Lesson 3
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Centre: Teacher Directed Reflection Mobile; Explore the reflective side of a CD. Usage a torch have the children shine the light onto the Cd and ask them to comment about what they see; how doe a the light change?
Explicit / Intentional Teaching: Mat session: Have different materials in front of the
Foil Mirror
e.g., glass, metal, CD, mirror, plastic
Place materials on the table for the children to create
children that have a reflective surface and some that don't Describe in scientific terms what a reflection is to the students. Go through the objects and see which have a reflection and which don’t Talk about how in order to have a reflection you need to
rocks and sticks. Tie CDs onto the mobile and hang in the sun on display for the children to see Ask them to describe the reflection - is it the same as a mirror, or a glass window? What do you think is different or what looks different about it? Materials; Sticks, leaves, Rocks Twine / string CDs Light Source; torch, and sun
their own mirror. Have coloured car cut into frames for them to use, have them different shapes and sizes so that the children can make their own.
have a light source - make the room darker and see how the When they make their mirrors they can explore
Create a and x frame using sticks and twine to create reflections change. the top of the mobile. Tie materials to String to hang from the frame, use natural materials such as leaves,
Centre:
reflections and the way that the foil changes the light reflection.
Introduction: Place a mirror in front of the class for all to see. Have one student or the teacher/EA stand at the back of the mat and shine the torch at the mirror. With the students still sitting down have them look around the room and see if they can find where the reflection is. Have the person holding the torch to move at different angle. Put different objects over the torch and see how it changes the light, Clear and solid objects, to reinforce the language of transparent and opaque. Ask questions such as;
- Why do you think that the reflection is moving?
- What happens when we put an opaque/transparent object in front (e.g clear counter, teddy)
- Does the shadow of the teddy show in the reflection?
Materials; Coloured card foil Sticky tape Light source; Sun
Centre: Mirror table: Have all different sized mirrors on a table as well as torches for the children to explore. have other toys on the table so they can explore their own reflection as well as other objects. Materials: Multiple Mirrors Light source; Torches
Conclusion:
Have the children form two lines. one facing the other about a metre apart. Instruct one side to make random movements or dance moves whilst standing on their spot and the other line has to copy their actions. The idea of this is that they mirror their actions and imitate what a reflection does. Have one line go at a time and then swap. Have them sitting back on the mat and have a discussion about what activity was their favourite and/or what they learnt.
Centre: Light Box; Have a light box sitting on the table and a tub off craft materials. Here the children can explore and manipulate different materials and also what happens when they are put onto a light table- how their properties change. Provide materials such as cellophane, crepe paper and coloured paper, leaves, flowers, fabrics, pom poms. straws- see that light can shine through light/thin objects bit not solid/dark objects. Materials: Craft material Light source- Light box/table
Centre:
Objective/s:
Shadow tower
Identify a reflection of an object.
Have loose blocks on the floor for the children to use to construct a tower. Have the torch set up behind a line of masking tape for a starting point to make the shadow. Same activity as STEM shadow tower in lesson 1 but here it is not a teacher directed captivity so the children are free to explore and play around with the things that they learnt Materials; Blocks Masking tape Light source; torch
Centre: Bubbles; Have bubble blowers and a bucket of soapy water outside for the children to play with. ask them to look at the bubbles when the light shines on them Do they reflect the sun? How does the sun change what they look like? Materials; Tub of soapy water Bubble tools.
Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?) An Assessment Checklist is used to assess children’s ability to accurately identify a shadow when prompted. Anecdotal notes are also used to record children’s engagement in experimenting to create shadows.
Highlight one or two outcomes specifically connected to your objective/s.
Explicit / Intentional Teaching: Mat session: Have different materials in front of the
Foil Mirror
e.g., glass, metal, CD, mirror, plastic
Place materials on the table for the children to create
children that have a reflective surface and some that don't Describe in scientific terms what a reflection is to the students. Go through the objects and see which have a reflection and which don’t Talk about how in order to have a reflection you need to
rocks and sticks. Tie CDs onto the mobile and hang in the sun on display for the children to see Ask them to describe the reflection - is it the same as a mirror, or a glass window? What do you think is different or what looks different about it? Materials; Sticks, leaves, Rocks Twine / string CDs Light Source; torch, and sun
their own mirror. Have coloured car cut into frames for them to use, have them different shapes and sizes so that the children can make their own.
have a light source - make the room darker and see how the When they make their mirrors they can explore
Create a and x frame using sticks and twine to create reflections change. the top of the mobile. Tie materials to String to hang from the frame, use natural materials such as leaves,
Centre:
reflections and the way that the foil changes the light reflection.
Introduction: Place a mirror in front of the class for all to see. Have one student or the teacher/EA stand at the back of the mat and shine the torch at the mirror. With the students still sitting down have them look around the room and see if they can find where the reflection is. Have the person holding the torch to move at different angle. Put different objects over the torch and see how it changes the light, Clear and solid objects, to reinforce the language of transparent and opaque. Ask questions such as;
- Why do you think that the reflection is moving?
- What happens when we put an opaque/transparent object in front (e.g clear counter, teddy)
- Does the shadow of the teddy show in the reflection?
Materials; Coloured card foil Sticky tape Light source; Sun
Centre: Mirror table: Have all different sized mirrors on a table as well as torches for the children to explore. have other toys on the table so they can explore their own reflection as well as other objects. Materials: Multiple Mirrors Light source; Torches
Conclusion:
Have the children form two lines. one facing the other about a metre apart. Instruct one side to make random movements or dance moves whilst standing on their spot and the other line has to copy their actions. The idea of this is that they mirror their actions and imitate what a reflection does. Have one line go at a time and then swap. Have them sitting back on the mat and have a discussion about what activity was their favourite and/or what they learnt.
Centre: Light Box; Have a light box sitting on the table and a tub off craft materials. Here the children can explore and manipulate different materials and also what happens when they are put onto a light table- how their properties change. Provide materials such as cellophane, crepe paper and coloured paper, leaves, flowers, fabrics, pom poms. straws- see that light can shine through light/thin objects bit not solid/dark objects. Materials: Craft material Light source- Light box/table
Centre:
Objective/s:
Shadow tower
Identify a reflection of an object.
Have loose blocks on the floor for the children to use to construct a tower. Have the torch set up behind a line of masking tape for a starting point to make the shadow. Same activity as STEM shadow tower in lesson 1 but here it is not a teacher directed captivity so the children are free to explore and play around with the things that they learnt Materials; Blocks Masking tape Light source; torch
Centre: Bubbles; Have bubble blowers and a bucket of soapy water outside for the children to play with. ask them to look at the bubbles when the light shines on them Do they reflect the sun? How does the sun change what they look like? Materials; Tub of soapy water Bubble tools.
Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?) An Assessment Checklist is used to assess children’s ability to accurately identify a shadow when prompted. Anecdotal notes are also used to record children’s engagement in experimenting to create shadows.
Highlight one or two outcomes specifically connected to your objective/s.
