YEAR 3 SCIENCE PLANNING – LIGHT

Big Question: What is the dark?

Unit context
This unit is designed to expand pupils’ knowledge of light sources, protecting themselves from the Sun, how light travels, the reflective properties of
different materials, how shadows are formed, and how periscopes work. It is part of the physics sequence of learning and follows on from ‘Seasons:
Autumn and Winter’ and ‘Seasons: Spring and Summer’ in Year 1. Pupils study further physics units throughout Key Stage 2 but do not study a specific unit
on light again until Year 6.
This unit begins by looking at sources of light and whether those sources are natural or artificial. Pupils will then find out about the benefits and dangers of
the Sun, and how to protect themselves from Sun damage to the skin and eyes. Pupils will move on to discover how light from a source allows us to see
objects—that light travels from the source to the object, where it is then reflected back to our eyes. Pupils will learn about the terms transparent,
translucent, and opaque, and investigate a range of materials before categorising them.
The unit then moves into exploring shadows—how they are formed and whether transparent, translucent, and opaque objects make the same types of
shadow. Pupils will explore different objects, categorising them based on the shadows they form and whether they are able to see light passing through.
Once pupils are aware that opaque objects form shadows, they will investigate varying the position, shape, and size of a shadow using torches.
The last part of the unit looks at the reflection of light. Pupils start by looking at the types of material that reflect light.
YEAR 3 SCIENCE PLANNING – LIGHT
 YEAR 3 SCIENCE PLANNING – LIGHT

Links to previous and future learning

Links to previous and future learning' heading to match Geography and History: The knowledge from previous and future units which closely link with this
current unit are shown below. For more information about how this unit fits into the wider sequence of learning, please see the Science progression
document.

Year 1 Year 5
Unit 4: Spring and summer Unit 1: Earth and space
• There are four seasons in a year: spring, summer, autumn, and winter. • The Sun is a star.
• There are 12 months in a year. • A star is a huge ball of burning gas that gives off light and heat.
• There are different months in each season. • Earth is a planet.
• Each season looks and feels different. • A planet is a large, nearly spherical object that orbits the Sun.
• As the season changes from winter to spring, the days get longer and we • Earth takes 365¼ days (one year) to complete one orbit of the Sun.
have more daylight. • Light and heat from the Sun are necessary for life on Earth to exist.
• In spring the temperature gets warmer. • Earth spins around (rotates) on its axis.
• Spring weather can vary from warm and sunny to cold and rainy. • Earth takes 24 hours (one day) to fully rotate once.
• Summer is the warmest season in the UK and has the highest temperatures. • The parts of Earth facing the Sun experience daytime.
• Summer has the most daylight hours. • The parts of Earth facing away from the Sun experience night-time.
• In the summer, it is important to stay safe in the Sun.
 YEAR 3 SCIENCE PLANNING – LIGHT

Working Scientifically
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills. Across each unit and throughout the year there
should be a balance of skills taught.

