Lesson Plan
Lesson 2: Lights Line Up!
A 60 minute lesson in which students will draw simple ray diagrams to show the paths of light from a source to the eyes.
This lesson plan includes the following resources:
Preparation
Prior to conducting the lesson, review the procedure and equipment required for the experiment.Equipment
- a light source, e.g. a torch
Lesson Plan
Tuning In
- Revise the research question from the previous lesson: How does light travel? Discuss the answer: Light travels in straight lines. Encourage the students to think of and share everyday phenomena that might suggest that this statement is true. Discuss possible ways that this statement could be proven.
- Watch the video Light Travels in a Straight Line on YouTube. Afterwards, discuss how the activity proves that light travels in a straight line.
Teacher Instruction
- Provide the students with a copy of the Science Experiment – Lights Line Up!. Read through the first page of the experiment booklet as a class and check that the students understand the method.
- Read and discuss the completed sections on the second page of the booklet to model and revise the steps for designing a fair test (if necessary, revise slides 4-14 of the What is a Fair Test? PowerPoint).
- Explain to the students that, when conducting experiments, scientists make predictions about what they think will happen. Support the students to record their predictions about whether or not they will be able to see the light from each of the four viewing positions.
Guided/Independent Learning
- Monitor and support the students as they conduct the experiment in small groups, rotating through the viewing positions. Support the students to complete the results and discussion sections of the experiment.
- Encourage the students to independently write a conclusion for the experiment, explaining whether or not the hypothesis was correct.
- Allow the students to share their results from the experiment. Ask guiding questions, such as:
- What did you discover?
- What can you learn from your results?
- How might this information be useful for scientists?
Wrapping Up
- Refer back to the statement: Light travels in a straight line. Discuss if the statement is true or false. Use the observations from the experiment to support a conclusion.
- Revise the steps for designing a fair test and discuss how this experiment adheres to the criteria. Allow the students to suggest improvements to make the test more fair.
- Collect the students’ experiment booklets. These could be included in a portfolio of work samples and used to assess the students’ understanding of the unit objectives.
Differentiation
Extending Students
- Encourage more capable students to support less confident students when conducting the experiment.
Supporting Students
- Support less confident students in completing the diagrams in the discussion section of the experiment.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
NSW Curriculum alignment
- ST3-1WS-S
Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions
- ST3-2DP-T
Plans and uses materials, tools and equipment to develop solutions for a need or opportunity
- ST3-3DP-T
Defines problems, and designs, modifies and follows algorithms to develop solutions
- ST3-8PW-ST
Explains how energy is transformed from one form to another
- ST3-11DI-T
Explains how digital systems represent data, connect together to form networks and transmit data
- ST3-1WS-S
Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions
- ST3-2DP-T
Plans and uses materials, tools and equipment to develop solutions for a need or opportunity
- ST3-3DP-T
Defines problems, and designs, modifies and follows algorithms to develop solutions
- ST3-8PW-ST
Explains how energy is transformed from one form to another
- ST3-11DI-T
Explains how digital systems represent data, connect together to form networks and transmit data
Victorian Curriculum alignment
- VCSSU073
Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people's lives
- VCSIS082
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules
- VCSIS082
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules
- VCSIS083
With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials safely, identifying potential risks
- VCSIS083
With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials safely, identifying potential risks
- VCSIS084
Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data
- VCSIS084
Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data
- VCSIS085
Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data
- VCSIS085
Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data
- VCSIS086
Compare data with predictions and use as evidence in developing explanations
- VCSIS086
Compare data with predictions and use as evidence in developing explanations
- VCSSU080
Light from a source forms shadows and can be absorbed, reflected and refracted
- VCSSU080
Light from a source forms shadows and can be absorbed, reflected and refracted
Australian Curriculum alignment
- ACSSU080
Light from a source forms shadows and can be absorbed, reflected and refracted
- ACSHE081
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions
- ACSIS218
Compare data with predictions and use as evidence in developing explanations
- ACSIS231
With guidance, pose clarifying questions and make predictions about scientific investigations
- ACSIS090
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate
- ACSIS087
Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate
- ACSIS086
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks
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