1. Introduction 2. 2. Supporting Information 3

Theme - Light Contents Page 1. Introduction 2 2. Supporting Information 3 2.1 How to use this pack 3 2.2 Light in the primary science curriculum 4 2.3 Background information on light 7 2.4 Children s ideas about light 7 2.5 Equipment for light 8 2.6 Glossary of light terms 9 3. Sample lesson plans 10 3.1 Infants 10 3.2 First and second classes 12 3.3 Third and fourth classes 14 3.4 Fifth and sixth classes 16 4. Follow-up activities 19 5. References 24 6. Evaluation form 25 1

1. Introduction Primary Science Day is an initiative of the Science Technology and Innovation Awareness Programme. It is supported by the Department of Education and Science and the INTO. It is a day when primary schools are invited to spend some time on science. This year Primary Science Day is on Tuesday 11 November and light is the theme. Schools are asked to do a science lesson on the day. Each school receives a pack with sample lessons for each class level and some equipment to do the lessons. The pack includes background information and suggests follow-up activities and references to support teachers. The lessons are based on the SESE: Science curriculum. This initiative supports the work of the Primary Curriculum Support Programme of the Department of Education and Science. This is the third national Primary Science Day. In 2001, all primary schools received a pack with a teacher's booklet and colourful magnets for use with all the classes. On Primary Science Day the response was marvellous. Children throughout the country used the magnets and explored magnetism. There was a similar response in 2002 to the Primary Science Day pack on electricity. In their evaluations the schools suggested the theme of light for this year. 2

2. Supporting information 2.1 How to use this pack Each school receives a pack that consists of: A teacher's booklet Equipment for the light activities The booklet contains information on light in the curriculum, background information on light and the equipment supplied; sample lesson plans for one complete lesson at each class level and follow-up activities on the topic of light. You will need some additional materials that are already in the school. Each lesson takes about forty minutes. The lessons are starting points for the children s investigation of light. They have been developed from the suggestions in Approaches to learning about light in the SESE: Science Teacher Guidelines pp 86-91 (as Gaeilge leathanach 90). The worksheets support the children s recording of their initial observations and investigations. Encourage the children to develop and investigate their own questions about light. Using the pack The following are some suggestions for using this pack: copy the booklet for each member of staff decide which classes will undertake the activities. Some of the activities developed for the junior classes may be useful as an introduction to light for the senior classes. copy the Teacher s Notes and Worksheets for the classes before undertaking the work in class check the equipment and the activities. See section 2.5 for further details. timetable the materials on the chosen day review the activities and fill in the evaluation form. The children's work could be displayed in their classrooms or throughout the school. send the evaluation form to Forfás. Any classes that cannot use the pack on the suggested day could use it at another time. The pack is for use on Primary Science Day and is also a permanent resource for schools. 3

2.2 Light in the primary science curriculum Science in the primary school curriculum aims to introduce children (from Infants to Sixth class) to the wonder of science, to develop a lasting interest in science and to provide opportunities for children to work scientifically. Learning science should stimulate curiosity and be fun. The curriculum for science aims to develop children s skills and their understanding of science concepts. There are four content strands: Living things, Energy and forces, Materials and Environmental awareness and care. Children are encouraged to develop the skills of working scientifically and designing and making. The approach to science is to start from the children s ideas and to work in an active and collaborative way to investigate the world in which we live. Light in the curriculum Children live with light every day. Light is fundamental to our daily life. Living things need light. Plants use light to make food. We need light to see. Light is needed to make our environments comfortable. Electricity is used to provide light at home, in schools at work and on the street. Light is one of the strand units in Energy and forces (see pages 25, 43, 63 and 85 SESE: Science Curriculum). In infant classes children are encouraged to become aware of aspects of light such as night and day, shadows and colour. As they become older children are enabled to recognise sources of light, that light is needed in order to see and they begin to investigate the relationship between light and materials. The danger of looking directly at the sun is stressed. In third and fourth classes children investigate light further; they break white light into the colours of the spectrum and discover how it interacts with different materials. They investigate how light bounces (is reflected) from mirrors and shiny surfaces. In the older classes children learn about light energy and become aware of the dangers of excessive sunlight. They investigate the reflection of light and start to investigate what happens when light travels through transparent materials. Children can make light shades, parasols, model periscopes and telescopes. This is great fun. Through the Light strand unit children become aware of the importance of sight, the dangers of looking directly into the sun and the need to protect themselves from excessive sunlight. They begin to understand the role of sunlight in photosynthesis and to appreciate the role of the sun in the cycle of nature. The SESE: Science Teacher Guidelines suggest how to approach learning about light on page 86 (as Gaeilge leathanach 90). There is one exemplar (page 90) on light and shadows for infants and junior classes. 4

