Science lesson plan · 1st grade (Year 2 in England) · 45 minutes
Clear, cloudy or blocking? How much light gets through
Light, sound and waves
CCSS NGSS.1-PS4-3England: KS2 Y3 LightEngland: KS1 Y1 Everyday materials
Objective and success criteria
Students will: Clear, cloudy or blocking? How much light gets through.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: How shadows form when light is blocked
Leads to: the next skill in this area.
Materials: Slinky or rope, Mirrors and torches, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (How shadows form when light is blocked). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which of these is needed to make a shadow? (only a dark room / a light source and an object that blocks light / a loud noise / a mirror and some water) → a light source and an object that blocks lightPrompt: Think of shadow puppets: what do you need?
- True or false? Shadows are made of black paint. (True / False) → FalsePrompt: What does an object do to light to make a shadow?
- Shadows: which statement is true? (Shadows point towards the light. / The shadow of a cup has the shape of a triangle. / Your shadow moves when you move. / A shadow shows your face and your eyes.) → Your shadow moves when you move.Prompt: Picture a torch, a toy and a wall.
Hook · 5 min
- Ask the class to make a wave with a rope or slinky and describe what moves and what doesn't.
- Share the objective: Clear, cloudy or blocking? How much light gets through. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: How much light passes through this: a thick book?
- Step 1: No light passes through opaque materials, so they make dark shadows.
- Step 2: So the answer is: opaque (lets no light through)
- Answer: opaque (lets no light through)
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- How much light passes through this: a clear plastic bottle? (transparent (lets almost all light through) / translucent (lets some light through) / opaque (lets no light through)) → transparent (lets almost all light through)Prompt: Hold it up to a window in your mind. Can you see through it?
- Which of these is opaque? (aluminium (aluminum) foil / cling film (plastic wrap) / tissue paper / clean water) → aluminium (aluminum) foilPrompt: Think about the shadow each one would make.
You do: independent practice · 10 min
- 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A bathroom window needs to let light in but stop people seeing in. Which glass is best? (a metal sheet / a mirror facing in / clear (transparent) glass / frosted (translucent) glass) → frosted (translucent) glassPrompt: It has to do two jobs: let light in and blur the view.
- Which of these is transparent? (clean water / a metal tray / a brick wall / aluminium (aluminum) foil) → clean waterPrompt: Think about the shadow each one would make.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: How shadows form when light is blocked.
- Use concrete materials: slinky or rope.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder