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PIALBA STATE SCHOOL: SCIENCE YEAR 5 SEMESTER 2 UNIT 3 Term 3 PLANDeep Learning Inquiry Cycle

Physics Science – Now You See ItPrimary Connections linked C2C Unit

In this unit, students will investigate the properties of light and the formation of shadows. They will investigate reflection angles, how refraction affects our perceptions of an object's location, how filters absorb light and affect how we perceive the colour of objects, and the relationship between light source distance and shadow height. They will plan investigations including posing questions, making predictions, and following and developing methods. They will analyse and represent data and communicate findings using a range of text types, including reports and labelled and ray diagrams. They will explore the role of light in everyday objects and devices and consider how improved technology has changed devices and affected peoples' lives.

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Purpose of assessment: To plan, predict and conduct a fair investigation to explain everyday phenomena associated with the transfer of light. To describe how scientific developments have affected people’s lives and help us solve problems. To describe ways to improve the fairness of their investigation and communicate ideas and findings.

Term 3, Week 1 F

Student Pre-test knowledge: How light from a source forms shadows and can be absorbed, reflected and refracted

Term 3, Weeks 2-6

F how light travels in straight lines and that shadows are formed when light is blocked. how mirrors can be used to reflect light in different directions. the effect of various materials on the transmission and absorption of light. refraction and its effect on the appearance of objects when viewed through water. that light enables us to see and travels in straight lines until it encounter objects that

might reflect, refract or absorb it.

Term 3, Weeks 7 & 8

SPart A: The magic of lightConstruct a model of a maze using a specific template and then transmit light through the maze using mirrors.Part B: ‘TADA!’Alter the appearance of the light exiting the maze in some way using your scientific knowledge.Part C: Light up my life!Describe how a light source invention can affect an individual’s life and help solve a problem.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Pedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoringDeep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.Check in / Check out (thumbs up) strategies

Learning ObjectsYou Tube Scientific VideosOther Science VideosStudent Digital Science JournalsTeacher Digital Science Journal

For collaborative team information See Primary Connections Pages. 76-80

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Walt: To capture students’ interest and find out what they think they know about how light from a source forms shadows and can be absorbed, reflected and refracted. To elicit students’ questions about light.

Wilf: Students will be able to represent their current understanding as they: describe how light travels

discuss how light enables our eyes to see

describe and visually represent their understanding of reflection, absorption and refraction of light.

Now You See ItEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Engage

Engage - LESSON 1 Light IdeasSession 1 – Illumination - PC pages. 11 -16

Prepare the following questions on butcher’s paper:

1. How does light help us to see? 2. How does light travel and how far does it

travel?3. What is a shadow? 4. What happens when light from a torch hits

• black card? • a mirror? 5. Draw what you see when a glass of water has a

spoon in it. Shine a torch on an object or on the wall and

discuss the light by asking questions, such as: What can you see? How do we know the light is there? What happens when you try to hold the light? How could you change the light?

Introduce and discuss my thoughts worksheet, model how to respond.

Explain that students will be working in collaborative learning teams to categorise and record the responses from one of the think-boxes. Form teams and allocate roles.

Introduce the class science journal and discuss its purpose and features. Inform that each team will present their findings to the class and record a summary of students’ responses to each question in the class science journal.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of how light travels and how light enables our eyes to see. Students will share their understanding of reflection, absorption and refraction of light.

L2BAllow 'wait time' for the student to process information

Consider teamwork for task- elbow partner Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

U2B

Expose to more technical or specific Science vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Use technology to record students work

C2C Science Digital LibraryAll Resources can be located at the following website link.https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Supporting learning resource C2C: Science glossaryScience inquiry skills poster Years 3-6

C2C Teacher Notes:What is light? Method and diagramsLearning ObjectShedding light Video

Is light a particle or a wave? (YouTube) (4:23) Laser magic (YouTube)

Primary Connections:

CLASS – Session 1 1 enlarged copy of ‘My thoughts’

(Resource sheet 1) • self-adhesive notes • 6 large sheets of paper or cardboard (see ‘Preparation’) • 5 shoeboxes or similar (see ‘Preparation’) • 1 torch


https://www.youtube.com/watch?v=T-XoN1Ts6Wg

https://www.youtube.com/v/watch?v=J1yIApZtLos

http://www.curriculumbits.com/prodimages/details/physics/shedding-light.html

https://learningplace.eq.edu.au/cx/resources/items/5ee71bd6-726d-46f6-8f6d-6c211a1bbdcc/0/Sci_Y05_U3_SLR_MethodAndDiagrams.docx

https://learningplace.eq.edu.au/cx/resources/items/def6be8d-2d32-4d40-8733-556afea40ff5/0/Sci_Y05_U3_SLR_WhatIsLight.docx

https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



Tib:

To show students understanding and prior knowledge about light and how it moves.

Teacher to Elicit students’ questions about light and record the answers onto a Digital Poster (Word/PowerPoint) with a summary of the responses of the 5 questions – print out and display on class wall.

Engage - LESSON 2 – Light Ideas Session 2 - In The Dark - PC pages. 20-22 Darken the room. Ask students to cover their

eyes with their hands to exclude as much light as possible. Ask students to think about a place without light and ask questions, such as: Can you describe a place that is really dark? (For example, a cave.) What could you see? How did you feel?

Introduce an enlarged copy of ‘In the dark’ (Resource sheet 2) and discuss each statement in the table with the class. Discuss the purpose and features of a table.

Ask students to individually complete the sheet by ticking ‘Yes’, ‘No’ or ‘I’m not sure’ for each of the statements.

Ask students to share ideas (elbow partner) & discuss similarities & differences (sheet).

Using the enlarged copy of ‘In the dark’ (Resource sheet 2), record as a tally the students’ responses to each of the statements. Ask one student to record the tally on an A4 copy. Place the large copy on the science chat-board and the A4 copy in the class science journal.

Discuss with students their ideas and thoughts arising from the ‘In the dark’ activity and add to the five question charts on the science chat-board. Preface recorded ideas with ‘We think…’ to indicate these are initial thoughts. Ask students what things they are wondering about and explain that during the unit they will explore and investigate light and try to find answers to their questions.