Light in the Primary Science Curriculum Content Strand Infants First and Second class Third and Fourth class Fifth and Sixth class Energy and Forces The child should The child should be The child should be The child should be be enabled to enabled to enabled to enabled to Light Skill Development identify and name different colours sort objects into sets according to colour observe colours in the local environment at school, in the home, in the street, in animal and plant life explore dark and bright colours and become aware of different shades of colour, colour tables, coloured light discuss differences between day and night, light and shade explore how shadows are formed recognise that light comes from different sources recognise that light is needed in order to see investigate the relationship between light and materials sort materials according to whether or not they allow light through (transparent/opaque) explore materials that do not allow light to pass through (opaque) and thus form shadows design and make a model glasshouse using a plastic bottle that will allow light to pass through design and make a pair of shades using different combinations of coloured film or plastic recognise that the sun gives us heat and light, without which we could not survive learn that light is a form of energy recognise that light comes from different natural and artificial sources investigate that light can be broken up into many different colours use prism to create spectrum investigate the relationships between light and materials sort materials according to degree to which they allow light through (i.e. transparent, translucent, opaque) explore materials that do not allow light to pass through and thus form shadows design and make a light shade for bedroom investigate how mirrors and other shiny surfaces are good reflectors of light effect of flat shiny surface, curved shiny surface recognise that the sun gives us heat and light, without which people and animals could not survive learn that light is a form of energy know that light travels from a source investigate the splitting and mixing of light use prism to create spectrum mix coloured light using filters investigate the refraction of light investigate how mirrors and other shiny surfaces are good reflectors of light effects of flat shiny surface, curved shiny surface design and make model periscopes explore how objects may be magnified using a simple lens or magnifier investigate use of lens design and make model telescopes appreciate the importance of sight understand the role of sunlight in photosynthesis and appreciate that the sun gives us heat and light without which people and animals could not survive be aware of the dangers of excessive sunlight dangers of looking directly at the sun effect of sun s rays on skin design and make a sun canopy or umbrella for toys such as dolls and models The lessons and follow-up activities in the pack develop the skills of working scientifically and designing and making. Primary Science Day 2003 5

Designing and making The Light strand unit provides many opportunities for designing and making. At first and second class level children are encouraged to use their understanding of light to design and make a model glasshouse and a pair of sunshades. In third and fourth classes designing and making a light shade for a bedroom is suggested. At the senior classes they are encouraged to design and make periscopes (or kaleidoscopes) using mirrors and telescopes using lenses. Designing and making a sun canopy or umbrella for toys will help the children appreciate the dangers of excessive sunlight. Light and other areas of the curriculum Light affects much of our daily life and plays an important part in a child s life. The diagram shows some ways light might be integrated with other areas of the curriculum. Visual Arts Looking and responding Shadows, colours and reflections, silhouettes History Exploring the past Light in our homes children can make a timeline showing how we lit our homes long ago Geography Human environments Light in our homes Maths Symmetry Language Developing the language to talk about light and how it behaves SPHE Safety issues Children can discuss how to protect their eyes and skin when in the sun. 6

