PLAN Primary Science Supporting Assessment Light Year 3

PLAN Primary Science – Supporting Assessment Light Year 3 -Johnny © Pan London Assessment Network (PLAN) July 2019 This resource has been developed by the Pan London Assessment Network and is supported by the Association for Science 1 Education.

PLAN Primary Science - Supporting Assessment PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS). It is not the intention of these resources to specifically exemplify the working scientifically statements. However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts. The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders. Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements. 2

Structure of the resources Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet. The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary. In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool. Key Learning Secure Show Overview paragraph describing understanding of a curriculum concept by using scientific Key vocabulary – list of words vocabulary correctly Apply knowledge Suggestions of contexts to use. in familiar related contexts, including a range of enquiries 3

Contents of the materials Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times. The prior NC statements relevant to the topic area are also stated and use to determine pupils' knowledge at the start of the unit. Each slide has been annotated with coloured text. Please see key below: Red statements Commentary to explain how evidence meets/does not meet NC Blue Commentary to highlight features of working scientifically Green Pupil Speak Grey Other relevant information eg. vocabulary used 4

Year 1 Statements – Prior Learning • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense (1 -Animals, including Humans) 5

Statements Year 3 3 statements Pupils should be taught to: • • • recognise that they need light in order to see things and that dark is the absence of light (3 -Light) notice that light is reflected from surfaces (3 -Light) recognise that light from the sun can be dangerous and that there are ways to protect their eyes (3 -Light) recognise that shadows are formed when the light from a light source is blocked by an opaque object (3 -Light) find patterns in the way that the size of shadows change (3 -Light) 6

Later Statements Pupils do not need to be taught content they will learn in later year groups. They can be challenged by applying the content for their year group in broader contexts. Pupils in Year 6 will be taught to: Recognise that light appears to travel in straight lines (6 -Light) 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 (6 -Light) Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes (6 -Light) Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. (6 -Light)

Assessment guidance Key learning Evidence Shows understanding of a concept using scientific vocabulary correctly We see objects because our eyes can sense light. Some objects, for example the sun, light bulbs and candles are sources of light. We can see light sources shining directly into our eyes but to see other objects, light from a source must first shine on the object and then be reflected into our eyes. Some objects are easier to see as they are more reflective or shiny than other objects. Objects are easier to see if there is more light. Dark is the absence of light. We cannot see anything in complete darkness. Shadows are formed on a surface when an opaque or translucent object is between a light source and the surface and blocks some of the light. The size of the shadow depends on the position of the source, object and surface. If the light source and object move closer to each other, the shadow will become larger. Key vocabulary: Light, Light source, Dark, Absence of light, Transparent, Translucent, Opaque, Shiny, Matt, Surface, Shadow, Reflect, Mirror, Sunlight, Dangerous Can describe how we see objects in light and can describe dark as the absence of light. Can state that it is dangerous to view the sun directly and state precautions used to view the sun, for example in eclipses. Can define transparent, translucent and opaque. Can describe how shadows are formed by objects blocking light. Applying knowledge in familiar related contexts, including a range of enquiries Explain why different objects are more or less visible in different lighting and for different object surfaces e. g. shiny vs matt. Explain how shadows vary as the distance between a light source and an object is changed. Can describe patterns in visibility of different objects in different lighting conditions and predict which will be more or less visible as conditions change. Therefore can clearly explain that objects are not visible in complete darkness. Can describe patterns in how shadows vary due to blocking of light and predict what will happen as light source or object are moved.

Initial assessment activity – to gauge starting point of new learning in year 3 • recognise that they need light in order to see things and that dark is the absence of light The children were asked to think about what they already knew about light and shadow and given some key words to prompt them – see, dark, light, reflection, shadow. This is a very common misconception that we can see in the dark when our eyes adjust to it. At this point Johnny does not understand that darkness is the absence of light and that therefore we cannot see in the dark, as we need light in order to see things. Johnny can name a range of light sources. Johnny is not clear about the difference between a shadow and a reflection. We see things by using our eyes. We cannot see in the dark for a brief moment. Once we get used to the dark we can see better. Darkness is a black room/surface where sometimes you can’t see. Light is made with fire, lightbulbs and very shiny stars. An example of a reflection is a shadow or looking at a mirror. Why do we need to wear sunglasses and suncream? Why are some objects shiny 9