TEAMS – Session 1 1 copy of ‘My thoughts’ (Resource

sheet 1) per team member • glue • marking pens • scissors • 1 large sheet of paper or cardboard (eg, butcher’s paper or poster cardboard)

CLASS – Session 2 1 enlarged copy of ‘In the dark’

(Resource sheet 2) • self-adhesive notes

STUDENT – Session 2 1 copy of ‘In the dark’ (Resource sheet

2)

Primary ConnectionsRefer to lesson Guide for equipment resources and student worksheets for each lesson. PC Unit is located on Curriculum Webpage in Resources.


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data

Formative (Feedback)



Resources

Walt: To provide students with hands-on, shared experiences of how light enables us to see objects.

Wilf:

demonstrate how to modify a peek box to see an object

describe how objects reflect light into our eyes allowing the objects to be seen

draw a ray diagram to demonstrate that light travels in straight lines

describe how a shadow is formed by blocking light.

Tib:

Students need to understand how light travels.


Engage LESSON 2 – Straight Not CrookedSession 1 – Shining Light - PC pages. 20-25

Review the previous session using the science chat-board. Discuss with students how they think they see by

using a sample object and asking questions, such as: What helps you to see this object? What could help you see this object in the dark?

Introduce a partially completed peek box that you have prepared, and show the flap cut into one end. Explain that there is an object inside the box but when you look through the flap you cannot see it. Ask students to think about what could be done to make it possible to see the object without removing the lid.

Explain that students will be working in collaborative learning teams, with a similar peek box, to investigate the best way to see the object in the box without removing the lid or opening the box. Explain that students will also draw a ray diagram to represent the path of light that helps them to see the object.

Discuss the purpose and features of a ray diagram. Model in the class science journal how to draw rays showing the path of light from a light source.

Formative (Feedback)Check students Exploring understanding through elbow partner and small group discussions of describing how objects reflect light through an investigation.






U2B






Video

How does a pinhole camera work? (ILM resource) (1:12)

How light enters our eyes (ILM resource) (0:56)

Transmission of light (ILM resource) (3:10) Websites

How does a pinhole camera work? (Curriculumbits.com)

Your eyes (The Nemours Foundation) How vision works (HowStuffWorks Inc)


http://science.howstuffworks.com/environmental/life/human-biology/eye2.htm

http://kidshealth.org/kid/htbw/eyes.html

http://www.curriculumbits.com/physics/how-does-a-pinhole-camera-work/


https://learningplace.eq.edu.au/cx/resources/items/fbe0090e-5ccb-27e2-0c8f-aa9f0ff4d6c5/1/

https://learningplace.eq.edu.au/cx/resources/items/578e05ac-093b-d468-fe6a-126d4fa8b722/1/

https://learningplace.eq.edu.au/cx/resources/items/554fb134-715b-0b26-a10b-a491d4fa1bfd/1/








Check for UnderstandingInternal monitoring data




Resources

Walt: To provide students with hands-on, shared experiences of how light enables us to see objects.

Wilf:

demonstrate how to modify a peek box to see an object

describe how objects reflect light into our eyes allowing the objects to be seen

draw a ray diagram to demonstrate that light travels in straight lines

describe how a shadow is formed by blocking light.

Tib:

Students need to understand how light travels.

Now You See ItEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.Exploring – Investigation (Light) Form teams and allocate roles. Encourage teams to investigate with different

objects placed in the box and with the same object placed in different positions, such as at the far end of the box, in the middle or closer to the peephole. Remind students to take turns so that everyone has the opportunity to look at each object.

Draw the light source, box, object and eye from a bird’s eye perspective on the board. Ask each team to draw their ray diagram to demonstrate how the light helped them to see the object in their peek box.

Record students’ responses on the ‘How does light help us see?’ section of the science chat-board.

Invite students to reflect on their learning by completing the sentence starters prepared in the class science journal:

Today we… I learned that… Things I’m not sure about are… Things I’m interested to find out about

Session 2 – The Travelling Light Show Review the shadow activities from the previous

session by asking students questions, such as: What helps us to see? What are ray diagrams? Explain that students will be working in

collaborative learning teams to investigate light and shadows. Discuss shadows by asking students questions such as:

What is a shadow? How is a shadow created? What do you notice about the shape of the

Formative (Feedback)Check students Exploring understanding through elbow partner and small group discussions of their understanding of how objects reflect light into our eyes, drawing a ray diagram and describe how a shadow is formed.






U2B






Video

How does a pinhole camera work? (ILM resource) (1:12)

How light enters our eyes (ILM resource) (0:56)

Transmission of light (ILM resource) (3:10) Websites

How does a pinhole camera work? (Curriculumbits.com)

Your eyes (The Nemours Foundation) How vision works (HowStuffWorks Inc)


http://science.howstuffworks.com/environmental/life/human-biology/eye2.htm

http://kidshealth.org/kid/htbw/eyes.html



https://learningplace.eq.edu.au/cx/resources/items/fbe0090e-5ccb-27e2-0c8f-aa9f0ff4d6c5/1/

https://learningplace.eq.edu.au/cx/resources/items/578e05ac-093b-d468-fe6a-126d4fa8b722/1/






shadow? Why do you think shadows change during the day?

Can we have shadows at night? Discuss with students that light is needed to create

a shadow and that light can emanate from different sources.

Compile a list of different light sources. Display pictures or photographs showing sunlight

shining in straight lines, such as through mist in the early morning or through tress in a rainforest and ask students to describe how the light is depicted.

Explain that teams will investigate how they can demonstrate that light travels in straight lines using at least three cards with a hole punched in each, or a plastic tube.

Form teams and allocate roles. After teams have completed their investigations,

discuss teams’ observations using questions, such as: How did you have to hold the cards to look

through them and see an object? Why did the holes have to be in line with your

eye? Why could we see through the holes? What did you see when you looked through a

bent rubber tube? What would you have to do if you wanted to

see an object through a tube? Shine a torch on a vertical ruler or shadow puppet

to demonstrate the way light travels in straight lines and forms a shadow behind an opaque object that blocks the light. Ask students to note that the shadow is formed where the ruler/puppet stops the light. The shadow is behind the ruler/puppet directly in line with the light source.

Discuss students’ observations with questions, such as: How is the shadow formed? How can you tell that light travels in straight

lines?


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring data




Resources

Walt: To provide students with hands-on, shared experiences of how light travels.

Wilf: Student to:

identify that light travels in straight lines

use mirrors to reflect light in different directions

use ray diagrams to show the reflection of light by a mirror.

Tib: Students will need to show how light moves in their experiment.