2.3 Background information on light Light is a form of energy. Some objects such as the sun and light bulbs give out light energy. Light travels in straight lines. Shadows are formed when objects block out light. Light can be reflected (bounced back) from objects. We see when light is reflected from objects into our eyes. Light can be refracted or bent when it travels from air to water or glass. White light is made up of the colours of the rainbow (or spectrum). A prism can split white light into the colours of the rainbow. Materials interact with light in a variety of ways. Some materials block light, they allow no light to pass through these are opaque. Others allow some light to pass through these are translucent and the last group allows light through, they are transparent. However the amount of light passing through translucent and transparent materials depends on the clearness and the thickness of the material. 2.4 Children s ideas about light Children can think that seeing is an active process. They can think that we turn our eyes towards what we want to see and we see by light travelling from our eyes to an object. One way to find out what children think about how we see objects is to give them a blank page and ask them to draw a picture of how they see the object on the table, as in the diagram below. They will often draw the black arrows. However the scientific understanding is shown by the grey arrows. Light must travel from the light source to the object and then to our eyes before we can see anything. Our eyes are just receivers and detectors of light energy. children's suggested path of light actual path of light to see object 7

2.5 Equipment for light The equipment provided is for the lessons in the pack. It will be sufficient for a class of 30 children working in groups of three. The pack contains: 6 torches (including batteries) 6 see through torches (including batteries) 10 flat plastic mirrors 10 curved plastic mirrors The additional equipment is: 1 prism 1 kaleidoscope 1 large flat plastic mirror Note: the see through torches may be useful for electricity as well as light. Additional materials needed these will need to be gathered in the school Card from cereal boxes, paper Short bamboo cane or art straws Pencils, markers, crayons Scissors Sticky tape Dessert spoons Marbles Selection of everyday materials e.g. black card, clear plastic, paper, tissue, bubble wrap, netting, greaseproof paper, cellophane, fabric, plastic sweet wrappers etc Overhead projector The follow up activities will require additional everyday materials. Simple toys may also be useful. 8

2.6 Safety The SESE: Science Teacher Guidelines page 86 (as Gaeilge leathanach 90) provide information about safety when working with light. In addition to these precautions teachers should ensure that children do not focus strong light through a lens onto a paper as this can start a fire. 2.7 Glossary of light terms Light Colour Reflection Refraction Transparent Translucent Opaque Shadow Lens Mirror Spectrum Sources of light Ray Energy detected by the human eye. White light is a mixture of the colours of the spectrum. White light can be split into different colours e.g. by a prism. Light hitting an object and bouncing back. All objects reflect light. We see objects when they reflect light into our eyes. Change of direction of light when it passes from air to glass or water Material through which light passes and allows an object to be seen clearly A material that allows some light through but object cannot be seen clearly e.g. a blurred image A material that does not let light pass through, neither transparent nor translucent. Opaque materials block the light and thus make shadows. A dark area where an object blocks light. Transparent material with a curved surface that changes the direction of light as it passes through it. A smooth surface made of glass or plastic with a metal coating that reflects light. Mirrors can be flat or curved surfaces. When white light is passed through a prism it is split up into the colours of the spectrum. Objects that emit light energy. Natural sources of light include the sun, glow worms. Artificial sources of light include light bulbs, torches, firelight, candles and matches. A narrow beam of light See also the SESE: Science Teacher Guidelines page 154. 9

