Download year group: 5 - Priory Fields School, Dover

YEAR GROUP: 6
TERM: 1
CREATIVE CURRICULUM TOPIC: BRIGHT SPARKS
Subject
National Curriculum links
LIGHT
 Associate the brightness of a lamp or the
volume of a buzzer with the number and
voltage of cells used in the circuit

Outcomes/focus
LIGHT

To understand that light appears to travel in straight lines.

To be able to use scientific evidence in order to support or refute an
idea
brightness of bulbs, the loudness of buzzers

To be able to plan a scientific enquiry to answer a question.
and the on/off position of switches

To be able to use the idea that light travels in straight lines to explain
that objects are seen because they give out or reflect light into the
eye

Use the idea that light travels in straight lines to explain why
shadows have the same shape as the objects that cast them

To be able to use test results to make predictions to set up further
comparative tests
Compare and give reasons for variations in
how components function, including the
Science

Use recognised symbols when representing
a simple circuit in a diagram.
ELECTRICITY
 recognise that light appears to travel in
straight lines

use the idea that light travels in straight lines
to explain that objects are seen because
they give out or reflect light into the eye

explain that we see things because light

To be able to explain that we see things because light travels from
the light source to our eyes or from light sources to objects and then
to our eyes

To be able to plan a fair test recognising and controlling variables

To able to use the idea that light travels in straight lines to explain
that objects are seen because they give out or reflect light into the
eye

To be able to report as to the degrees of trusts in results
travels from light sources to our eyes or
from light sources to objects and then to our
eyes

use the idea that light travels in straight lines
to explain why shadows have the same
shape as the objects that cast them
ELECTRICITY

To be able to use recognised symbols when representing a simple
circuit in a diagram

To be able to associate the brightness of a lamp or the volume of a
buzzer within the number of voltage of cells in the circuit

To be able to take repeat measurements of data with precision using
a data logger

To be able to explain the degree of trust that can be had in results

To be able compare a give reasons for variations in how components
function, including the brightness of bulbs, the loudness of buzzers,
and the on/ off switches

To be able to plan a fair test by recognising the control variables

History
Geography
To be able to use predictions to set up fair tests
NO HISTORY
NO GEOGRAPHY
DT
NO DT
Art
NO ART
NO MUSIC
Music
Select, use and combine a variety of software (including internet
services) on a range of digital devices to design and create a
range of programs, systems and content that accomplish give
goals, including collecting, analysing, evaluating and presenting
data.
Computing
Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour, identify a range of ways to
report concerns about content and contact.
Use search technologies effectively, appreciate how results are
selected and ranked, and be discerning in evaluating digital
content.