Now You See ItPrior Knowledge Each lesson build Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Explore - LESSON 3 – Mirror, MirrorSession 3 – PC pages. 29-33

Review the ‘Shining light’ lesson (Lesson 2 Session 1) by asking explain and justify questions. Ask students to predict where the light from

a torch will go when you switch it on. Point it in a different direction and ask again. Ask them how they know where it will go. (Because light travels in a straight line.)

Select a student to help demonstrate how we can see where the light travels from the torch. Ask the student to sprinkle talcum powder in front of the torch. Ask the students about what they see and what they think is happening. (The talcum powder particles get in the way of the light. You don’t actually see the beam of light, you see the particles that are in the path of the light because the light reflects off the talcum powder particles into your eyes.)

Shine the torch onto the floor or a student’s foot. Ask a student to draw a ray diagram in the class science journal showing the path the light has taken from the torch to the floor and from the floor to the eye.

Explain that students will be working in collaborative learning teams to investigate how light travels. Challenge teams by asking how they can make light go around a pile of

Formative (Feedback)Check students Exploring understanding through elbow partner and small group discussions of their understanding of mirrors to reflect light in different directions and how light travels in straight lines.

Informal monitoring-observational

This lesson also provides opportunities to monitor the development of students’ general capabilities.






U2B




Demonstrate methods to the class or small groups

Open ended questions and problem solving


Learning objectsLight and reflection: Reflecting off surfaces

Light and reflection: Using mirrors Slideshow

Reflections around us Video

Reflections around us (ILM resource) WebsiteImage formation in plane mirrors (The Physics classroom)


http://www.physicsclassroom.com/class/refln/Lesson-2/Image-Characteristics

https://learningplace.eq.edu.au/cx/resources/items/5bd9803b-5c7f-1df8-3769-f2ab6926ae57/1/

https://learningplace.eq.edu.au/cx/resources/items/0df16870-ab37-473d-b234-caf40ea3d22f/0/Sci_Y05_U3_SS_ReflectionsAroundUs.pptx

https://learningplace.eq.edu.au/cx/resources/items/2a293cf8-d5a1-35ff-e06a-60cae2c8e7e4/4/viewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/3045a22e-f65e-63e2-f522-90085ee8d6bc/1/viewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/3045a22e-f65e-63e2-f522-90085ee8d6bc/1/viewIMS.jsp




booksNote: Have mirrors available in readiness.

Form teams and allocate roles. Allow time for students to explore a variety of light beam pathways.

Discuss with the class why a mirror was needed to make the light go around the corner (light travels in straight lines and mirrors are good light reflectors) and to suggest other things that also reflect lots of light, such as cutlery, still water, car windscreens and polished floors.

Invite each Speaker to share their team’s ray diagrams with the class.

Allow teams time to explore with the torch and mirrors and develop their own challenges, for example, using four mirrors to try to send the light beam to a different position.

Suggest that teams try using different objects to reflect the light. Ask teams to predict what will happen when they use the different objects, and to record their predictions and results.

Organise the class so that each group can describe one challenge that their team set up and explain their results.

Allow time for students to discuss their observations and record them on the prepared page in the class science journal. Ask questions, such as:

• How did the light travel? How were you able to make the light go around a corner? • What other objects were able to reflect light like a mirror? Record students’ responses on the ‘How does light travel?’ section of the science chat-board.

Update the science chat-board and word wall with words and images.

Primary Connections:

CLASS – Session 1 self-adhesive notes • set of mirrors and objects (see ‘Preparation’) • talcum powder • 1 torch

TEAM – Session 1 thick book able to stand upright

on a table or stack of books • collection of objects (see ‘Preparation’) • 1 mirror, 8 cm x 5 cm approximately • 1 large sheet of butcher’s paper • 1 torch • optional: an opaque blanket or similar (see ‘Preparation’)






Check for Understanding




Resources

Walt: To provide students with hands-on shared experiences of how different materials (transparent, translucent or opaque) affect the transmission of light.

Wilf: explore how the

path of light is affected by different materials

sort materials into transparent, translucent and opaque categories.

Tib: Students will need to identify and explain the difference between transparent, translucent and opaque materials.


Explore - LESSON 4 – Make Way For the LightSession 4 – PC pages. 31-41

Review the previous lesson by asking questions, such as:

In what directions did the light travel? (From the torch, to the object, to the eye.)

What was the purpose of the mirror? (To make the light change direction.)

What other good light reflectors might you be able to use if you did not have a mirror?

To introduce the topic, ask questions, such as:

What would happen if you put something in the way of the light?

Can you think of some materials that let light through?

Can you think of some materials that don’t let light through?

Record students’ ideas and predictions on the science chat-board in the ‘How does light travel?’ section.

Explain that students will be working in collaborative learning teams to investigate the amount of light that different materials allow to pass through.

Model the process of exploring the materials:

Choose a material or object and place over the end of the torch.

Formative (Feedback)Check students Explaining understanding through elbow partner and small group discussions of how the path of light is affected by different materials.


Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.



Consider teamwork for task- elbow partner responsibilities within the student team: manager and speaker.

Use manipulatives, Concrete materials

Referral to anchor charts and other visual prompts

U2B





Peer teaching



Primary Connections:CLASS 1 enlarged copy of ‘Passing

through?’ (Resource sheet 3) • 1 enlarged copy of ‘I can see the light’ (Resource sheet 4) • samples of materials (see ‘Preparation’) • 1 torch

TEAM 1 copy of ‘Passing through?’

(Resource sheet 3) per team member

• 1 copy of ‘I can see the light’ (Resource sheet 4) per team member • samples of materials (see ‘Preparation’) • self-adhesive tape • 1 torch

Primary ConnectionsRefer to lesson Guide for equipment resources and student worksheets for each lesson. PC Unit is located on





Switch on the torch. Observe the amount of light that comes

through onto a white wall or screen. Introduce the enlarged copy of ‘Passing

through?’ (Resource sheet 3) and record the name of the material.

• Discuss what a continuum is and put a cross on the line to show how much light passes through the modelled material. Form teams and allocate roles. After the exploration, invite Speakers to

share their team’s results with the class. Ask questions, such as: • Which materials allowed the light to

pass through? • Did you find any materials that let

some light through? • Which materials didn’t let the light

through? • Can you put your objects in order from

‘Doesn’t let light through’ to ‘Lets lots of light through’?

• Which materials made the best shadows?