3. Sample lesson plans 3.1 Science activity - Teacher's notes for infant classes. Theme Objective Background Materials Introduction Development of lesson Follow up activities Light Through story the child should be enabled to understand and discuss the differences between night and day, light and shade. SESE: Science Curriculum page 25. Children will have done work on sorting and naming colours; referring to colours that one can see outside at day/night time. Crayons for night colours i.e. dark brown/blue, purple, yellow, silver and day colours i.e. orange, red, yellow, green. Sheets of paper or photocopy sheets from pack. Scenario: Mother Bear and Teddy Bear go to the shops to buy sun cream as the family are going to the beach in the afternoon. Father Bear is at home and the blinds are drawn. Mother and Teddy arrive to find Father all dressed for bed. They are very surprised! Mother and Teddy have to convince him that it is not bedtime; they need the help of the children. Elicit from the children clues that it is day time i.e. the sun is shining what happens on a cloudy day? What is it like outside day/night? What do people do day/night time? Who works day/night? Is it colder/warmer day/night? Is it night time anywhere else in the world? Divide class into two groups to create day and night pictures and alternate pictures for display. The worksheet or a blank sheet of paper may be used. Discuss the reason that Mother Bear bought sun cream. See follow up activities in section 4. Encourage the children to develop and explore any of their own ideas that may occur during the lesson. Encourage the children to ask their own questions about light and then investigate them scientifically. 10

JUNIOR AND SENIOR INFANTS Light and dark Name: My picture. 11

3.2 Science activity - Teacher's notes for first and second classes. Theme Objective Background Suggested materials & equipment Introduction Development of lesson Questioning Exploring Task Recording Analysing Follow up activities Light Through the exploration of shadows the children should be enabled to investigate the relationship between light and materials. SESE: Science Curriculum page 43. The children should have an opportunity to explore my shadow on a sunny day. Play catch the shadow. Overhead projector, torch for each group, card from cereal boxes, scissors, crayons to decorate puppets, short bamboo cane or art straws to attach to puppets, sticky tape, paper and pencils. Clear wall or big white sheet. Refer to my shadow games. Elicit from the children how their shadow was created i.e. the body blocked out the light. Get suggestions for other sources of light in the classroom that might be used so as to create shadows. What materials could be used to block out the light? Look for hands, card, paper, etc. Using the overhead projector/torches the children make shadows. They discover how to make their shadows smaller/bigger/fuzzy/clear. Move the source of light. What will happen the shadow? What colour is your shadow? The shadow of your hand looks like? Use a piece of card/paper. Which creates the best shadow? Class discussion on the shadow fun activities. Each group will design and make 2/3 shadow puppets and make up a short play. Designing a shadow puppet the worksheet supports the children s work as they design and make their puppets. Each group will get feedback from the class about their puppets. Was the size of the puppet suitable? Was the shape of the puppet suitable? Was it a clear or fuzzy shadow? Each group will perform their play for the class. See also Exemplar 22 SESE: Science Teacher Guidelines. Explore using paper clips and magnets to move the puppets in the play. Encourage the children to ask their own questions about light and then investigate them scientifically. Section 4 has suggestions for extra activities. 12

FIRST AND SECOND CLASSES Light and shadows Group: Our plan to design and make a shadow puppet. 1. Our shadow puppet will look like: 2. The materials and tools we will need. 3. This is how we will make our shadow puppet. 4. Short story of our play. 13

