Day Objectives Activities Resources
1 · To know that a sense of sight can only be used when it is light.· To name a variety of light sources· To make comparisons between a range of light sources.· To know that the sun is the source of light for the earth.· To know the differences between day time and night time. TI: Read ‘The Owl Who was Afraid of the Dark’. What time of day is it in the story? How do you know when it is night time? How do you know when it is day time? Children discuss the differences between night time and day time with a partner.Ask the children if they know what a light source is? Discuss and name a variety, including the sun. Model the children’s activities (as below).Activities: Children take part in a carousel of activities exploring light and dark: 1. Dark den (Teacher to support this group) – with a range of objects inside for the children to explore in the dark which senses thy can use ~(books, instruments, food tasting, feely objects…); 2. Dark pictures – children to look at a range of night-time pictures and produce their own. 3. Light pictures – children to look at a range of ‘light pictures’ and then produce their own. 4. Computer group – Virtual experiments: sorting light sources.Plenary: discuss the children’s findings from the den. Which senses can you use in the dark? Look at some good examples of daytime and night-time pictures – what are the differences between day and night? ‘The Owl Who was Afraid of the Dark’Dark den and range of objects to explore senses.Dark picturesLight picturesVirtual Experiments CD-ROM
2 · That sources of light show up best in the dark.· That a torch will enable an object in a black box to be seen.· The some torches are brighter source of light than others.· That objects can be seen best in brighter light rather than dull light. TI: Look at www.njagyouth.org/liberty-.htm on IWB. This is a fireworks display/ night scene of New York. Ask the children what time of day / night fireworks displays take place. Why? How would they look if they took part in the day? When do light sources show up best?Show the children a number of torches. Explain to them you need to find out which torch gives the best light to help you see when it is dark. Introduce the dark boxes. How can we find out which torch to use to look in the box?Using Science House Planning format, ask the children to help you design a ‘fair test’ investigation. Design a test, so a number of children test the torches for their brightness in the dark den.Activity: When the torches have been tested and ranked, each (mixed ability) group is given one of the torches to explore what is inside their dark box.Plenary: Discuss findings. Which group found it easy to see in their dark box? Why? (Discuss bright and dull light). www.njagyouth.org/liberty-.htmIWBTorchesDark boxesDark denScience planning house
3 · To recognise that a shiny object needs a light source if it is to shine.· That a shiny object will not shine in a dark place.· To predict whether they expect reflective materials to shine near a light source. TI: Read the story ‘Cinderella’ , but change the scenes where Cinderella gets a special ball gown so she has no coach and has to walk in the to get to the palace. How can we help Cinderella ‘stay safe’? how can we help her be seen by cars?Discuss the importance of being seen in the dark. (road Safety)Tell the children we need to design a dress for Cinderella which will keep her safe. Show the children a variety of materials – Which materials should they use to keep her safe?Using Science planning House, Model designing an investigation to find out which materials Cinderella should use for her dress.Activity: children design and carry out a ‘fair test’ investigation to design a dress for Cinderella which will keep her safe in the dark. (Teacher to support AA – encouraging fair testing, and trailing different methods o testing to get results)Plenary: Discuss findings – materials used, that shiny materials only sow up in the dark when a light source makes them shine. Discuss road safety at this time of year and give children the ‘Stay Safe’ stickers so they can be seen in the dark. CinderellaScience planning house / investigation sheets (Differentiated).Cinderella sheetMaterialsDark denTorches‘Stay Safe’ Stickers
4 · To identify changes when the sun goes down.· To explain the sun is a light source even when it is behind a cloud.· To know the differences between daytime and night time. TI: Look at www.bnsc.gov.uk/leanrningzone.aspx?nid=3300 (picture of when it is light) Ask the children what makes it light? Children predict what will happen when it gets dark? Click on the picture to find out. What did the children notice? Talk about things such as animals, stars, moon, electric lights… what happens when the sun goes behind a cloud? Predict – then look at the cloud pictures on the website (as above). Discuss the fact that the sun is still a light source even when behind a cloud. Encourage the children to use the correct vocabulary to describe how light changes – bright, duller… and the fact that darkness is the absence of light.Activity: Children to complete ‘My Daytime’ and ‘My Nighttime’ sheets, drawing pictures and describing what they do at each time of day. (Teacher to support BA)Plenary: How does light effect our lives? www.bnsc.gov.uk/leanrningzone.aspx?nid=3300BA My Daytime and Nightime sheetA / AA Other people’s daytime and Nighttime
5 Extension lesson – · To begin to understand how shadows are formed and the factors that influence their shape and size. TI: Ask the children what they know about shadows? Ask them to discuss with partner, then brainstorm together.(shadow facts – sunlight / light sources form shadows; shadows form because light travels in straight lines; light cannot pass through some materials and this leads to shadow formation; shadows can change position and shape and size depending on position of object in relation to position of light source).Where do they come from? How are they formed? Model main activity.Activity- In groups, children to make a shadow puppets of characters from a well known story to perform using Overhead Projector. Plenary: show shadow puppets in show. How are the shadows formed? Overhead ProjectorLolly pop sticks and card for shadow puppetCharacters from well know stories
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