• How is a shadow made? Ask volunteer students to construct ray

diagrams on the board to show how transparent, translucent and opaque materials can block light. Discuss the representations, encouraging students to describe and justify their diagrams.

Introduce the enlarged copy of ‘I can see the light’ (Resource sheet 4). Discuss the words ‘transparent’, ‘translucent’ and ‘opaque’ and their descriptions. Add the words to the word wall section of the science chat-board.

Explain to students that they will use their results from ‘Passing through?’ (Resource sheet 3) to sort the materials into the three categories of transparent, translucent and opaque. Encourage students to use the equipment to confirm their answers.

Re-form collaborative teams. After the exploration, invite Speakers to

share their team’s results with the class. Record results in the class science journal.

Curriculum Webpage in Resources.


Ask questions, such as: Which materials were transparent? Which materials were translucent? Which materials were opaque? When or where would you use

transparent, translucent or opaque materials?

Discuss with students what they think happens to the light that passes through the materials. How far does it travel? Ask students to think about the light from the Sun and stars. Even though they are far away, the light still travels so we can see it. Discuss with students how light will continue to travel until something gets in its way, such as a wall, a hand or smoke.





(The How)Check for

UnderstandingInternal monitoring data




Resources

Walt: To provide students with hands-on shared experiences of how water refracts light.

Wilf: Students to:explore the apparent distortion of objects when viewed through water

work in teams to investigate light passing through a glass of water

make claims about why objects appear distorted in water.

Tib: Students need to understand that water and light can distort an object.

Now You See ItEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.Explore - LESSON 5 – Light IllusionsSession 5 – PC pages. 42-49

Review previous lessons by asking questions, such as:

What do you know about transparent materials?

Are you always able to see clearly through the materials? Why/why not? And Record students’ answers in the class science journal.

Explain that students will be working in collaborative learning teams to observe what happens to a pencil when they view it through an empty clear plastic cup and then what they observe when they fill the cup ¾ full with water. Ask teams to make their observations looking through the side part of the clear plastic cup. Encourage students to move the pencil from side to side behind the clear plastic cup.

Ask students to record their observations as a labelled diagram in their science journals.

Form teams and allocate roles. Ask Managers to collect team equipment.

Allow time for teams to complete observations.

Ask students to report their observations, asking questions, such as: What did you observe before water

Formative (Feedback)Check students understanding through elbow partner and small group discussions of distortion of objects..

L2BAllow 'wait time' for the student to process informationConsider teamwork for task- elbow partner Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.




Use manipulatives

Concrete materials

Group and small team work

Referral to anchor charts and other visual prompts

U2B




Peer teaching

Provide answers /questions in two or more methods /experiences


Open ended questions and


Supporting learning resource

Video

Refraction in action (3:31)

Demonstration of refraction

(ILM resource) (5:20)

Invisible glass — How to make an object vanish (YouTube)

Adam T cool science experiments 6: invisible glass

(YouTube)

Colour mixing wheel — Sick science #020 (YouTube)

Newton's colour wheel (ILM

resource) (2:24)


https://learningplace.eq.edu.au/cx/resources/items/ddad5a7f-091a-7ec1-9326-4e36e4048934/1/

http://www.youtube.com/v/watch?v=37vPrNagz8M

http://www.youtube.com/v/watch?v=37vPrNagz8M

http://www.youtube.com/v/watch?v=EvVDfA1s0EE

http://www.youtube.com/v/watch?v=EvVDfA1s0EE

http://www.youtube.com/v/watch?v=wlELYZJ5JF4

http://www.youtube.com/v/watch?v=wlELYZJ5JF4

https://learningplace.eq.edu.au/cx/resources/items/93eb5046-6375-d604-153c-a3ed18fb2fcc/1/

https://learningplace.eq.edu.au/cx/resources/items/6207e5a8-36c4-1f21-d613-1a170d1f4838/1/




was added? What did you observe after water was

added? What happened when you viewed the

pencil directly behind the container? (It was magnified.)

Can you think of some other objects that magnify? (Eye glasses, magnifying glass, telescope.)

What happened when you viewed the pencil through the curved edge of the container? (It disappeared.)

Why do you think that happened? Record students’ observations in the class

science journal. Using the class science chat-board section

‘How light helps us see’, ask students what they have found out about light, such as light travels in straight lines, we see an object when light hits an object and then it reaches our eyes.

Discuss with students that if light helps us to see objects then what is happening to the light rays in the water before they reach our eyes to make the bottom of the pencil disappear?

Explain that students will work in collaborative learning teams to answer the question for investigation ‘What happens to a beam of light when it passes through a glass of water?’

Introduce the enlarged copy of ‘Line of light investigation planner’ (Resource sheet 5) and discuss the features and purpose of procedural texts. Read through the ‘Line of light investigation planner’ (Resource sheet 5) with students and model how to complete each step.

Ask students to predict what they think will happen to light as it passes through water and provide reasons for their prediction. Ask teams to record their prediction.

Form teams and allocate roles. Allow teams time to complete their investigation of light refraction through clear round containers and water.

Wait time

Teaching specific language

Break tasks into smaller steps

Elbow partners

problem solving

Making light work: The science of optics (The Worlds of David

Darling)

Indoor rainbow (Weather WizKids)

Make a rainbow (Weather

WizKids) Newton's wheel (Crocodile Clips)

Primary Connections:CLASS 1 enlarged copy of ‘Line of light

investigation planner’ (Resource sheet 5)

1 enlarged copy of ‘Exposing the illusion’ (Resource sheet 6)

self-adhesive notes

TEAMS round clear plastic cup torch 1 copy of ‘Line of light

investigation planner’ (Resource sheet 5) per team member

1 copy of ‘Exposing the illusion’ (Resource sheet 6) per team member

Scissors, pencil, glue

Primary ConnectionsRefer to lesson Guide for equipment resources and student worksheets for


http://www.absorblearning.com/media/item.action?quick=90

http://www.weatherwizkids.com/experiments-rainbow.htm

http://www.weatherwizkids.com/experiments-rainbow-indoor.htm

http://www.daviddarling.info/childrens_encyclopedia/light_Chapter4.html

http://www.daviddarling.info/childrens_encyclopedia/light_Chapter4.html

Ask Speakers to share their team’s results. Use the ‘Science question starters’ (see Appendix 4) to encourage dialogue between students. Ask students if their results matched their predictions and discuss.

