Primary Science Day 2003

Theme - Light
Contents
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 Childrens 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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Primary Science Day 2003

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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Primary Science Day 2003

2. Supporting information
2.1 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 information

on light and the equipment supplied; sample lesson plans for one complete lesson at
each class level and follow-up activities on the topic of light. You will need some
additional materials that are already in the school. Each lesson takes about forty
minutes.

The lessons are starting points for the childrens investigation of light. They have been
developed from the suggestions in Approaches to learning about light in the SESE:
Science Teacher Guidelines pp 86-91 (as Gaeilge leathanach 90). The worksheets
support the childrens 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 activities
developed for the junior classes may be useful as an introduction to light for the
senior classes.

copy the Teachers 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 be
displayed in their classrooms or throughout the school.

send the evaluation form to Forfs.

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

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Primary Science Day 2003

2.2 Light in the primary science curriculum

Science in the primary school curriculum aims to introduce children (from Infants to
Sixth class) to the wonder of science, to develop a lasting interest in science and to
provide opportunities for children to work scientifically. Learning science should
stimulate curiosity and be fun. The curriculum for science aims to develop childrens
skills 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 designing
and making. The approach to science is to start from the childrens ideas and to work
in 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 things
need light. Plants use light to make food. We need light to see. Light is needed to
make our environments comfortable. Electricity is used to provide light at home, in
schools at work and on the street.

Light is one of the strand units in Energy and forces (see pages 25, 43, 63 and 85
SESE: Science Curriculum). In infant classes children are encouraged to become
aware of aspects of light such as night and day, shadows and colour. As they become
older children are enabled to recognise sources of light, that light is needed in order to
see and they begin to investigate the relationship between light and materials. The
danger of looking directly at the sun is stressed. In third and fourth classes children
investigate light further; they break white light into the colours of the spectrum and
discover how it interacts with different materials. They investigate how light bounces
(is reflected) from mirrors and shiny surfaces. In the older classes children learn about
light energy and become aware of the dangers of excessive sunlight. They investigate
the reflection of light and start to investigate what happens when light travels through
transparent materials. Children can make light shades, parasols, model periscopes and
telescopes. This is great fun. Through the Light strand unit children become aware of
the importance of sight, the dangers of looking directly into the sun and the need to
protect themselves from excessive sunlight. They begin to understand the role of
sunlight 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 light
on page 86 (as Gaeilge leathanach 90). There is one exemplar (page 90) on light and
shadows for infants and junior classes.

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 Light in the Primary Science Curriculum

Primary Science Day 2003

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
identify and name recognise that light comes learn that light is a form of energy learn that light is a form of energy
Light different colours from different sources
recognise that light comes from know that light travels from a source
sort objects into recognise that light is different natural and artificial investigate the splitting and mixing of light
sets according to needed in order to see sources
colour use prism to create spectrum
investigate the investigate that light can be
mix coloured light using filters
observe colours in relationship between light broken up into many different
the local and materials colours investigate the refraction of light
environment investigate how mirrors and other shiny
sort materials according use prism to create spectrum
at school, in the to whether or not they surfaces are good reflectors of light
investigate the relationships
home, in the allow light through effects of flat shiny surface, curved shiny
between light and materials
street, in animal (transparent/opaque) surface design and make model
and plant life explore materials that do sort materials according to degree periscopes
not allow light to pass to which they allow light through
explore dark and explore how objects may be magnified
through (opaque) and (i.e. transparent, translucent,
bright colours and using a simple lens or magnifier
thus form shadows opaque) explore materials that do
become aware of
design and make a model not allow light to pass through and investigate use of lens
different shades
glasshouse using a plastic thus form shadows design and design and make model telescopes
of colour,
bottle that will allow light make a light shade for bedroom appreciate the importance of sight
colour tables, to pass through
investigate how mirrors and other understand the role of sunlight in
coloured light design and make a pair of
shiny surfaces are good reflectors photosynthesis and appreciate that the
shades using different
discuss of light sun gives us heat and light without which
combinations of coloured
differences people and animals could not survive
film or plastic effect of flat shiny surface, curved
between day and
shiny surface be aware of the dangers of excessive
night, light and recognise that the sun
sunlight
shade gives us heat and light, recognise that the sun gives us
without which we could heat and light, without which dangers of looking directly at the sun
explore how
not survive people and animals could not effect of suns rays on skin design and
shadows are
survive make a sun canopy or umbrella for toys
formed
such as dolls and models
Skill Development
The lessons and follow-up activities in the pack develop the skills of working scientifically and designing and making.
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 Primary Science Day 2003

Designing and making

The Light strand unit provides many opportunities for designing and making. At first
and second class level children are encouraged to use their understanding of light to
design and make a model glasshouse and a pair of sunshades. In third and fourth
classes designing and making a light shade for a bedroom is suggested. At the senior
classes they are encouraged to design and make periscopes (or kaleidoscopes) using
mirrors and telescopes using lenses. Designing and making a sun canopy or umbrella
for 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 childs life. The
diagram shows some ways light might be integrated with other areas of the curriculum.