3.3 Science activity - Teacher's notes for third and fourth classes. Theme Objective Background Suggested materials and equipment Introduction Development of Lesson - Task A Predicting Investigating Recording Task B Task C (if time permits) Analysing Follow up activities Light Investigate the relationship between light and materials SESE: Science curriculum page 63 Materials can be sorted according to the degree to which they let light through. Transparent: material through which light passes and allows an object to be seen clearly. Translucent: a material that allows some light through but object cannot be seen clearly e.g. a blurred image. Opaque: a material that does not let light pass through, neither transparent nor translucent. Opaque materials block the light and thus make shadows. Task A: Task C: Torches, Materials e.g. black card, clear plastic, paper, tissue, bubble wrap, netting, greaseproof paper, cellophane, fabric, plastic sweet wrappers etc Markers, sheets of paper and an overhead projector. Brainstorm on light. What is it? Where does light come from? How do we see? Think of different sources of light. These questions will elicit the children s ideas about light. What materials do we use for windows, doors, curtains, blinds, lampshades, sunglasses, clothes? Why do we use blinds on our windows sometimes? Why do we wear sunglasses? Introduce the terms transparent, opaque and translucent. Give out a selection of materials to each group. Predict first if they are transparent, translucent or opaque. How could we sort these materials into groups? How could we make it into a fair test? What will be the best way of recording our findings? Test the materials by shining a torch through them. Can you see an object clearly, blurred or not at all? Sort them into three groups transparent, translucent and opaque. The children can record their findings on the worksheet. Look around the classroom / school and list all the materials that are transparent, translucent or opaque. Test the materials with torches and sort them into three groups. The children can record their results on a chart or on the blackboard. Silhouettes: Place a sheet of white paper on the wall with the overhead projector shining onto it. A child can stand in front of overhead projector (side profile best) and another pupil can draw around the silhouette. Paint the silhouette black and display. The children should discuss their findings based on their observations and analyse them. Relate the properties of the material to its use. Design and make a doll s house with light shades and / or blinds for bedroom window Explore how objects look through coloured cellophane e.g. sweet wrappers. Encourage the children to ask their own questions about light and then investigate them scientifically. Section 4 has suggestions for extra activities. 14

THIRD AND FOURTH CLASSES Light and materials Name: Material Transparent Translucent Opaque (see through) (blurred) (blocks light) Black card Prediction Test Prediction Test Prediction Test Prediction Test Prediction Test Prediction Test Have you found materials that are difficult to sort into just one group? List any. What materials would you choose for (and why)? Material Reason A classroom window A pair of sunglasses A bathroom window A bedroom blind 15

3.4 Science activity - Teacher's notes for fifth and sixth classes. Theme Objective Background Light Investigate how mirrors and other shiny surfaces are good reflectors of light. SESE Science curriculum page 63/85 Light is emitted from a source such as the sun or a light bulb and travels until it hits a surface. The light rays are bounced back or reflected from the surface. We see objects because the light is reflected from them back into our eyes. Mirrors and other shiny surfaces are good reflectors of light. They can change the direction of light. Mirrors reverse images. Suggested materials and equipment Introduction Development of lesson Torches, flat plastic mirrors, curved (concave and convex) plastic mirrors, dessert spoons, materials e.g. white paper, black card, kitchen foil, clear plastic, marble etc Brainstorm on light. Where does it come from? How do we see? Think of different sources of light both natural and artificial. Which materials are good reflectors of light? Why? Organise the children into groups. Each group are given torches and flat plastic mirrors. Explore bouncing light onto the walls of the classroom with one plastic mirror and a torch. Shine a torch beam onto the mirror and bounce the light onto different surfaces. Explore bouncing the light back again with two or more mirrors. Two children can bounce light beams onto the walls and play light spot tag Task A Predicting Investigating Children are given a range of different materials e.g. cardboard, black card, white paper, kitchen foil etc and asked to predict which materials are good reflectors of light. Investigate which materials are good reflectors by using them to bounce light from the torch onto a screen e.g. a white wall or board or a sheet of white paper. 16

3.4 Science activity - Teacher's notes for fifth and sixth classes cont. Theme Task B Extensions to Tasks A and B Recording Analysing Follow-up activities Light Ask the children to look in the mirror and touch the left eye or the right ear. What do they notice in the mirror? The mirror reverses the image. Explore mirrors that bend inwards (concave) and outwards (convex). What happens when you hold each mirror near and away from your face? What do you notice? You could also use dessert spoons for this activity. Use sheet overleaf to record results for Task A and B or encourage the children to develop their own means of recording their investigations. Discuss observations and analyse results. Why are some materials better at reflecting light? Design and make a periscope and/or a kaleidoscope. Encourage the children to ask their own questions about light and then investigate them scientifically. Section 4 has further suggestions. 17