Record a summary of the class results in the ‘Explaining results’ section of the enlarged copy of ‘Line of light investigation planner’ (Resource sheet 5), for example, ‘A beam of light bends when it enters the cup with water but not when there is only air’.

Introduce the enlarged copy of ‘Exposing the illusion’ (Resource sheet 6). Read through the three claims. Explain that these are three possible claims to answer the original inquiry question, ‘What happens to a beam of light when it passes through a glass of water?’

Ask students to discuss and choose which claim they think they can make based on their evidence. Record the agreed claim in the class science journal.

each lesson. PC Unit is located on Curriculum Webpage in Resources.





Check for Understanding




Resources

Walt: To support students to represent and explain their understanding of how light from a source forms shadows and can be absorbed, reflected and refracted, and to introduce current scientific views.Wilf: construct a

periscope to demonstrate light travelling in straight lines and being reflected

record and represent their understanding of light using a ray diagram and a written description.

Tib: Students need to show and understand how light is formed, absorbed, reflected and refracted.

Prior Knowledge Each lesson build Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.Explore - LESSON 6 – Sneaky SpySession 5 – PC pages. 50-57

Review previous lessons by asking questions, such as: Where does light come from? What is light used for? How does light travel? How does light help us to see? How is light affected by different

materials? Review the questions and contributions that

have been made to the science chat-board. Ask students to brainstorm how it would be

possible to see around a corner of a building. Ask students if they know what a periscope is, how it is used and how it works. Explain how periscopes can be used to see over and around objects, for example, in submarines to see ships on the surface of the ocean.

Explain that students will be working in collaborative learning teams to construct a periscope and then explain how it works. To make the periscope the students will: • cut around the template on Part 1 and Part 2 of ‘Periscope pieces’ (Resource sheet 7) • trace or glue the templates onto cardboard and cut out • cut on lines to make viewing hole • fold the card backwards on the dashed

Formative (Feedback)Check students evaluating understanding through elbow partner and small group discussions of using a periscope to demonstrate light travelling in straight lines and being reflected.



Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use technology to record students workUse manipulativesConcrete materialsGroup and small team workReferral to anchor charts and other visual promptsTeaching specific languageBreak tasks into smaller stepsElbow partners

U2B





Supporting learning resource SheetsHow to make a periscope

Investigating how light travels using a periscope (ILM sheet 17)

Example periscope flowchart

Periscope investigation:

Investigation planner (ILM sheet 13) Slideshow

The history of periscopes Video

History of telescopes (ILM resource)

Primary Connections:CLASS

1 sample periscope made using ‘Periscope pieces’ (Resource


https://learningplace.eq.edu.au/cx/resources/items/1f7284a1-6dd7-a9dd-a7a0-ea800931f80e/1/

https://learningplace.eq.edu.au/cx/resources/items/7e2aaa36-500c-4f5f-bfb2-1f43c919d76e/0/Sci_Y05_U3_SS_HistoryPeriscopes.pptx

https://learningplace.eq.edu.au/cx/resources/file/ad02f445-642f-4950-83d3-cf881b5f3273/1/Sci_Y05_U3_ILM_LP14_Sh13_SI_Pf.pdf

https://learningplace.eq.edu.au/cx/resources/file/ad02f445-642f-4950-83d3-cf881b5f3273/1/Sci_Y05_U3_ILM_LP14_Sh13_SI_Pf.pdf

https://learningplace.eq.edu.au/cx/resources/items/08fac455-c614-bf71-fddb-7f959a514b21/0/Sci_Y05_U3_SH_PlanPerisInvest.doc

https://learningplace.eq.edu.au/cx/resources/items/ba72dde8-ff5f-4b6a-ad6b-1c654ba89a1c/0/Sci_Y05_U3_SH_ExamplePerisFlowchart.docx

https://learningplace.eq.edu.au/cx/resources/file/97e019b8-fe29-4fe6-a059-ef47f48cc7e8/1/Sci_Y5_U3_ILM16_L14_Sh17_SI.pdf

https://learningplace.eq.edu.au/cx/resources/items/44300e6f-562d-4442-89e8-0d61ae8033dd/0/Sci_Y05_U3_SH_InvestAPeriscope.docx

https://learningplace.eq.edu.au/cx/resources/items/44300e6f-562d-4442-89e8-0d61ae8033dd/0/Sci_Y05_U3_SH_InvestAPeriscope.docx

https://learningplace.eq.edu.au/cx/resources/items/e22d6882-1eb9-45a7-a68d-d8138bf3693f/0/Sci_Y05_U3_SH_HowToMakeAPeri.docx




lines to form flaps • glue the flaps together by matching the letters • using self-adhesive tape, attach the mirror to the sloped opening of the periscope with the reflective side inwards.

Note: Remind students not to discard instructions from Part 1 ‘Periscope pieces’ (Resource sheet 7).

Form teams and allocate roles. Allow time for students to construct and test their periscopes.

Introduce an enlarged copy of ‘Periscope pal’ (Resource sheet 8) and discuss that the diagram is a ‘bird’s eye view’ which includes a mixture of perspectives.

Explain that students will draw a ray diagram to show how we can see the dog around the corner of the building using the periscope. Each student will then write an explanation of the process using the scientific vocabulary on the resource sheet. Allow time for students to individually complete the resource sheet.

Allow time for teams to discuss their answers with team members. For students who have retained non-scientific ideas, ask questions, such as: Could you tell me more about that? What do you mean by that? Tell me more about your description of

the path travelled by the light. Scientists have found that … How does

that idea fit with your idea? When teams are ready, ask them to report

back to the class. Compare ray diagrams and explanations. Check understanding and challenge and explain where necessary.

sheet 7, parts 1 and 2) • 1 enlarged copy of ‘Periscope pal’ (Resource sheet 8) • self-adhesive notes

TEAM 1 copy of ‘Periscope pieces’

(Resource sheet 7, parts 1 and 2) per team member

• 1 copy of ‘Periscope pal’ (Resource sheet 8) per team member • cardboard (eg, A4 sheets or cereal boxes) • glue • 1 mirror, 8 cm x 5 cm approximately, per team member • scissors • self-adhesive tape






(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

Walt: To plan, predict and conduct a fair investigation to explain everyday phenomenaassociated with the transfer of light. To describe how scientific developments haveaffected people's lives and help us solve problems. To describe ways to improve thefairness of their investigation and communicate ideas and findings.