Visual Arts History

Looking and responding Exploring the past

Shadows, colours and Light in our homes children

reflections, silhouettes can make a timeline showing
how we lit our homes long ago

Geography

Human environments Maths

Light in our Symmetry
homes

Language SPHE

Developing the language Safety issues

to talk about light and
how it behaves Children can discuss how to
protect their eyes and skin
when in the sun.

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Primary Science Day 2003

2.3 Background information on light

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

2.4 Childrens ideas about light

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

children's suggested actual path of light

path of light to see object

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 Primary Science Day 2003

2.5 Equipment for light

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

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

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

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

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

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Primary Science Day 2003

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

2.7 Glossary of light terms

Light Energy detected by the human eye. White light is a mixture of the
colours 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 seen
clearly

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

Opaque A material that does not let light pass through, neither transparent
nor translucent. Opaque materials block the light and thus make
shadows.

Shadow A dark area where an object blocks light.

Lens Transparent material with a curved surface that changes the

direction of light as it passes through it.

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

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

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

Ray A narrow beam of light

See also the SESE: Science Teacher Guidelines page 154.

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Primary Science Day 2003

3. Sample lesson plans

3.1 Science activity - Teacher's notes for infant classes.

Theme Light

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

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

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

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

Development Mother and Teddy have to convince him that it is not bedtime; they
of 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 and
activities 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 ideas
that may occur during the lesson. Encourage the children to ask their
own questions about light and then investigate them scientifically.

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Primary Science Day 2003

JUNIOR AND SENIOR INFANTS Light and dark

Name:

My __________________ picture.

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Primary Science Day 2003

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 the
relationship between light and materials. SESE: Science Curriculum page 43.

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

Suggested Overhead projector, torch for each group, card from cereal boxes, scissors, crayons to
materials & 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 the
classroom that might be used so as to create shadows. What materials could be used
to block out the light? Look for hands, card, paper, etc.

Development Using the overhead projector/torches the children make shadows. They discover how to
of lesson make their shadows smaller/bigger/fuzzy/clear. Move the source of light. What will
happen the shadow? What colour is your shadow? The shadow of your hand looks like?
Questioning Use a piece of card/paper. Which creates the best shadow? Class discussion on the
Exploring shadow 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 childrens work as they
design and make their puppets.

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

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 investigate
them scientifically.
Section 4 has suggestions for extra activities.

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Primary Science Day 2003

FIRST AND SECOND CLASSES Light and shadows

Group:

Our plan to design and make a shadow puppet.

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.

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Primary Science Day 2003

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

Theme Light
Objective 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 seen
clearly. Translucent: a material that allows some light through but object cannot be
seen clearly e.g. a blurred image. Opaque: a material that does not let light pass
through, neither transparent nor translucent. Opaque materials block the light and
thus make shadows.
Suggested Task A: Torches, Materials e.g. black card, clear plastic, paper, tissue,
materials and bubble wrap, netting, greaseproof paper, cellophane, fabric, plastic
sweet wrappers etc
equipment
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 childrens ideas
about 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 of
materials to each group. Predict first if they are transparent, translucent or
opaque.
Investigating How could we sort these materials into groups? How could we make it into a fair
test? 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 and
opaque.
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 three
groups. 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 analyse
them. Relate the properties of the material to its use.
Follow up Design and make a dolls 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 investigate
them scientifically.
Section 4 has suggestions for extra activities.

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 Primary Science Day 2003

THIRD AND FOURTH CLASSES Light and materials

Name:

Material Transparent Translucent Opaque

(see through) (blurred) (blocks
light)

Black card Prediction

Test
Prediction
Test
Prediction
Test
Prediction
Test
Prediction
Test
Prediction
Test

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

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Primary Science Day 2003

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

Theme Light

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

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

Mirrors and other shiny surfaces are good reflectors of light. They can
change 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? Think
of different sources of light both natural and artificial. Which
materials 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. Two
children 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 to

bounce light from the torch onto a screen e.g. a white wall or board
or a sheet of white paper.

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Primary Science Day 2003

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 the
right ear. What do they notice in the mirror? The mirror reverses the
image.

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 this
activity.

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

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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Primary Science Day 2003

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 more
words or letters which will look the same in the mirror. Write them down.