A. Asking questions and B. Making observations C. Engaging in practical D. Recording and E. Answering questions F. Evaluating and raising
recognising that they and taking enquiry to answer presenting evidence and concluding further questions and
can be answered in measurements questions predictions
different ways
Asking relevant questions Making systematic and Setting up simple practical Gathering, recording, Using straightforward Using results to draw simple
and using careful observations and, enquiries, comparative classifying and presenting scientific evidence to conclusions, make predictions
where appropriate, taking and fair tests
different types of scientific data in a variety of ways to answer questions or to for new values, suggest
enquiries to answer them accurate measurements help in answering support their findings. improvements and raise
using standard units, using 1. The children select from questions further questions
1. The children consider a range of equipment, a range of practical 1. Children answer their
their prior knowledge including thermometers resources to gather Recording findings using own and others’ 1. They identify ways in which
when asking questions. and data loggers evidence to answer simple scientific language, questions based on they adapted their method as
They independently use questions generated by drawings, labelled observations they have they progressed or how they
a range of question 1. The children make themselves or the diagrams, keys, bar made, measurements would do it differently if they
stems. Where systematic and careful teacher. charts, and tables they have taken or repeated the enquiry.
appropriate, they answer observations. 2. They follow their plan to information they have 2. Children use their evidence to
these questions. 2. They use a range of carry out: observations 1. The children sometimes gained from secondary suggest values for different
2. The children answer equipment for and tests to classify; decide how to record sources. The answers are items tested using the same
questions posed by the measuring length, time, comparative and simple and present evidence. consistent with the method e.g. the distance
teacher. temperature and They record their evidence. travelled by a car on an
fair tests; observations
3. Given a range of capacity and standard observation e.g. using additional surface.
over time; and pattern
units for their photographs, videos, Identifying differences, 3. Following a scientific
resources, the children seeking.
measurements. pictures, labelled similarities or changes experience, the children ask
decide for themselves Explanatory note diagrams or writing. related to simple scientific further questions which can
how to gather evidence A comparative test is They record their ideas and processes be answered by extending
to answer the question. performed by changing a measurements e.g. using
variable that is qualitative the same enquiry.
They recognise when tables, tally charts and 2. Children interpret their
secondary sources can e.g. the type of material, bar charts (given data to generate simple
shape of the parachute.
 YEAR 3 SCIENCE PLANNING – LIGHT

be used to answer This leads to a ranked templates, if required, to comparative statements

questions that cannot be outcome. which they can add based on their evidence.
answered through headings). They record They begin to identify
practical work. They A fair test is performed by classifications e.g. using naturally occurring
identify the type of changing a variable that is tables, Venn diagrams, patterns and causal
enquiry that they have quantitative e.g. the Carroll diagrams. relationships.
thickness of the material 2. Children are supported
chosen to answer their
or the area of the canopy. to present the same data Using results to draw
question.
This leads to establishing in different ways in order simple conclusions, make
a causative relationship. to help with answering predictions for new
the question. values, suggest
improvements and raise
further questions
3. They draw conclusions
based on their evidence
and current subject
knowledge
 YEAR 3 SCIENCE PLANNING – LIGHT

Unit overview

Key knowledge Key vocabulary

Lesson 1: • Objects that give off light are called light sources. • artificial light source
• Light travels from a light source. • brightness
What is a light • Light sources can be natural or artificial. • darkness
source? • Light sources can vary in brightness. • natural light source
• Darkness is the lack of light. • ray
Working scientifically
• Make careful observations.
• Record findings using simple scientific language, drawings, and labelled diagrams.
Lesson 2: • Staring directly at the Sun damages your eyes. • ultraviolet (UV) light
• UV rays can result in sunburn, ageing, and illness.
How can we protect
• Wearing appropriate clothing such as a hat and sunglasses, using sun cream, and avoiding
ourselves from the
direct sunlight at the hottest points in the day are ways of protecting yourself from the Sun.
Sun?
Working scientifically
• Use a range of equipment.
• Make careful observations.
• Record findings using simple scientific language, drawings, and labelled diagrams.
• Use results to draw simple conclusions and make predictions.
Lesson 3: • Light travels in straight lines. • iris
• When looking at a light source, the light travels straight into your eye. • pupil
How does light • reflect
• When seeing an object, light travels to the object and then reflects into your eye.
travel?
Working scientifically
• Use a range of equipment.
• Make careful observations.
• Record findings using simple scientific language, drawings, and labelled diagrams.
• Use models to represent a scientific concept or process.
 YEAR 3 SCIENCE PLANNING – LIGHT