Wilf: Students will:Understand the assessmentReview the Guide to making judgments and understand the standardsConduct the assessment

Tib: Students need teamwork to plan and conduct investigations.

Prior Knowledge Each lesson build Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

C2C Assessment

Lessons 16-18 V8 C2C Science

Review the separate sections of the assessment and ensure students understand what they are expected to do.

• Work through the Guide to making judgments with students and highlight the assessable elements for the assessment; discuss what responses might look like at each of the standards.

• Provide students with an opportunity to clarify any components of the assessment.

• Complete the assessment.• Parts A, B and C

Assessment task Exploring the transfer of lightComplete an experimental investigation about light. There are three parts to the challenge.Part A: The magic of lightConstruct a model of a maze using a specific template and then transmit light through the maze using mirrors.Part B: ‘TADA!’Alter the appearance of the light exiting the maze in some way using your scientific knowledge.Part C: Light up my life!Describe how a light source invention can affect an individual’s life and help solve a problem.



Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use technology to record students workUse manipulativesConcrete materialsGroup and small team workReferral to anchor charts and other visual promptsTeaching specific languageBreak tasks into smaller stepsElbow partners

U2B





Supporting learning resource

C2C

Assessment task - Sci_Y05_U3_AT_ExplTransLight.docx Assessment task - Sci_Y05_U3_AT_MR_ExplTransLight.docx Assessment task - Sci_Y05_U3_AT_SH_ExplTransLight.docx Assessment task - Sci_Y05_U3_AT_TN_ExplTransLight.docx





Assessment Task:

Now you see it Year 5 Unit 3Assessment task — Exploring the transfer of light

Name Class

Teacher Date

Task

Complete an experimental investigation about light. There are three parts to the challenge.

Part A: The magic of light

Construct a model of a maze using a specific template and then transmit light through the maze using mirrors.

Part B: ‘TADA!’

Alter the appearance of the light exiting the maze in some way using your scientific knowledge.

Part C: Light up my life!

Describe how a light source invention can affect an individual’s life and help solve a problem.

Remember to wash your hands after handling batteries as they contain hazardous materials. If a battery is corroded or rusting, give it to your teacher to dispose of correctly.

Ensure safe use of the torch and do not shine the light into anyone’s eyes.

Be careful when handling scissors to avoid risk of injury.


Part A: The magic of light

Your task is to help Astounding Viktor find a way to complete his trick.

1. Construct a model of the maze using a box and the assessment task Exploring the transfer of light: Student resource (Maze template) provided. Use cardboard to create the walls.

Materials and equipment mirrors (cardboard or plastic) adhesive putty torch scissors tape black paper to place outside Doorway 2 small box (e.g. a shoebox) cardboard

maze template20 of 43DiT_YP-02Band_U1_AT_COW

2. Place your mirrors in the maze to transfer the light entering at Doorway 1 to Doorway 2.

You must:

use a torch as your light source make your light source enter the box at Doorway 1

adjust your mirrors to allow the light to exit at Doorway 2.

Note: You cannot change the position of the walls in any way.

3. Draw a ray diagram to show the path the light travels through the maze.

4. Explain how light is transferred from the light source at Doorway 1 to Doorway 2. Use your science knowledge of light.


Part B: ‘TADA!’

5. You will make a change to the maze that alters the appearance of the light as it exits doorway 2.

You must:

keep the light source the same (the torch) keep wall A and wall B in their original positions

still have light exiting doorway 2.

a) List variables that could change the appearance of the light.

b) Circle the variable that you will change from the list above.c) List the variables that you will keep the same.


6. Complete your investigation question

What happens to _________________________________________________________

when __________________________________________________________________

______________________________________________________________________?

7. Complete your prediction

If we ___________________________________________________________________

then ___________________________________________________________________

because ________________________________________________________________

_______________________________________________________________________

8. List additional equipment and materials you need to complete your investigation.Materials and equipment:

mirrors (cardboard or plastic) adhesive putty torch scissors tape black paper can be used to show the light as it exits doorway 2 small box (e.g. a shoebox) cardboard maze template

9. List the steps you will follow in order to test your change.

Method:

1.


STOP! Make sure you check your method with your teacher before you carry out the investigation.

10.Conduct the investigation and record your observations.

11.Explain why the light changed. Remember to include:

your science knowledge of the properties of light scientific language in your explanation

diagrams if needed.


12.Describe ways the fairness of your investigation could be improved.

13.Justify why these improvements will help.

Part C: Light up my life!25 of 43DiT_YP-02Band_U1_AT_COW

The clown game stand is casting a shadow on part of Viktor’s stage. Viktor has lost his rabbit Fluffy. He thinks he is in the shadow, but he can’t see him. He can’t do his show without his rabbit!

14.Viktor thinks he should use a candle as a light source to help him locate Fluffy. What other invention could he use instead of a candle?

15.Describe how this invention could affect Viktor’s life and help him solve his problem.

16.Justify why this invention is a better choice for solving his problem than a candle.


Year 5 Science: Unit 3 — Now you see it: Exploring the transfer of light Name:

Purpose of assessment: To plan, predict and conduct a fair investigation to explain everyday phenomena associated with the transfer of light. To describe how scientific developments have affected people’s lives and help us solve problems. To describe ways to improve the fairness of their investigation and communicate ideas and findings.

Science Understanding Science as a Human Endeavour Science Inquiry Skills

Physical sciences Use and influence of science Questioning and predicting Planning and conducting Evaluating Communicating

Explain everyday phenomena associated with the transfer of light.

Discuss how scientific developments have affected people’s lives and help us solve problems.

Pose a question for investigation and predict the effect of changing variables when planning an investigation.

Describe ways to improve the fairness of their investigation.

Communicate their ideas and findings using multimodal texts.

Applies science knowledge of light to explain how a property of light can be altered.

Justifies why the alternative invention is a better choice for solving a problem.

Records a concise and logical sequence for the investigation.

Justifies why the changes will improve their investigation.

Communicates using accurate scientific language and appropriate representations comprehensively.

A

Links how light is transferred through the maze to science knowledge.

Explains why the invention is a better light source.

Poses a question and makes a prediction based on scientific understandings.

Describes effective ways to improve the fairness of their investigation.

Communicates ideas using scientific language and representations.

B

Explains how light is transferred through the maze.

Describes how an invention affects a person’s life and helps solve a problem.

Poses a question for investigation and predicts the effect of changing variables when planning an investigation.