MUM

DAD

TOT

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Primary Science Day 2003

4. Follow-up activities
Here are some suggestions for follow-up activities. For each activity class levels are
suggested 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, OBrien Press), The baby who wouldnt go to bed
(H. Cooper, Corgi Books)

Task: Read a story to the children and discuss the difference between day and
night. Discuss how some animals like the dark and how not to be scared of
the 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 the
top, 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 and
ask the children to identify it by looking through the hole. As there is no light
in the box they will not see the object. Opening the box lets light in and they
can 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 both
natural and artificial. Children can view pictures or make a collection of light
sources and examine. Discussion on natural and artificial light sources can
be encouraged and recorded. Children can make a timeline of the sources
used to light our homes over the years.

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Primary Science Day 2003

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 into
seven 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 a
string through the holes and tie ends together. Twist the disc then pull on the
loops to make the disc spin. What do you notice?

Alternatively, make the disc as above but put one hole in the centre and
place on the spindle of a motor. Connect the motor to a battery and watch
the 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 see
different colours? Explore looking at a CD held up near your face, what do
you see?

Task 4: Place a mirror into a container of water and face the sun. Reflect the
sunlight 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 is
required for safety reasons.

See also Rainbow spinner at

www.science.ie/uploads/documents/upload/rainbow_spinner.pdf

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Primary Science Day 2003

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 of
white paper (per group)

Task 1: Turn on the lights in the classroom. Place the A3 sheet on the ground or on
a table. If the smaller card is held horizontally over the A3 sheet (about 5 cm
above it) it will produce a shadow. Ask the pupils to predict what shape the
shadow 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 repeat
the previous steps. The results are usually unexpected. Does the shape of the
hole 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 be
investigated. Turn off the classroom lights. Attach the A3 sheet to the wall
facing 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 in
between them. How many images of the marble do you see? Change the
angle of the mirror by making it smaller. What do you notice? Do you see a
link with a kaleidoscope?

Task 2: Place two mirrors opposite each other with a marble in between. Look over
one 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 write
your name on the paper so that it looks like normal writing in the mirror. Do
not look down at the page.

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Primary Science Day 2003

4.7 Using colour filters Middle, senior classes

Objective: Explore the effect of colour filters.

Materials: Colour filters - coloured transparent materials (coloured cellophane or plastic

sheet, sweet wrappers etc.); coloured objects, packaging, pictures (items with
white writing on vivid coloured backgrounds are very suitable e.g. large crisp
bag).

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

Extension: (If there is a video camera or a digital camera available.) Set the camera in a
fixed position. Place a coloured object in front of it and take a picture. Then
place the colour filter in front of the camera lens and take another picture.
Compare the pictures. This process can be repeated using various coloured
objects and filters. The advantage of this process is that it provides an exact
record of the effects. If the camera has a TV connection the children may be
able 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 placed
on 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 moved
under the stage the figures can be pulled along.

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

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Primary Science Day 2003

4.9 Light Refraction Senior classes

Objective: Investigate the refraction of light

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

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

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

See also Creepy Reflections at

www.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 when
you 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 container
of water. What do you notice? Why?

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Primary Science Day 2003

5. References
Association 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) Childrens Ideas in Science, Milton
Keynes: Open University Press, 1985. ISBN 0335 150403

Government of Ireland, Primary School Curriculum, SESE: Science. Dublin: Stationery

Office, 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 Nature
and 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: Millgate
House 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

Childrens science series such as the Kingfisher books, Star Science, Hands On Science
are useful references for light.

Web references
Primary Science Clubs www.science.ie These are activities for primary science. There are
some light activities e.g. creepy reflections, mirror writing and rainbow spinner.
Science explorer, The Exploratorium, San Francisco, www.exploratorium.edu/science
There 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.uk
This site is aimed at both children and teachers. It provides the science ideas; some
suggested activities and has frequently asked questions (FAQs) on the topic.

Planet science, Sci-teach www.scienceyear.com

This site has resources for primary teachers on the theme of light.

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Primary Science Day 2003

6. Evaluation Form
Please complete and return to STI Awareness Programme, Forfs, Wilton Park House, Wilton
Place, Dublin 2 in the stamped addressed envelope provided with this teacher's pack, no later
than 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 information

Poor 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 Childrens 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 plans

Poor 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
3.7 Supplied equipment 1 2 3 4 5
3.8 Comment

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Primary Science Day 2003

Poor Fair Good V good Excellent

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

3.10 Reaction of the children to the activity 1 2 3 4 5
3.11 Supplied equipment 1 2 3 4 5
3.12 Comment

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

3.14 Reaction of the children to the activity 1 2 3 4 5
3.15 Supplied equipment 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 teachers
and 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.

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