• Quick retrieval from earlier learning (Why we need light to see things). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. A cat's eyes seem to shine in the dark when a car's headlights catch them. Is the cat making light? (No, its eyes are reflecting the headlights. / Yes, cats' eyes are light sources. / No, it is the Moon making the eyes. / Yes, but only at night.) → No, its eyes are reflecting the headlights.Prompt: Would the eyes shine if there were no light at all?
2. True or false? Most things we see do not make their own light. (True / False) → TruePrompt: Where does the light start, and where must it end?
3. True or false? If you wait long enough in a totally dark room, your eyes will see everything. (True / False) → FalsePrompt: Where does the light start, and where must it end?

• Ask the class to make a wave with a rope or slinky and describe what moves and what doesn't.
• Share the objective: Mirrors and shiny surfaces bounce light. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Could you see a clear reflection in this: a shop window at night?
• Step 1: Smooth, shiny surfaces bounce light back neatly, so you can often see yourself.
• Step 2: So the answer is: reflects light well (shiny and smooth)
• Answer: reflects light well (shiny and smooth)
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Could you see a clear reflection in this: a brick? (reflects light well (shiny and smooth) / does not reflect well (dull or rough)) → does not reflect well (dull or rough)Prompt: Is the surface smooth and shiny, or rough and dull?
2. How can you use a mirror to light up a dark corner with sunlight? (Cover the mirror with paper. / Put the mirror in the dark corner facing the wall. / Break the mirror into pieces. / Tilt the mirror so the sunlight bounces into the corner.) → Tilt the mirror so the sunlight bounces into the corner.Prompt: What do mirrors do to light that hits them?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Why does a dentist use a tiny mirror? (to scare germs away / to see the backs of your teeth / to make your teeth white / to keep your mouth warm) → to see the backs of your teethPrompt: Can the dentist look straight at the back of a tooth?
2. Could you see a clear reflection in this: a shiny spoon? (reflects light well (shiny and smooth) / does not reflect well (dull or rough)) → reflects light well (shiny and smooth)Prompt: Is the surface smooth and shiny, or rough and dull?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.