Lesson 4: • Transparent materials allow all light to pass through them. • opaque
• Opaque materials allow no light to pass through them. • translucent
Does light travel • transparent
through all • Translucent materials allow some light to pass through them.
materials? Working scientifically
• Use a range of equipment.
• Make careful observations.
• Record findings using simple scientific language, drawings, and labelled diagrams.
Lesson 5: • Shadows are formed when light is blocked by an object. • opaque
• Shadows are areas where there is no light. • shadow
How are shadows •
• Opaque objects form the clearest and darkest shadows. translucent
formed?
• Transparent objects do not form shadows. • transparent
• Translucent objects form faint shadows.
Working scientifically
• Use a range of equipment.
• Make careful observations.
• Record findings using simple scientific language, drawings, and labelled diagrams.
Lesson 6: • The closer an object is to a light source, the bigger the shadow becomes. • shadow
• The height of a light source above an object affects the size of the shadow produced. • sundial
How can we vary the
• Sundials use shadows to tell the time of day.
size and position of
shadows? Working scientifically
• Use a range of equipment.
• Make careful observations.
• Record findings using simple scientific language, drawings, and labelled diagrams.
• Use results to draw simple conclusions and make predications.
 YEAR 3 SCIENCE PLANNING – LIGHT

Lesson 7: • Some materials are more reflective than others. • absorb

• Non-reflective materials are rough and dark or dull. • matt
What types of •
• Reflective materials are smooth and shiny. non-reflective
material reflect • reflect
light? Working scientifically
• Use a range of equipment. • reflective
• Make careful observations. • shiny
• Record findings using simple scientific language, drawings, and labelled diagrams.
 YEAR 3 SCIENCE PLANNING – LIGHT

Detailed lesson Planning

Lesson question Key knowledge Teaching and Activities Key vocabulary

Lesson 1: • ‘What is a light source?’, ‘Are all light sources the same?’. To extend
Objects that give off light are called • artificial light source
light sources. pupils’ thinking, you could ask pupils to decide on the main difference • brightness
What is a light source? • between light from, for example, the Sun or a lit candle and a light
Light travels from a light source. • darkness
• Light sources can be natural or bulb or TV screen. What is a light source? Why do we need them? • natural light source
artificial. Define-a light source - any device serving as a source of illumination. • ray
• Light sources can vary in brightness.
Can you name any light sources?
• Darkness is the lack of light. Show children images ask them it a light source?
Working scientifically Sun, light bulb, torch- Include ones that provoke discussion windows,
• Make careful observations. mirror.
• Record findings using simple scientific Concept cartoon light in a cave
language, drawings, and labelled Dark is the absence of light.
diagrams. If there is no light from a light source, it will be
dark.
Think about times when it is dark, or places where
it is dark. Which sources of light are absent, or
switched off? Reflect back to Creswell Crags cave
trip- when all light sources were removed could you
see? Discuss feelings with the absence of light

Explain the difference between man-made and natural light sources.

Luminous means give us light Activity draw and label different light
sources which are sorted into man-made e.g. lamp and natural e.g.
sun.
Talk through some examples that may cause confusion, such as a
mirror, window, and—particularly—the Moon.
 YEAR 3 SCIENCE PLANNING – LIGHT

Show pupils the images of different warning lights on the slide. Discuss
together as a class what they are used for. Can they think of any
others? This provides an opportunity to discuss pedestrian crossing
safety with pupils – and that a red light usually signifies ‘stop’ or
‘danger’, while green usually represents ‘safe’ or ‘go’. Discuss how
some lights are brighter (emit more light) than others – why might that
be?

Outcomes / assessment Disciplinary and substantive concept/s Key term Key takeaway
DC4: Make careful observations. light source Objects that give off light are
Learning review and exit DC5: Record findings using simple scientific called light sources.
questions language, drawings, and labelled diagrams.
SC: Light is needed to see things.
SC: Darkness is the absence of light.

