• 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. You go into a room with no windows and shut the door. The light is off. What can you see? (only shiny things / nothing at all / everything, but in black and white / only red things) → nothing at allPrompt: What is missing from the room?
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. Why can you see a book on your desk? (Your eyes send out light onto the book. / Books glow in the dark. / Light from a lamp or the Sun bounces off the book into your eyes. / The book makes its own light.) → Light from a lamp or the Sun bounces off the book into your eyes.Prompt: Does a book give out its own light?

• 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 mirror? (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?
2. How can you use a mirror to light up a dark corner with sunlight? (Tilt the mirror so the sunlight bounces into the corner. / Break the mirror into pieces. / Cover the mirror with paper. / Put the mirror in the dark corner facing the wall.) → 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 do cars have mirrors? (so drivers can see what is behind them / to make the car brighter at night / to make the car faster / to keep the sun off) → so drivers can see what is behind themPrompt: Light from behind the car bounces off the mirror to the driver's eyes.
2. True or false? Shiny surfaces reflect more light than dull ones. (True / False) → TruePrompt: Mirrors do not make light. What do they do to it?

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