FIFTH AND SIXTH CLASSES Light and reflection Name: Task A: Predict which materials are good reflectors of light? Shine a light beam onto a material and investigate reflecting the light onto a screen. Record your findings. Material Prediction Test Why do some materials reflect light better than others? Task B: Stand the mirror on the line and read the words through it. Think of some more words or letters which will look the same in the mirror. Write them down. MUM DAD TOT 18

4. Follow-up activities Here are some suggestions for follow-up activities. For each activity class levels are suggested and an objective identified. 4.1 Night and day Infant classes Objective: Discuss differences between day and night, light and shade Materials: A range of books and/or pictures about night time and nocturnal animals e.g. The owl who was afraid of the dark (J. Tomlinson, Mammoth Press), Owl Babies (M. Waddell, O Brien Press), The baby who wouldn t go to bed (H. Cooper, Corgi Books) Task: Read a story to the children and discuss the difference between day and night. Discuss how some animals like the dark and how not to be scared of the dark. 4.2 Using light Junior classes Objective: Materials: Task: Recognise that light is needed to see A box (e.g. a shoe box) lined with black paper and with a small hole in the top, a variety of objects including some shiny objects. Predict if any of the objects will be seen if placed in the box with the lid on. Will the shiny objects be seen? Place an object in the box, close the lid and ask the children to identify it by looking through the hole. As there is no light in the box they will not see the object. Opening the box lets light in and they can see it. Discuss why they cannot see the object. 4.3 Light sources Junior / Middle classes Objective: Materials: Task: Recognise that light comes from different natural and artificial sources Torch, candle, match, bedside lamp, sun, firelight, light bulb etc Predict different light sources. Light comes from different sources both natural and artificial. Children can view pictures or make a collection of light sources and examine. Discussion on natural and artificial light sources can be encouraged and recorded. Children can make a timeline of the sources used to light our homes over the years. 19

4.4 Light spectrum Middle classes Objective: Materials: Task 1: Investigate that light can be broken up into many different colours Stiff card, scissors, string, colouring pencils, bubbles, compact disc, prism, glass mirror, container of water. Using the scissors, cut out a disc from the stiff card. Divide the disc into seven different segments and lightly colour each segment red, orange, yellow, green, blue, indigo, violet. N.B. Light colours produce best results. Make two holes 1 cm apart either side of the centre of the disc. Thread a string through the holes and tie ends together. Twist the disc then pull on the loops to make the disc spin. What do you notice? Alternatively, make the disc as above but put one hole in the centre and place on the spindle of a motor. Connect the motor to a battery and watch the disc spin. What do you notice? Task 2: Task 3: Task 4: Investigate bubbles. Blow some bubbles. Can you see different colours? Investigate holding a prism or compact disc up to the sunlight. Can you see different colours? Explore looking at a CD held up near your face, what do you see? Place a mirror into a container of water and face the sun. Reflect the sunlight onto a white sheet of paper. What do you notice? Safety: Children should be warned not to look directly at the sun. A glass mirror produces best results for this exercise. Demonstration by teacher is required for safety reasons. See also Rainbow spinner at www.science.ie/uploads/documents/upload/rainbow_spinner.pdf 20