Common misconceptions
The following points are common misconceptions to be aware of when teaching this lesson.
• Bright objects always emit their own light. In fact, shiny objects, like mirrors, and pale coloured objects reflect light.
• The Moon is a light source. This is incorrect. The Moon reflects sunlight.
• Darkness can cancel out light. No. Darkness is an absence of light.
 YEAR 3 SCIENCE PLANNING – LIGHT

Lesson question Key knowledge Teaching and Activities Key vocabulary

Lesson 2: • Staring directly at the sun damages : Ask: ‘When do you think light can be dangerous?’. • ultraviolet (UV) light
your eyes.
How can we protect • Pupils read about the benefits of the Sun and how dangerous it can
• UV rays can result in sunburn,
ourselves from the be
ageing, and illness.
Sun?
• Wearing appropriate clothing such Another type of light that the sun emits is called UV light.
as a hat and sunglasses, using sun UV light is invisible to humans, but we can see and feel its effects.
cream, and avoiding direct sunlight
at the hottest points in the day are • Discuss how to protect themselves from it. This is a good
ways of protecting yourself from opportunity to discuss playing in the Sun safely. For example, you
the Sun. could mention the ‘Slip! Slop! Slap! campaign. Explain that
Working scientifically extended exposure to the Sun can cause sunburn, which is very
painful and may cause longer term skin damage. Longer term
• Use a range of equipment.
exposure can lead to skin ageing (where skin loses its elasticity) and
• Make careful observations. illnesses such as skin cancer. This is a good time to remind pupils
• Record findings using simple that they also need to drink plenty of water to keep properly
scientific language, drawings, and hydrated, particularly in hot sunny weather.
labelled diagrams.
• Use results to draw simple
conclusions and make predictions.
 YEAR 3 SCIENCE PLANNING – LIGHT

Pupils draw a picture of a child playing in the sun, labelling all the steps they
have taken to protect themselves from the Sun.
Investigation cross curricular art
This investigation is carried out through art and a small study of Anna Atkins
and cynotope paper.
Model a pair of sunglasses for pupils. Ask: ‘Why might these be
important?’. Discuss with pupils that sunglasses (usually) contain UV filters,
so they protect your eyes from the Sun’s UV rays as you cannot put sun
cream onto your eyes. These are therefore just as important to wear in the
summer as sun cream for exposed parts of the body.

Outcomes / assessment Disciplinary and substantive concept/s Key term Key takeaway
Knowledge quiz 3.1 DC3: Use a range of equipment. ultraviolet (UV) light Ultraviolet (UV) light can
Learning review and DC4: Make careful observations. result in sunburn, skin
exit questions SC: Light from the Sun can be dangerous, ageing, and illness.
and eyes should be protected from sunlight.
 YEAR 3 SCIENCE PLANNING – LIGHT

Lesson question Key knowledge Teaching and Activities Key vocabulary

Lesson 3: • Light travels in straight lines. •Ask: ‘How do we see things?’. Encourage pupils to sketch • iris
• When looking at a light source, the light a diagram to visualise what they are thinking on a wb • pupil
How does light travel? travels straight into your eye. • Read: about the parts of the eye and how we see • reflect
• When seeing an object, light travels to the objects (on the teaching slides). Provide pupils with
object and then reflects into your eye. mirrors so they can locate the pupil in their own eye and
identify the colour of their iris.
Working scientifically • Reinforce that light must go in to our eyes, in order for
• Use a range of equipment. us to see. We know light doesn’t come out of our eyes as
• Make careful observations. we don’t have eyeballs that glow in the dark
• Record findings using simple scientific Explain Light travels in a straight line. When light hits an object, it
language, drawings, and labelled diagrams. is reflected (bounces off). If the reflected light hits our eyes, we
• Use models to represent a scientific concept or can see the object. Watch clip and pause on the diagram. Using
process. the image emphasise to children the process of how we are able
to see-
https://www.bbc.co.uk/bitesize/topics/zbssgk7/articles/zp7f8mn

Investigation: Start the investigation by asking pupils to cover

the face of their torch, but to leave a central slit. Pupils then
shine this over a large sheet of pale paper; they will see light
travelling in a straight line. Show pupils how to draw a simple ray
diagram to represent light rays. They then draw their own
diagrams in their pupil workbooks to represent the light’s
movement. (It is very important that pupils draw ray lines in
pencil using a ruler and adding an arrow to show the direction of
light travel.)

Activity 2- Model an example on the wb. Draw a labelled

diagram to show how we see an object like an apple Children to
 YEAR 3 SCIENCE PLANNING – LIGHT

show arrows on lines to show the direction of travel of light and

that light travels in straight lines

Activity 4

Plenary- Fill in the blanks with a partner. The light source_____

on to an object into your eye. Light travels in _____ lines.

• Read: Pupils read about how the pupils of your eyes

change in size when it is light or dark (on the teaching
slides). They then use mirrors to observe the behaviour
of their eyes when the light in the classroom is turned on
and off.
• Retrieval: Pupils identify which levels of light the images
of eyes on the teaching slides are in.

Outcomes / assessment Disciplinary and substantive concept/s Key term Key takeaway
DC3: Use a range of equipment. light Light travels in straight lines.
Knowledge quiz 3.2 DC4: Make careful observations.
Learning review and DC5: Record findings using simple scientific language,
exit questions drawings, and labelled diagrams.
DC8: Use models to represent a scientific concept or
process.
SC: Light is reflected from surfaces.

Common misconceptions
The following points are common misconceptions to be aware of when teaching this lesson.
• Light comes out of your eyes and reflects off objects so we can see them. In fact, light reflects off of objects and enters the eye.
• Light can go around corners. We can change the direction of light, by reflecting it, but it still moves in straight lines.
 YEAR 3 SCIENCE PLANNING – LIGHT

Lesson question Key knowledge Teaching and Activities Key vocabulary

Lesson 4: • Transparent materials allow all light to pass Ask: ‘Does light travel through all materials?’. Demonstrate one • opaque
through them. example of an object that is transparent, one that is translucent, • translucent
Does light travel • Opaque materials allow no light to pass and one that is opaque. • transparent
through all materials?
through them. Introduction- Light is a beam of energy that travels in a wave from
• Translucent materials allow some light to a source.
pass through them.
A wave of light can only travel in a straight line.
Working scientifically Waves of light are called light rays.
• Use a range of equipment.
• Make careful observations. Explain/demonstrate when an object passes in front of a beam of
• Record findings using simple scientific light, the light can be blocked, making a shadow.
language, drawings, and labelled diagrams. This is because light can only travel in a straight line, so it cannot
travel around the card. Some objects, like the card, block light well
and don't let any get through. These objects are called opaque.
Other things let some light through but scatter the light so we can't
see through them properly. These things are called translucent.

Transparent objects let light travel through them easily.

Share definitions on IWB-

Opaque objects let no light through.

Translucent objects let some light through.

Transparent objects let all light through.

Can you think of some items that are opaque, translucent and
transparent?
 YEAR 3 SCIENCE PLANNING – LIGHT

• Investigation: Pupils test a range of materials for their

opaqueness by shining a torch through them. They record
their findings in the table
Pupils look at the real-life examples of transparent, translucent,
and opaque objects on the slides and explain why it is
necessary for them to be as they are.
Pupils choose one object to draw and explain why it is translucent,
opaque, or transparent. For more of a challenge, ask pupils to pick
an object made of a variety of materials, some parts of which are
transparent and/or translucent, and/or opaque.
Look around your classroom for ideas!

Outcomes / assessment Disciplinary and substantive concept/s Key term Key takeaway
DC3: Use a range of equipment. opaque Transparent materials allow
Knowledge quiz 3.3 DC4: Make careful observations. all light to pass through them
Learning review and exit DC5: Record findings using simple scientific whereas opaque materials
questions language, drawings, and labelled diagrams. allow no light to pass
through them.

