Light, Shadows and Reflection: a full term of science

Ten ready-to-teach lessons for Year 5 Physical sciences. Print this pack and the term is prepared: every lesson has a plan, talk prompts, a student worksheet, cards or tickets, and answers.

Start here: five minutes to Monday

1. Skim the term at a glance on the next page.
2. Print the lesson you need (plan, worksheet, cards).
3. Gather everyday items under You need on the plan.
4. Open the free interactive unit on your board.
5. Teach from the plan: timings, prompts and answers are on one page.

No science background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan. Safety: no open flames or boiling water unless an adult controls a warm-water step named on the plan.

The term at a glance

One lesson a week for a term. Run in order where you can.

Curriculum links (Australian Curriculum V9)

The term teaches AC9S5U03. Lessons also work these Inquiry and Human Endeavour descriptors:

Assessment

• Every plan ends with answers and look-fors.
• The assessment kit near the front has a rubric and class checklist.
• Lesson 10 is the summative check and model task.

Materials for the whole term

One gathering session covers all ten lessons. Prefer classroom and home items. No science cupboard required. Adult handles any warm water.

Safety in one look

• No open flames, hotplates or boiling water for children.
• Adult pours warm water when a plan needs heat.
• Wipe spills; keep floors clear.
• Food allergy checks before any tasting stations.

Assessment without extra work

Lesson plans carry look-fors. Lesson 10 is summative. Use this sheet for ongoing notes.

The three levels

Class observation checklist

A tick a lesson is plenty.

Word wall cards

Cut out and build the wall as words arrive across the term.

Dear families

This term in science, Year 5 explores light, shadows and reflection. We use observation, simple tests and clear science words. Ask: What did you notice today? What evidence did you use?

Try this at home

• Talk about a pattern you both notice outdoors or in the kitchen.
• Ask for one science word from the week and use it in a sentence.
• Draw a simple diagram of something they investigated.

Warm regards,

The Year 5 team

seegongsik.com/au/y5/physical/AC9S5U03/pack

What makes its own light?

Children explore “What makes its own light?” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind what makes its own light? in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “What makes its own light?” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about what makes its own light?.
• Drawings or numbers match the board story.

What makes its own light?

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Light travels in a straight line

Children explore “Light travels in a straight line” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind light travels in a straight line in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Light travels in a straight line” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about light travels in a straight line.
• Drawings or numbers match the board story.

Light travels in a straight line

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

An object blocks light and casts a shadow

Children explore “An object blocks light and casts a shadow” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind an object blocks light and casts a shadow in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “An object blocks light and casts a shadow” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about an object blocks light and casts a shadow.
• Drawings or numbers match the board story.

An object blocks light and casts a shadow

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

A mirror reflects light at an equal angle

Children explore “A mirror reflects light at an equal angle” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind a mirror reflects light at an equal angle in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “A mirror reflects light at an equal angle” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about a mirror reflects light at an equal angle.
• Drawings or numbers match the board story.

A mirror reflects light at an equal angle

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Light bends as it enters water

Children explore “Light bends as it enters water” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind light bends as it enters water in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Light bends as it enters water” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about light bends as it enters water.
• Drawings or numbers match the board story.

Light bends as it enters water

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: What makes its own light?

Children explore “Deeper look: What makes its own light?” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind what makes its own light? in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: What makes its own light?” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about what makes its own light?.
• Drawings or numbers match the board story.

Deeper look: What makes its own light?

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Light travels in a straight line

Children explore “Deeper look: Light travels in a straight line” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind light travels in a straight line in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Light travels in a straight line” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about light travels in a straight line.
• Drawings or numbers match the board story.

Deeper look: Light travels in a straight line

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: An object blocks light and casts a shadow

Children explore “Deeper look: An object blocks light and casts a shadow” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind an object blocks light and casts a shadow in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: An object blocks light and casts a shadow” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about an object blocks light and casts a shadow.
• Drawings or numbers match the board story.

Deeper look: An object blocks light and casts a shadow

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: A mirror reflects light at an equal angle

Children explore “Deeper look: A mirror reflects light at an equal angle” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind a mirror reflects light at an equal angle in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: A mirror reflects light at an equal angle” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about a mirror reflects light at an equal angle.
• Drawings or numbers match the board story.

Deeper look: A mirror reflects light at an equal angle

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Show what we know

Children explore “Show what we know” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind show what we know in Year 5 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Show what we know” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about show what we know.
• Drawings or numbers match the board story.

Show what we know

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.