4.5 Shadows Middle, senior classes Objective: Materials: Task 1: Task 2: Explore shadows of objects with holes One card or cardboard sheet, preferably dark coloured; one A3 size sheet of white paper (per group) Turn on the lights in the classroom. Place the A3 sheet on the ground or on a table. If the smaller card is held horizontally over the A3 sheet (about 5 cm above it) it will produce a shadow. Ask the pupils to predict what shape the shadow will be. They can then try it for themselves and record what they find. Next cut or punch a hole (5 mm x 5 mm) in the middle of the card and repeat the previous steps. The results are usually unexpected. Does the shape of the hole matter (square, triangular, circular)? Does the size of the hole matter? Alternative: If there are windows on one side of the classroom the following can be investigated. Turn off the classroom lights. Attach the A3 sheet to the wall facing the windows. Investigate the shadow of the cards as before. 4.6 Reflection Middle, senior classes Objective: Materials: Task 1: Task 2: Task 3: Investigate how mirrors and other shiny surfaces are good reflectors of light Two flat plastic mirrors and a marble Place two flat plastic mirrors at right angles to each other. Place a marble in between them. How many images of the marble do you see? Change the angle of the mirror by making it smaller. What do you notice? Do you see a link with a kaleidoscope? Place two mirrors opposite each other with a marble in between. Look over one mirror into the other. What do you notice? Stand a mirror on a white sheet of paper. Look into the mirror and try to write your name on the paper so that it looks like normal writing in the mirror. Do not look down at the page. 21

4.7 Using colour filters Middle, senior classes Objective: Materials: Task 1: Extension: Explore the effect of colour filters. Colour filters - coloured transparent materials (coloured cellophane or plastic sheet, sweet wrappers etc.); coloured objects, packaging, pictures (items with white writing on vivid coloured backgrounds are very suitable e.g. large crisp bag). Explore the appearance of coloured objects when viewed through the colour filters. Record the findings using words and pictures. (If there is a video camera or a digital camera available.) Set the camera in a fixed position. Place a coloured object in front of it and take a picture. Then place the colour filter in front of the camera lens and take another picture. Compare the pictures. This process can be repeated using various coloured objects and filters. The advantage of this process is that it provides an exact record of the effects. If the camera has a TV connection the children may be able to view the effects as they happen. 4.8 More shadow puppets Middle, senior classes Objective: Materials: Task: Moving paper figures using magnets. Paper or light card; paper clips; scissors; small magnets; rulers Draw a simple shape on stiff paper or light card; include a base to as shown. Fold the base and add a paper clip. A number of such figures can be placed on a thin card stage (e.g. a cereal box on its side). Attach a magnet to the end of a ruler using sellotape. If the magnet is moved under the stage the figures can be pulled along. These figures can be used as shadow puppets as described earlier. 22

4.9 Light Refraction Senior classes Objective: Materials: Task 1: Task 2: Investigate the refraction of light Jug of water, clear containers e.g. bottles, glasses, fishbowls, empty butter box, pencil or striped straw, coin and blue tack Put a striped straw or pencil into clear container of water. Look at it from different angles. What do you notice? Predict how the pencil/straw will appear in different containers. Investigate straight-sided and curved containers. Put a coin into an empty butter box. Secure it with a piece of blue tack. Keep looking at the coin and move your head backwards until the coin disappears from view. Keep your head in the same position and ask a friend to pour some water carefully into the container. What happens? Why? See also Creepy Reflections at www.science.ie/uploads/documents/upload/creepy_reflections.pdf 4.10 Using lenses Senior classes Objective: Materials: Task 1: Task 2: Explore how objects may be magnified using simple lenses or magnifiers Different objects, hand lenses, water filled transparent containers e.g. bottles, glasses, fishbowls large and small. Explore how objects can be magnified using simple hand lenses. Predict what effect large and small containers of water have on objects when you view them through the different sized containers? Place an object behind a large container of water and peer through the glass. What do you notice? Why? Next place the object behind a narrow container of water. What do you notice? Why? 23