I can use search technologies effectively
I can be discerning in evaluating digital content.
I can use technology responsibly, securely and safely.
I can select, use and combine a variety of software (including internet
services) on a range of digital devices to design and create a range of
programs, systems and content that accomplish given goals, including
collecting, analysing, evaluating and presenting data and information.
DATA HANDLING LINKED TO SCIENCE CURRICULUM
RESEARCH DTP AND GRAPHICS LINKED TO ROMANS IN DOVER
TOPIC SCHEME OF WORK
Lesson
1
Subject
Science
LO
To understand that
light appears to
travel in straight
lines.
Success Criteria
Can understand that
light travels in straight
lines.
Activity (including differentiation)
Light – Why learn about it?
Take time at the start of this topic to establish with children why it is so
important to know about light. For example, you could begin by imagining
Earth without light that has been created by humans. How would this
affect our lives? Use satellite picture of Earth at night time to show where
in the world people rely most on created light.
http://geology.com/articles/satellite-photo-earth-at-night.shtml
Modelling – What evidence would prove that light travels in straight
lines?
Hook – A cartoon.
Sketch a cartoon on the board showing a child on one side of the outside
corner of a building shining a torch at night time. Around the other side of
the corner draw his friend. In a speech bubble write; ‘The child cannot see
the other one child because light from the torch cannot pass through the
dark.’ In another speech bubble write: ‘The child cannot see the other
child because the light isn’t powerful enough’. Finally, write in another
speech bubble: ‘The child cannot see the other child because the light
cannot travel around corners’. Ask the children to discuss the comments in
the different speech bubbles.
Ask them now to think of a way to prove or disprove that light cannot
travel around the corner because it travels in straight lines.
http://www.bbc.co.uk/learningzone/clips/demonstrating-how-lighttravels-in-straight-lines/1625.html
The video above demonstrates how light can appear to travel in straight
lines.
Children can make their own model by:
1. For each index card, use a ruler to draw lines connecting opposite
corners of the card.
2. At the intersection of the two lines, use a hole puncher to punch a
hole in the centre of the index cards.
3. For each card, use a small piece of Plasticene and place the card in
this to create a "stand" for the card. Place the cards so that they
stand vertically and at an equal distance from each other.
4. Place the torch at one end of the row of index cards and turn off
the light in the room.
5. Arrange the index cards so that light can be seen through all the
holes.
Recording
The children can draw their model. They can add writing to their drawing in
order to explain the path that the light takes.
2
Science
Use the idea that
light travels in
straight lines to
explain why
shadows have the
same shape as the
objects that cast
them.
Modelling – How can we show why shadows have the same shape as the
object that casts them?
In pairs, one of the children can hold a small opaque square shape a few
centimetres above a piece of white paper on a table surface. The other
child can hold a torch above the square so that it shines down at it. The
children can then use spaghetti to show the path of the light from the
torch and around the square. They could draw the shape created by where
the spaghetti has touched the paper (i.e. a square).
To increase the challenge, ask the child to make another drawing on the
paper of a square when the square shape is moved a particular distance
towards the torch.
Again, to extend the children’s thinking, ask them to make four small holes
in their shape; one near each of the corners. Ask them to draw on the
paper what they think the shadow of this object will now look like. They
can then carry out the test to see if they were correct.
Recording
Through drawings, children can try and show the path that the light takes
in order for the shadows to be formed.
.
Problem-solving – Where would we need to place the umbrellas so that
the people around the pool have the most shade?
Provide the children with a plan of a pool with sunbeds positioned around
it. Indicate on the plan where east and west are.
The children can begin by using Plasticene to make model people for the
sunbeds. They can then use a torch to model the apparent movement of
the Sun from east to west.
Now provide the children with ‘umbrellas’ – these could be cocktail
umbrellas. The children must work out where these umbrellas must be
placed at different points in the day in order for the people on the sunbeds
to have shade if they want it.
Recording
The children could take photos of their models. Using arrows and text, the
children could explain how they have solved the problem.
3
Science
To be able to explain
that we see things
Modelling – How can we show how we see things in a mirror?
Set up a target on the board. Children asked to use light from a torch and a
mirror in order for the light beam to hit the target.
because light travels
from light sources to
Children could use two mirrors to view a mystery object on the table top
from below the table/or try to use mirrors to read a post-it note on their
back
our eyes or from
light sources to
objects and then to
our eyes.
4
Science
To be able to plan a
fair-test; recognising
and controlling
variables.
Recording
Children can draw and label diagrams to record the passage of the light
beam in both activities.
Encourage the children to use lines with arrows to represent the passage
and direction of the light.
•
Small mirrors
•
Torches
•
Post-its
•
Blue tac
•
Mirror card
•
Sparkly shapes; confetti
Fair-test investigation – Which materials is best at reflecting light?
One way to test this is to place two piece of card vertically on pieces of
blue tac. Shine the torch on one of the cards so that the light will be
reflected on to the other card. Keep moving the card apart until you can no
longer see the light reflected on the second card. You can measure this
distance. Repeat this, but each time connects a different material to the
first card.
Recording
Children could record their findings in a bar chart.
Pattern-seeking – How can we increase the number of reflections?
Hinge two mirrors together using
some Blue tac. Place the object in
front of the mirrors. The children can
start by having a whole 180 degrees
angle between the two mirrors. They
must then continue by decreasing
the angle by 10 degrees each time.
Recording
The children can record the number of reflections seen within a table.
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