• Quick retrieval from earlier learning (Light sources and seeing). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is the Moon a light source? (light source / not a light source (reflects light)) → not a light source (reflects light)Prompt: Does it make its own light, or does light bounce off it?
2. Why can't you see anything in a completely dark room? (There is no light to reflect into your eyes / Objects disappear in the dark / Your eyes are closed / Darkness blocks your eyes) → There is no light to reflect into your eyesPrompt: Seeing needs light.
3. Light: which statement is NOT true? (The Sun is a light source. / Light travels in straight lines. / We see objects when light reflects off them into our eyes. / Our eyes give out light so that we can see.) → Our eyes give out light so that we can see.Prompt: Does the Moon make 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: Shadows and transparent, translucent and opaque materials. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is a thin cotton sheet transparent, translucent or opaque?
• Step 1: Translucent materials let some light through, but you cannot see clearly through them.
• Step 2: So the answer is: translucent
• Answer: translucent
• 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. Is air transparent, translucent or opaque? (transparent / translucent / opaque) → transparentPrompt: Can you see clearly through it, see a blur, or see nothing at all?
2. A puppet moves closer to a torch (flashlight). What happens to its shadow on the wall? (It stays the same / It disappears / It gets bigger / It gets smaller) → It gets biggerPrompt: Closer to the light, it blocks more of the beam.

• 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.

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

1. Is clear water transparent, translucent or opaque? (transparent / translucent / opaque) → transparentPrompt: Can you see clearly through it, see a blur, or see nothing at all?
2. A puppet moves closer to a torch (flashlight). What happens to its shadow on the wall? (It disappears / It gets bigger / It stays the same / It gets smaller) → It gets biggerPrompt: Closer to the light, it blocks more of the beam.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.