Year 3 Light

Knowledge and Understanding

Statutory Requirements

3d1: recognise that they need light in order to see things and that dark is the absence of light

3d2: notice that light is reflected from surfaces

3d3: recognise that light from the sun can be dangerous and that there are ways to protect their eyes

3d4: recognise that shadows are formed when the light from a light source is blocked by a solid object

3d5: find patterns in the way that the size of shadows change.

Knowledge and Understanding

Notes and Guidance

Pupils should explore what happens when light reflects off a mirror or other reflective surfaces, including playing mirror games to help them to answer questions about how light behaves. They should think about why it is important to protect their eyes from bright lights. They should look for, and measure, shadows, and find out how they are formed and what might cause the shadows to change.

Note: Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.

Pupils might work scientifically by: looking for patterns in what happens to shadows when the light source moves or the distance between the light source and the object changes.

Lower KS2 - Working Scientifically

Statutory Requirements

lks2w1: asking relevant questions and using different types of scientific enquiries to answer them

lks2w2: setting up simple practical enquiries, comparative and fair tests

lks2w3: making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

lks2w4: gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

lks2w5: recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

lks2w6: reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

lks2w7: using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

lks2w8: identifying differences, similarities or changes related to simple scientific ideas and processes

lks2w9: using straightforward scientific evidence to answer questions or to support their findings.

Lower KS2 - Working Scientifically

Notes and Guidance

Pupils in years 3 and 4 should be given a range of scientific experiences to enable them to raise their own questions about the world around them. They should start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up; talk about criteria for grouping, sorting and classifying; and use simple keys. They should begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them. They should help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

They should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

These opportunities for working scientifically should be provided across years 3 and 4 so that the expectations in the programme of study can be met by the end of year 4. Pupils are not expected to cover each aspect for every area of study.

Investigating shadow size Investigation Free!

Outstanding Science Year 3 | Light | OS3D007

Learning objective

I can investigate how moving a light source changes the size of an object's shadow.

Children investigate how moving a light source affects the size of an object's shadow. They predict and then measure the width of the shadow cast when the light source is at a range of distances. They transfer their results from their table to a bar chart. Finally, they attempt to explain the relationship between light source distance and shadow size.

3d5: find patterns in the way that the size of shadows change.

Moving an object towards a light source and away from a surface makes its shadow increase in size.

Moving an object away from a light source and towards a surface makes its shadow decrease in size.

2 pages

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Light sources Worksheet

Outstanding Science Year 3 | Light | OS3D001

Learning objective

I can identify light sources.

Children learn that we see things because they are either light sources that make light, and that we see them because light travels directly into our eyes, or they are non-light sources that we can see because light reflects off them into our eyes. They cut out 12 different images and place them into 2 groups - light sources and non-light sources.

3d1: recognise that they need light in order to see things and that dark is the absence of light

A light source is an object that produces light.

We see light sources because light travels from them into our eyes.

We see can see non-light sources because light from a light source reflects off them and travels into our eyes.

2 pages

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Light sources in our school Investigation

Outstanding Science Year 3 | Light | OS3D002

Learning objective

I can identify light sources in our school.

Children investigate the number of light sources in the different rooms in their school, starting with their classroom. They record their findings on a tally chart which they then turn into a frequency table. Finally, children display their results on a horizontal bar chart, selecting a suitable scale for their graph. They discuss what a light source is, how most light sources are powered and why different rooms have different numbers of light sources.

3d2: notice that light is reflected from surfaces

A light source is an object that produces its own light.

We need light sources in order to see things.

2 pages

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Light sources and reflectors Worksheet

Outstanding Science Year 3 | Light | OS3D003

Learning objective

I can identify whether an object is a light source or a reflector.

Children learn that some objects are visible because they are light sources and some are visible because they reflect light. Children look at 9 different images of objects that help us to see at night. They identify whether they are light sources or reflectors, and place them on a single-set Venn diagram to record their classification.

3d2: notice that light is reflected from surfaces

Some objects are light sources and make their own light.

Some objects are reflectors and reflect the light made by other objects.

2 pages

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Sun safety Worksheet

Outstanding Science Year 3 | Light | OS3D004

Learning objective

I can explain how the Sun can be dangerous and ways we can protect ourselves.

Children learn about the importance of the Sun as the ultimate energy source for all life on Earth. They also learn about different ways in which exposure to the Sun can be dangerous to humans. Children explain, and illustrate, ways in which the Sun can damage our eyes and skin and ways that this damage can be minimised.

3d3: recognise that light from the sun can be dangerous and that there are ways to protect their eyes

The Sun is a star.

The Sun keeps the water on Earth warm enough to form liquid oceans.

The Sun is vital for life on Earth because it is the ultimate source of all food energy.

The Sun can damage our eyes.

Sunglasses can protect our eyes from damage by the Sun.

The Sun can damage our skin, causing aliments such as sunburn or even skin cancer.

We can protect our skin from the Sun by covering it with sunblock/sunscreen, clothing, or shade.

2 pages

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Forming shadows Investigation

Outstanding Science Year 3 | Light | OS3D005

Learning objective

I can explain how shadows are formed.

Children learn that shadows are formed when an opaque object blocks the path of light, which travels in straight lines. They use a light source to cast an object's shadow onto a piece of paper and draw around the outline. They investigate and explain into how the shape of an object affects its shadow.

3d4: recognise that shadows are formed when the light from a light source is blocked by a solid object

Shadows are formed when light from a light source is blocked by an object.

The shape of an object's shadow is affected by the object's shape.

1 page

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Transparent, Translucent, Opaque Investigation

Outstanding Science Year 3 | Light | OS3D006

Learning objective

I can group objects according to whether they are transparent, translucent, or opaque.

Children learn that we can classify objects as transparent, translucent or opaque depending on how light behaves when it hits them. They carry out an investigation to classify a selection of classroom objects as transparent, translucent, or opaque. They display their findings in a Venn diagram with 2 sets, one nested inside the other.

3d4: recognise that shadows are formed when the light from a light source is blocked by a solid object

Opaque objects do not allow any light to pass through them.

Translucent objects allow some light to pass through them.

Transparent objects allow much light to pass through them.

2 pages

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Making a sundial Investigation

Outstanding Science Year 3 | Light | OS3D008

Learning objective

I can make a sundial and explain how it works.

Children learn that shadows cast by the Sun change in length and direction during the day because of the apparent motion of the Sun across the sky (though this is really caused by the roration of the Earth). Using a gnomon (such as a cricket wicket) and chalk, children create their own sundial on the yard. They calibrate their sundial and explain how it works.