5. References Association for Science Education. Be Safe Third Edition. ASE: Hatfield, 2001. ISBN 0 86357 324 X Association for Science Education, STAR science, technology and reading a resource for teachers, ASE: Hatfield, 2000. ISBN 0 86357 315 0 Driver, R., Guesne, E. and Tiberghein, A. (Eds) Children s Ideas in Science, Milton Keynes: Open University Press, 1985. ISBN 0335 150403 Government of Ireland, Primary School Curriculum, SESE: Science. Dublin: Stationery Office, 1999. ISBN 0 7076 6327 X Government of Ireland, Primary School Curriculum, SESE: Science Teacher Guidelines. Dublin: Stationery Office, 1999. ISBN 0 7076 6337 7 Hollins, Martin and Whitby Virginia, Progression in Primary Science, A guide to the Nature and Practice of Science in Key Stages 1 and 2, London: David Fulton Publishers, 1998. ISBN 1 85346 498 8 Naylor, S. and Keogh, B., Concept Cartoons in Science Education, Cheshire: Millgate House Publishers, 2000. ISBN 0 9527506 2 7 Nuffield Primary Science, Understanding Science Ideas A Guide for Primary Teachers, London: Collins Educational, 1997. ISBN 0 00 310018 9 Peacock, G.A., Teaching Science in Primary Schools, London: Letts Educational, 1999. ISBN 1 85805 351 X Children s science series such as the Kingfisher books, Star Science, Hands On Science are useful references for light. Web references Primary Science Clubs www.science.ie These are activities for primary science. There are some light activities e.g. creepy reflections, mirror writing and rainbow spinner. Science explorer, The Exploratorium, San Francisco, www.exploratorium.edu/science There are three light activities under the heading Seeing the light. Primary Science resources Physical processes, www.primaryresources.co.uk These are teacher resources. Look under the heading Physical processes Light and Sound. 4 Learning Science Essentials How we see things www.4learning.co.uk This site is aimed at both children and teachers. It provides the science ideas; some suggested activities and has frequently asked questions (FAQs) on the topic. Planet science, Sci-teach www.scienceyear.com This site has resources for primary teachers on the theme of light. 24

6. Evaluation Form Please complete and return to STI Awareness Programme, Forfás, Wilton Park House, Wilton Place, Dublin 2 in the stamped addressed envelope provided with this teacher's pack, no later than Friday 12th December. Part 1 School information 1.1 School Name 1.2 School Address 1.3 Roll No. 1.4 School Phone No. 1.5 Email 1.6 Did you use the pack in English or as Gaeilge? English Gaeilge Part 2 Evaluating the pack Please rate the following sections of the pack for their clarity, usefulness etc. by circling 1-5 5= your most positive score: 1 = your most negative score Section 2 Supporting information Poor Fair Good V good Excellent 2.1 How to use this pack 1 2 3 4 5 2.2 Light in the primary science curriculum 1 2 3 4 5 2.3 Background information on light 1 2 3 4 5 2.4 Children s ideas about light 1 2 3 4 5 2.5 Equipment for light 1 2 3 4 5 2.6 Glossary of light terms 1 2 3 4 5 2.7 Comment Section 3 Sample lesson plans Poor Fair Good V good Excellent 3.1 Sample lesson plan for infants 1 2 3 4 5 3.2 Reaction of children to the activity 1 2 3 4 5 3.3 Supplied equipment 1 2 3 4 5 3.4 Comment 3.5 Sample lesson plan for first and second classes 1 2 3 4 5 3.6 Reaction of the children to the activity 1 2 3 4 5 3.7 Supplied equipment 1 2 3 4 5 3.8 Comment 25

Poor Fair Good V good Excellent 3.9 Sample lesson plan for third and fourth classes 1 2 3 4 5 3.10 Reaction of the children to the activity 1 2 3 4 5 3.11 Supplied equipment 1 2 3 4 5 3.12 Comment 3.13 Sample lesson plan for fifth and sixth classes 1 2 3 4 5 3.14 Reaction of the children to the activity 1 2 3 4 5 3.15 Supplied equipment 1 2 3 4 5 3.16 Comment Section 4 Follow-up activities 4.1 Were any of the suggested follow-on activities included in the pack used by any teachers and pupils children in your school? Yes No If yes, please specify Activity Class level a. b. c. d. 4.2 What other science topics would you like to see included in a similar pack in the future? 4.3 If you have any suggestions for the development of this pack please specify. Thank you for taking time to complete this questionnaire. 26