Common misconceptions
The following points are common misconceptions to be aware of when teaching this lesson.
• All translucent materials are coloured, like stained glass windows. Frosted glass is a good example of a translucent material that is not coloured.
 YEAR 3 SCIENCE PLANNING – LIGHT

Lesson question Key knowledge Learning resources Key vocabulary

Lesson 5: • Shadows are formed when light is blocked Discuss what pupils think is happening in the picture of a shadow • opaque
by an object. puppet. How is the shadow being made? • shadow
How are shadows • Shadows are areas where there is no light. • Read: about how shadows are formed. This is a good point to • translucent
formed? • Opaque objects form the clearest and address possible misconceptions from the talk task. Some • transparent
darkest shadows. pupils believe shadows are ‘made of darkness’. Remind pupils
• Transparent objects do not form shadows. that darkness is an absence of light, and so a shadow is an
• Translucent objects form faint shadows. area where light cannot reach.
• Write what is a shadow? A shadow is formed when light
Working scientifically travelling in straight lines is blocked by an opaque material.
• Use a range of equipment. Light cannot travel round corners
• Investigation: Make the room dark. With the object hidden
• Make careful observations.
(you may wish to stand behind a screen), shine a bright light
• Record findings using simple scientific
onto an object, projecting the shadow onto the whiteboard.
language, drawings, and labelled Pupils guess the object the teacher is using to create the
diagrams. shadows. Use a few opaque and translucent objects; ask
pupils to work out why the shadows from opaque objects are
different to those from translucent objects. If it a sunny day,
take pupils outside to look at shadows on the playground.
They could draw around one another’s shadows using chalk.
This is a good opportunity to address the misconception that
shadows always appear behind a person; challenge pupils to
show you that they can make their shadow appear in front of
them.
• Read: the information on how the type of material an object
is made from affects how dark or faint its shadow is.
• Investigation: Pupils use a range of classroom objects to
predict how clear a shadow they will make, and then observe
the shadows produced. They record their findings by
ordering the objects based on the shadows that they formed,
from no shadow to a dark shadow. Discuss the difference in
materials and their opacity.
 YEAR 3 SCIENCE PLANNING – LIGHT

Outcomes / assessment Disciplinary and substantive concept/s Key term Key takeaway
DC3: Use a range of equipment. shadow Shadows are formed when
Knowledge quiz 3.4 DC4: Make careful observations. light is blocked by an object.
Learning review and exit DC5: Record findings using simple scientific
questions language, drawings, and labelled diagrams.
SC: Shadows are formed when the light from a
light source is blocked by an opaque object.

Common misconceptions
The following points are common misconceptions to be aware of when teaching this lesson.
• Your shadow is always behind you. You can demonstrate this to show that this is not the case.
• Shadows are where dark is stronger than light. In fact, darkness is an absence of light.
 YEAR 3 SCIENCE PLANNING – LIGHT

Lesson question Key knowledge Teaching and Activities Key vocabulary

Lesson 6: • The closer an object is to a light source, the Experiment- using an object e.g. a pencil change the position of • shadow
bigger the shadow becomes. the Lightsource (torch high up, low down, far away, close,
How can we vary the • The height of a light source above an object above) and measure/draw the effect the movement of the
size and position of affects the size of the shadow produced. Lightsource has on the shadow.
shadows? • Sundials use shadows to tell the time of day.

Working scientifically Discuss importance of a fair test for the experiment- only
• Use a range of equipment. changing one element (position of light source) and the others
• Make careful observations. remain the same.
• Record findings using simple scientific
language, drawings, and labelled diagrams. Ask: ‘What do you know about shadows?’. This is an opportunity
• Use results to draw simple conclusions and to recap the previous lesson but also to discuss the size and
make predications. position of shadows. You could also discuss that a brighter light
will cause a clearer shadow.
Explore shadows which are connected to and disconnected from
the object e.g. shadows of clouds and children in the
playground.
https://www.youtube.com/watch?v=lOIGOT88Aqc- watch clip
and discuss what they have found out about shadows.

