Light Energy Yr6 Inquiry

Lesson 1- The Experiments (50mins)
Curriculum Standards:
Explain everyday phenomena
associated with the absorption,
reflection, refraction and
dispersion of light.
Follow provided safety
procedures for laboratory and
field investigations.
Systematically collect, and
accurately record experimental
data.
Objectives of lesson 1:
Understand how to AND perform
scientific experiments safely.
Be able to accurately record
observations of an experiment.
Be able to think scientifically by
inquiring/ questioning the
reasons behind the experiments.
(Why does this happen? What if
we changed this? What would
happen if?)
Introduction (10/15mins)
-Before beginning experiments, discuss what do we need to do to be
safe when experimenting. Tuning in: Get our science thinking on.
Scientists question everything, they dont believe everything they
see and hear. Scientists use experiments to collect evidence and
prove/ disprove their theories. We want to think like scientists and
ask questions such as why is this happening? How does this work?
What happens if I change this?
-Explain how to record results/observations. How much is too much
information/ description? Complete as dot points. Inform students of
the science snippets, i.e. brief notes about the underlying science
idea/ theory in the experiment for students to read during the
activity.
Activity (30-35mins, 5mins per activity)
6 Experiment stations exploring light phenomena and electricity. At
each station, students work in groups of 3 or 4, and using a
worksheet 1) record name of experiment, 2) record (in dot points)
observations/ results of experiment and any questions about the
experiment. Timer used to enable fair rotations of experiments.
Awesome Absorption: Filter fun- Coloured light (torch +
cellophane) is shone on different objects. Describe the effects on
each of the different coloured objects.
Reflecting on Reflection: Illusion disc + mirrors with symmetry
sheets. Students create an illusion with curved mirrors and use
straight mirrors to complete half pictures and explore symmetry.
Refraction the Light Bender: Students make observations of
straight straws in cups of water.
Daring Dispersion: Ceiling rainbows- In a dark area (middle
room), describe what happens when a clear plastic container filled
with water containing a mirror has a torch shining on it.
Shocking Static electricity: Balloon Static- Rub inflated balloons
on a wool. Describe what happens when the balloon is held over
torn pieces of paper, hair (on arms and head).

Cool Circuits: With a simple electric circuit board set up, students
connect up wires to make a closed circuit and turn on a light.
(Experiments sourced from 365 Science Experiments- Hinkler.)
Conclusion (7-10mins)
Groups make sure they have recorded all results for each
experiment. Students can share any comments they have about the
experiments, what they liked, what they found interesting or would
like to know more about.
Extension/ Follow up
Have brief discussion of the Science Snippet theory notes at each
station, in preparation for exploring these theories in the next
lesson.
Lesson 2- Debrief and Report (~40-50mins)
Curriculum Standards:
Explain everyday phenomena
associated with the absorption,
reflection, refraction and
dispersion of light.
Follow provided safety
procedures for laboratory and
field investigations.
Systematically collect, and
accurately record experimental
data.
Objectives of lesson:
Understand and explain the
different phenomena of light.
Understand and explain the
difference between open and
closed electrical circuits.
Be able to complete a scientific
report (simplified version) for 1
experiment.
Introduction (15-20mins)
-Debrief/ reflection of the experiments. Discuss and explore the
theories of absorption, reflection, refraction, dispersion and
electricity (static- circuits/batteries). There will be brief demos (done
by teacher) for some theories such as reflection and static
electricity. To further explore some of these concepts.
-Introduce the scientific report (how to write a report- why we write
a report with links to real life) and explain what is needed in each
section, (Title, Aim, Hypothesis, List of Materials, Results,
Conclusion). Explain what tense we use when writing scientifically,
non-personal writing i.e. no I we us, but It was found or The
results showed...
Activity (25/30mins)
Students are to write/complete individual reports (on Pages,
portrait), but can work with their group (from experiment lesson) of
they need to compare results. Students to follow this format: Title,
Aim, Hypothesis, List of Materials, Results, Conclusion.
Conclusion (7-10mins)
A representative from each group share their report to the class
(Airplay on Apple TV), and comment/ provide feedback about their
experience in both completing the experiment and completing the
report.
Extension/ Follow up
If students finish early, they can either print out and stick into
project book or publish on class website.
Reflection:
The demonstration lesson for all 3 grades went extremely well. All
students were engaged, and actively participating. I roamed
between stations asking students what they thought was happening
and explaining the concepts of their experiments. There was a bit of
trouble getting the dispersion experiment to work, however when I
helped each group, all were able to make a rainbow. Some students
took the initiative in using their iPads to take photos of themselves
completing the experiments, with one student from another class
completing a report (reflection) about undertaking the science
experiments and explaining what they had learned. I was very
impressed when the student showed me during the follow up lesson.
There were no major issues with the experiments, the classes were
loud but it was due to the excitement of completing each activity.
The follow up activity of theory explanation and writing a scientific
report was also successful for the first grade, with a majority of
students grasping how to write results specifically in a non-personal
way. A few students orally presented their reports to their
classmates, speaking clearly and confidently. The follow up sessions
for the other two grades were completed in the afternoon after all
students completed cross country. I expected the students to be
exhausted, however most maintained focus, were participating
during our revision and explanation of the experiments and the
report. Looking back, I should have provided a physical handout
example of a science report as quite a few students, even with a
written template on the board, still didnt understand the expected
structure. Despite some distractions, the students had managed to
complete their reports with some level of understanding of how to
write scientifically. I wasnt expecting the reports to be perfect, as
for some students it was their first time writing a science report. I
was impressed that all student attempted and were able to improve
from where they had difficulty. The feedback I received from all
teachers was positive, and they were thoroughly impressed with the
way I planned, tested each demonstration and taught the activities.

Light Energy Yr6 Inquiry

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Lesson 1- The Experiments (50mins)

torn pieces of paper, hair (on arms and head).

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