writing on vivid coloured backgrounds are very suitable e.g. large crispbag).

Task 1: Explore the appearance of coloured objects when viewed through the colourfilters. Record the findings using words and pictures.

Extension: (If there is a video camera or a digital camera available.) Set the camera in afixed position. Place a coloured object in front of it and take a picture. Thenplace the colour filter in front of the camera lens and take another picture.Compare the pictures. This process can be repeated using various colouredobjects and filters. The advantage of this process is that it provides an exactrecord of the effects. If the camera has a TV connection the children may beable to view the effects as they happen.

4.8 More shadow puppets Middle, senior classes

Objective: Moving paper figures using magnets.

Materials: Paper or light card; paper clips; scissors; small magnets; rulers

Task: Draw a simple shape on stiff paper or light card; include a base to as shown.Fold the base and add a paper clip. A number of such figures can be placedon a thin card stage (e.g. a cereal box on its side).

Attach a magnet to the end of a ruler using sellotape. If the magnet is movedunder the ‘stage’ the figures can be pulled along.

These figures can be used as shadow puppets as described earlier.


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4.9 Light Refraction Senior classes

Objective: Investigate the refraction of light

Materials: Jug of water, clear containers e.g. bottles, glasses, fishbowls, empty butterbox, pencil or striped straw, coin and blue tack

Task 1: Put a striped straw or pencil into clear container of water. Look at it fromdifferent angles. What do you notice? Predict how the pencil/straw willappear in different containers. Investigate straight-sided and curvedcontainers.

Task 2: Put a coin into an empty butter box. Secure it with a piece of blue tack. Keeplooking at the coin and move your head backwards until the coin disappearsfrom view. Keep your head in the same position and ask a friend to pour somewater carefully into the container. What happens? Why?

See also Creepy Reflections atwww.science.ie/uploads/documents/upload/creepy_reflections.pdf

4.10 Using lenses Senior classes

Objective: Explore how objects may be magnified using simple lenses or magnifiers

Materials: Different objects, hand lenses, water filled transparent containers e.g.bottles, glasses, fishbowls – large and small.

Task 1: Explore how objects can be magnified using simple hand lenses.

Task 2: Predict what effect large and small containers of water have on objects whenyou view them through the different sized containers?

Place an object behind a large container of water and peer through the glass.What do you notice? Why? Next place the object behind a narrow containerof water. What do you notice? Why?


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5. ReferencesAssociation for Science Education. Be Safe Third Edition. ASE: Hatfield, 2001. ISBN 0 86357 324 X

Association for Science Education, STAR science, technology and reading – a resource for teachers, ASE: Hatfield, 2000. ISBN 0 86357 315 0

Driver, R., Guesne, E. and Tiberghein, A. (Eds) Children’s Ideas in Science, MiltonKeynes: Open University Press, 1985. ISBN 0335 150403

Government of Ireland, Primary School Curriculum, SESE: Science. Dublin: StationeryOffice, 1999. ISBN 0 7076 6327 X

Government of Ireland, Primary School Curriculum, SESE: Science Teacher Guidelines.Dublin: Stationery Office, 1999. ISBN 0 7076 6337 7

Hollins, Martin and Whitby Virginia, Progression in Primary Science, A guide to the Natureand Practice of Science in Key Stages 1 and 2, London: David Fulton Publishers, 1998.ISBN 1 85346 498 8

Naylor, S. and Keogh, B., Concept Cartoons in Science Education, Cheshire: MillgateHouse Publishers, 2000. ISBN 0 9527506 2 7

Nuffield Primary Science, Understanding Science Ideas A Guide for Primary Teachers,London: Collins Educational, 1997. ISBN 0 00 310018 9

Peacock, G.A., Teaching Science in Primary Schools, London: Letts Educational, 1999.ISBN 1 85805 351 X

Children’s science series such as the Kingfisher books, Star Science, Hands On Scienceare useful references for light.

Web references

Primary Science Clubs www.science.ie These are activities for primary science. There aresome light activities e.g. creepy reflections, mirror writing and rainbow spinner.

Science explorer, The Exploratorium, San Francisco, www.exploratorium.edu/scienceThere are three light activities under the heading Seeing the light.

Primary Science resources Physical processes, www.primaryresources.co.uk These are teacher resources. Look under the heading Physical processes – Light and Sound.

4 Learning Science Essentials How we see things www.4learning.co.ukThis site is aimed at both children and teachers. It provides the science ideas; somesuggested activities and has frequently asked questions (FAQs) on the topic.

Planet science, Sci-teach www.scienceyear.comThis site has resources for primary teachers on the theme of light.

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6. Evaluation FormPlease complete and return to STI Awareness Programme, Forfás, Wilton Park House, WiltonPlace, Dublin 2 in the stamped addressed envelope provided with this teacher's pack, no laterthan Friday 12th December.

Part 1 School information

1.1 School Name

1.2 School Address

1.3 Roll No.

1.4 School Phone No.

1.5 Email

1.6 Did you use the pack in English or as Gaeilge? English ❑ Gaeilge ❑

Part 2 Evaluating the pack

Please rate the following sections of the pack for their clarity, usefulness etc. by circling 1 - 5 5= your most positive score: 1 = your most negative score

Section 2 Supporting informationPoor Fair Good V good Excellent

2.1 How to use this pack 1 2 3 4 5

2.2 Light in the primary science curriculum 1 2 3 4 5

2.3 Background information on light 1 2 3 4 5

2.4 Children’s ideas about light 1 2 3 4 5

2.5 Equipment for light 1 2 3 4 5

2.6 Glossary of light terms 1 2 3 4 5

2.7 Comment

Section 3 Sample lesson plansPoor Fair Good V good Excellent

3.1 Sample lesson plan for infants 1 2 3 4 5

3.2 Reaction of children to the activity 1 2 3 4 5

3.3 Supplied equipment 1 2 3 4 5

3.4 Comment

3.5 Sample lesson plan for first and second classes 1 2 3 4 5

3.6 Reaction of the children to the activity 1 2 3 4 5


3.8 Comment


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Poor Fair Good V good Excellent

3.9 Sample lesson plan for third and fourth classes 1 2 3 4 5



3.12 Comment

3.13 Sample lesson plan for fifth and sixth classes 1 2 3 4 5



3.16 Comment

Section 4 Follow-up activities

4.1 Were any of the suggested follow-on activities included in the pack used by any teachersand pupils children in your school?

Yes ❑ No ❑If yes, please specify

Activity Class level

a.

b.

c.

d.

4.2 What other science topics would you like to see included in a similar pack in the future?

4.3 If you have any suggestions for the development of this pack please specify.

Thank you for taking time to complete this questionnaire.

elec. sean - psd - light - discover primary · pdf file2.3 background information on light 7...

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