Describes ways to improve the fairness of their investigation.

Communicates their ideas and findings using multimodal text.

C

Identifies how light is transferred.

States how an invention affects a person’s life.

With guidance poses a question and makes a prediction.

Identifies ways to improve their investigation. Uses everyday language. D

States a fact about light. Identifies an invention that provides light.

With guidance follows a given method.

States a problem in the investigation. Uses fragmented language. E

Feedback:

Australian Curriculum

Science- Year 5

Year 5 Achievement StandardBy the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives, help us solve problems and how science knowledge develops from many people's contributions.

Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.

Content DescriptionsScience as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)

Nature and development of science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)

Planning and conducting

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)

Processing and analysing data and information

Compare data with predictions and use as evidence in developing explanations (ACSIS218)

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 (ACSIS090)

Evaluating

Reflect on and suggest improvements to scientific investigations (ACSIS091)

Questioning and predicting

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)

Physical sciences

Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Communicating

Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

Light and sound are produced by a range of sources and can be sensed (ACSSU020) Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Energy transfer through different mediums can be explained using wave and particle models (ACSSU182)Science Inquiry Skills

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Interpreting statistical information Using measurement

Information and communication technology (ICT) capability Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.Assessing student learningAssessment name: Exploring the transfer of lightAssessment description: Students plan, predict and conduct a fair investigation to explain everyday phenomena associated with the transfer of light. Students describe how scientific developments have affected people's lives and help us solve problems. Students describe ways to improve the fairness of their investigation and communicate ideas and findings.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives, help us solve problems and how science knowledge develops from many people's contributions.Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Monitoring activityActivity name: Exploring transmission of light (Lesson 4)Activity description: Students classify objects as opaque, transparent, translucent. Students present information collected in investigations, pose questions, make predictions, compare data with predictions, plan and develop scientific explanations within investigations and communicate ideas and explanations.Activity name: Investigating shadow heights (Lesson 6-7)Activity description: Students present information collected in investigations, pose questions, make predictions, compare data with predictions, and plan and develop scientific explanations within investigations. Students discuss how improvements can be mad to investigations by reflecting on the method, observations and results and communicate ideas and explanations.Activity name: Periscope construction and investigation (Lesson 14-15)Activity description: Students apply their knowledge of reflection to solve a problem, develop scientific questions and predictions, identify variables that can be changed, choose a variable to change and pose a related question to then make a prediction and record observations, using diagrams (including labelled and ray diagrams) as appropriate. Students suggest improvements to the investigation and explain how periscopes are used to solve problems in people's lives.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking:

that the moon is a light source. Explain to students that the moon is not a source of light and that it reflects light from the sun. that the light coming from a torch is not travelling in a straight line. Inform students that light is being reflected inside the torch in many different directions and the rays are all

straight lines. light comes from the eye and reflects off objects. Explain that light comes from a light source, reflects off an object and then enters our eyes. if light is not transmitted through an object then it (light) ceases to exist. Explain to students that light is a form of energy and as such cannot be destroyed. a shadow is something which exists on its own. Explain that a shadow will not exist in a completely dark place because it is formed when there is a light source being blocked. shadows come from people and objects. Explain that shadows are only present when there is a light source being blocked. reflection of light can only occur on smooth or shiny surfaces. Explain that light reflects off all surfaces and then enters our eyes, but the rougher the surface the more the light

rays scatter. mirrors can see around corners. Inform students that mirrors can help people see around corners; however, the mirror needs to be in a straight line in relation to the thing being

reflected, the reflection may then be viewed around a corner. light actually bends objects. Inform students that light can affect the way objects appear and it does not physically bend the object. any light can be refracted to form a rainbow of colours. Explain to students that coloured light has been filtered and no longer contains all of the colours of the rainbow. coloured light actually changes the colour of an object. Inform students that coloured light or viewing objects through coloured filters can change the appearance of an object

but does not change the physical characteristics of the object. submarine periscopes only use mirrors. Explain to students that submarines can use mirrors, prisms or digital technology in their periscopes. light is an invention. Remind students that there are natural and artificial sources of light and scientists seek to either create new sources of light or understand its properties.

Year 5 Semester 2 Term 3: Now You See ItScience Unit 3 Science Report Card Comment Bank

A B C D E2S53A 2S53B 2S53C 2S53D 2S53E

Science: Unit 3 – Now You See It

{Name} applied science knowledge of light to explain how a property of light can be altered. {She,He} justified why the alternative invention is a better choice for solving a problem. {Name} recorded a concise and logical sequence for the investigation. (She,He} justified why the changes will improve their investigation. {Name} communicated using accurate scientific language and appropriate representations comprehensively.


{Name} linked how light is transferred through the maze to science knowledge. {She,He} explained why the invention is a better light source. {Name} posed a question and makes a prediction based on scientific understandings. {She,He} described effective ways to improve the fairness of their investigation. (Name} communicated ideas using scientific language and representations.


{Name} explained how light is transferred through the maze. {She,He| described how an invention affects a person’s life and helps solve a problem. {Name} posed a question for investigation and predicted the effect of changing variables when planning an investigation. {She,He} described ways to improve the fairness of their investigation. {Name} communicated their ideas and findings using multimodal text.


{Name} identified how light is transferred. {She,He} identified how light is transferred. {Name} stated how an invention affects a person’s life. With guidance, {Name} posed a question and made a prediction. {Name} identified ways to improve their investigation. {She,He} used everyday language to communicate findings.


{Name} stated a fact about light. {She,He} identified an invention that provides light. With guidance, {Name} followed a given method. {She,He} stated a problem in the investigation. {Name} used fragmented language to communicate findings.

Note: 2S53A – Semester 2 Reporting, Science, Year 5, Unit 3, Academic Result A-E

When Reporting for Semester 2 Report Card:Include Term 3 Comment Code as well as Term 4 Code.

Science Pre-ModerationYear 5: Unit 3 Semester 2 Title: Now You See It

Curriculum Intent for the Unit (see unit /task description)

Now You See It

In this unit, students will investigate the properties of light and the formation of shadows. They will investigate reflection angles, how refraction affects our perceptions of an object's location, how filters absorb light and affect how we perceive the colour of objects, and the relationship between light source distance and shadow height. They will plan investigations including posing questions, making predictions, and following and developing methods. They will analyse and represent data and communicate findings using a range of text types, including reports and labelled and ray diagrams. They will explore the role of light in everyday objects and devices and consider how improved technology has changed devices and affected peoples' lives.Key focus: Scientific knowledge is used to solve problems and inform personal and community decisions Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and

reflects historical and cultural contributions Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital

technologies as appropriate Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and

materials safely and identifying potential risks Compare data with predictions and use as evidence in developing explanations 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 Reflect on and suggest improvements to scientific investigations Light from a source forms shadows and can be absorbed, reflected and refracted

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives, help us solve problems and how science knowledge develops from many people's contributions.

Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 SCIENCE unit. Were there any literacy / numeracy identified areas?

Scan and Assess

Prioritise

Develop and Plan

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and common alternative conceptions (in planning – Pre Moderating)

that the moon is a light source. Explain to students that the moon is not a source of light and that it reflects light from the sun. that the light coming from a torch is not travelling in a straight line. Inform students that light is being reflected inside the

torch in many different directions and the rays are all straight lines. light comes from the eye and reflects off objects. Explain that light comes from a light source, reflects off an object and then

enters our eyes. if light is not transmitted through an object then it (light) ceases to exist. Explain to students that light is a form of energy and

as such cannot be destroyed. a shadow is something which exists on its own. Explain that a shadow will not exist in a completely dark place because it is

formed when there is a light source being blocked. shadows come from people and objects. Explain that shadows are only present when there is a light source being blocked. reflection of light can only occur on smooth or shiny surfaces. Explain that light reflects off all surfaces and then enters our

eyes, but the rougher the surface the more the light rays scatter. mirrors can see around corners. Inform students that mirrors can help people see around corners; however, the mirror needs

to be in a straight line in relation to the thing being reflected, the reflection may then be viewed around a corner. light actually bends objects. Inform students that light can affect the way objects appear and it does not physically bend the

object. any light can be refracted to form a rainbow of colours. Explain to students that coloured light has been filtered and no longer

contains all of the colours of the rainbow. coloured light actually changes the colour of an object. Inform students that coloured light or viewing objects through

coloured filters can change the appearance of an object but does not change the physical characteristics of the object. submarine periscopes only use mirrors. Explain to students that submarines can use mirrors, prisms or digital technology in

their periscopes. light is an invention. Remind students that there are natural and artificial sources of light and scientists seek to either create

new sources of light or understand its properties.

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ – WW - Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Science Understanding: Explains how light is transferred through the maze.

Science as a Human endeavour: Describes how an invention affects a person’s life and helps solve a problem.

Science Inquiry Skills: Poses a question for investigation and predicts the effect of changing variables when planning an investigation. Describes ways to improve the fairness of their investigation. Communicates their ideas and findings using multimodal text

‘B’ – MC - Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Science Understanding: Links how light is transferred through the maze to science knowledge.

Science as a Human endeavour: Explains why the invention is a better light source.

Science Inquiry Skills: Poses a question and makes a prediction based on scientific understandings. Describes effective ways to improve the fairness of their investigation. Communicates ideas using scientific language and representations.

‘A’ – AP - Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Science Understanding: Applies science knowledge of light to explain how a property of light can be altered.

Science as a Human endeavour: Justifies why the alternative invention is a better choice for solving a problem.

Science Inquiry Skills: Records a concise and logical sequence for the investigation. Justifies why the changes will improve their investigation Communicates using accurate scientific language and appropriate representations comprehensively.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Primary Connections – Now You See It

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Introducing light and light sourcesExample learning sequence

Revise prior knowledge about light Discuss sources of light Identify natural and artificial light sources Explain the sources of light

Evidence of learningCan the student:

Sort light sources correctly as either artificial or natural?

Lesson 2Exploring how light travelsExample learning sequence

Discuss light and darkness Understand that the sun is the main source of

light on Earth Explore a science investigation format Investigate how light travels


Identify that light travelled in a straight line through the cards?

Draw the path that light travels using a ray diagram?

Lesson 3Exploring how light travels to the eyeExample learning sequence

Explore how we see things Develop a basic understanding of how light

travels to the eye Construct representations of light travelling to

the eye


Describe how light allows us to see things?

Lesson 4Exploring transmission of lightExample learning sequence

Discuss and define transmission of light Investigate transmission of light Define and classify how light can travel


Classify materials as opaque, transparent or translucent?

Explain what happened to the light in the investigation using scientific terms?

Lesson 5Exploring shadowsExample learning sequence

Observe and discuss shadows Investigate properties of shadows


Explain how light is blocked to form shadows?

Lessons 6-7Investigating shadow heightsExample learning sequence

Discuss shadow puppet Explore fair testing Investigate shadow height Explore shadow size


Identify a variable to be changed when investigating shadow heights?

Develop an investigation question that reflects the variable to be changed?

Conduct an investigation using fair testing?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 8Exploring reflectionsExample learning sequence

Discuss reflections Investigate reflection angles Discuss investigation results Discuss reflections in the world


Identify the pattern between the angle of reflection and the angle of the light source?

Lesson 9Using reflectionExample learning sequence

Discuss reflection and mirrorsSolve problems with mirrors


Explain how reflecting light with mirrors can be used to solve problems?

Lesson 10Exploring refractionExample learning sequence

View and discuss an example of refraction Observe an example of refraction Discuss refraction when spear fishing Apply knowledge of refraction


Explain how light refraction affects the appearance of objects?

Lesson 11Exploring the colour of lightExample learning sequence

Discuss rainbows Create a rainbow Investigate Newton's wheel Explain rainbows


Describe how light is made up of the colours of the rainbow?

Lesson 12Light absorptionExample learning sequence

Revise properties of light Investigate light absorption Discuss observed colour and light absorption


Identify changes to the observed colour of objects when viewed through coloured filters?

Lesson 13Review, reinforce and extend learning

Lessons 14-15Periscope construction and investigationExample learning sequence

Discuss periscopes and their uses View and construct a periscope Explain how light travels through a periscope Investigate how a periscope works Discuss how light is transmitted in the

periscope investigation


Construct a periscope, make adjustments to its design and describe the reflection of light in the device, as part of an investigation?

Teaching Sequence FeedbackLessons 16-18Assessing student learning

Example assessment sequence Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Lessons 19-20Investigating light through time and culturesExample learning sequence

Discuss light in society Research and present aspects of light in

society


Describe how different peoples have contributed to the development of light?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed Science Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Science Unit within other KLA’s the ADDITIONAL TARGETED

TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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