Discuss what a sundial is and watcg

Sundial History and Basics - YouTube

Explain Earth is moving not the sun!

Investigate – distance from light source – affect on shadow –

fair test
 YEAR 3 SCIENCE PLANNING – LIGHT

Investigate height of light source – affect on shadow – children

to record results and write a conclusion

Discuss how footballers have 4 shadows when flood lights are

in – why? Model with torches

Plenary – can they draw the shadows of the objects – shadows

are not always behind – they are the same shape and do not
have a colour. They are also connected in a mirror image

Outcomes / assessment Disciplinary and substantive concept/s Key term Key takeaway
DC3: Use a range of equipment. shadow The closer an object is to a
Knowledge quiz 3.5 DC4: Make careful observations. light source, the bigger the
Learning review and exit DC5: Record findings using simple scientific language, shadow becomes.
questions drawings, and labelled diagrams.
DC7: Use results to draw simple conclusions and make
predictions.
SC: There are patterns in the way that the size of
shadows change.

Common misconceptions
The following points are common misconceptions to be aware of when teaching this lesson.
• Your shadow is always in the same place. Your shadow moves, depending on where the light is coming from.
• The Sun moves through the sky during the day. It is the rotation of Earth which causes this apparent motion.
 YEAR 3 SCIENCE PLANNING – LIGHT

Lesson question Key knowledge Teaching and Activities Key vocabulary

Lesson 7: • Some materials are more reflective than Start by dimming the lights in the room and shining a torch onto a • absorb
others. mirror, a white piece of paper, and then a piece of dark card. The • matt
What types of material • Non-reflective materials are rough and dark • non-reflective
more reflective the surface the more visible it is, as more light is
reflect light? or dull. reflected (less is absorbed). Extend this piece of work to compare • reflect
• Reflective materials are smooth and shiny. matt surfaces with shiny surfaces; different types of fabric work • reflective
well for this—for example, satin and cotton in the same colour. • shiny
Working scientifically Share that smooth, shiny, and pale coloured objects are the best
• Use a range of equipment. reflectors of light; rough, matt, or dark coloured objects absorb
• Make careful observations. light. At this point, address the misconception that only mirrors or
• Record findings using simple scientific shiny objects reflect light, if required. Remind pupils that to see an
language, drawings, and labelled diagrams. object, it must reflect some light into your eyes. Only black objects
don’t reflect light.
Some surfaces and materials reflect light well. Other materials do
not reflect light well.

Reflective surfaces and materials can be very useful:

Reflective strips on coats or bags mean you can be seen at night.

They are also useful for fire-fighters or builders who may work in a
dark and dangerous environment.

'Cat's Eyes' help drivers see the road by reflecting light from
headlamps.

Mirrors let us see ourselves, and are also useful in cars, to allow
drivers to see behind them.

Retroreflectors are used for road signs so that drivers can see the
signs from their car.

Can you think of any other uses?

 YEAR 3 SCIENCE PLANNING – LIGHT

Investigation: Pupils investigate how reflective a range of

materials are by shining a torch onto the material and
observing how much of the light is reflected.
• Write: Pupils design a backpack to be as safe as possible
when walking home from school in the winter, applying
their learning from this lesson. They should add labels
describing why they used each material within their design.

Outcomes / assessment Disciplinary and substantive concept/s Key term Key takeaway
DC3: Use a range of equipment. reflective Reflective materials are
Knowledge quiz 3.7 DC4: Make careful observations. smooth and shiny.
Learning review and exit DC5: Record findings using simple scientific
questions language, drawings, and labelled diagrams.
SC: Light is reflected from surfaces.

Common misconceptions
The following points are common misconceptions to be aware of when teaching this lesson.
• Only mirrors or shiny objects reflect light. In fact, only black objects do not reflect light.
• Materials are always fabrics.