Viewing different objects in a box • recognise that they need light in order to see things and that dark is the absence of light • notice that light is reflected from surfaces Children worked in pairs. They chose from a selection of closed boxes that each contained a different object and tried to identify the object by looking through a small eye hole. There was a second small hole in each box so the children could control the amount of light that was entering, using their hand, tracing paper or leaving it open. Johnny is not clear about the difference between a light source and reflected light. Johnny is using the word shiny rather than reflective at this stage. 1 0

Viewing different objects in a box (contd. ) • recognise that they need light in order to see things and that dark is the absence of light • notice that light is reflected from surfaces Later Johnny was asked to reflect on these questions – he has now used the word reflect. Johnny has identified that some objects are easier to see depending on their colour and how shiny they are. Johnny is not showing evidence as yet of being secure with the concept that you need light to see things. 10

Viewing different objects in a box (contd. ) • recognise that they need light in order to see things and that dark is the absence of light • notice that light is reflected from surfaces This is evidence that A writing frame was provided for X to clarify his thoughts. Johnny is developing an understanding that light is required in order to see things. He has also demonstrated again that he can name some light sources. With prompting Johnny demonstrates an understanding that the moon is not a light source. He is not demonstrating understanding of reflection at present. 12

Experiencing true darkness • recognise that they need light in order to see things and that dark is the absence of light To enable the children to experience true darkness, the teacher set up a black out tent in the classroom. The children went inside two at a time to see what they could see. ‘It was really dark in the tent. I couldn’t see anything at all, not even my hand right in front of my face. When Miss let a little bit of light in I could see Adam. ’ This additional experience has helped Johnny to show that he now understands that when there is no light present it is not possible to see anything. Could you see when your eyes got used to the dark? No, even though we were in there for quite a while I still couldn’t see. Getting my eyes used to the dark didn’t help me see. This shows that through this experience he has corrected his previous misconception about being able to see in the dark when his eyes got used to it. 13

Investigating the reflective nature of different materials • notice that light is reflected from surfaces The children were given some different materials and a torch and allowed time to explore their reflectiveness. Johnny’s group shone a torch onto each material to see how shiny it was. Johnny drew his own table to record his results and chose a scoring system out of 5. Using more basic vocabulary of shiny and dull rather than reflective 14

Investigating the reflective nature of different materials (contd. ) • notice that light is reflected from surfaces This short clear piece of writing shows that Johnny now understands the link between a shiny material and the light being reflected. He has shown he has a secure understanding of this statement as he recognises that light is reflected better by some surfaces than others. 15

Identifying materials that are opaque, transparent and translucent • recognise that shadows are formed when the light from a light source is blocked by an opaque object The teacher defined the key vocabulary – opaque, transparent and translucent. The children were then asked to find objects around the room and record whether they were opaque, transparent and translucent. Johnny chose to record his evidence in a table. Other children drew circles and recorded in a Venn diagram. The teacher has picked up on a mistake that Johnny has then corrected. This shows knowledge beyond the KS 2 curriculu 15 m.

Defining the key vocabulary - opaque, transparent and translucent • recognise that shadows are formed when the light from a light source is blocked by an opaque object The children were given a word bank and sentence starters to help them write definitions for the key vocabulary. This concise piece of writing shows that Johnny has a clear understanding of the key vocabulary opaque, transparent and translucent. 17

Exploring suitable materials for sunglasses • recognise that light from the sun can be dangerous and that there are ways to protect their eyes The children were asked to think back to when they had watched the eclipse. The teacher also showed film of people watching the eclipse. The children were asked to consider why people were wearing glasses or looking through colanders. They were reminded that this was to prevent people damaging their eyes. The children were then given a range of materials and asked to test them to consider which would be most suitable for making a pair of sunglasses. The children shone a torch through the material and observed the light coming through. ‘Even if you are wearing sunglasses you should not look at the sun. When we watched the eclipse we had to wear special sunglasses. ’ Johnny is now consistently using the words opaque, transparent and translucent. He understands that the sunglasses need to be made of a material that is translucent. Johnny draws simple conclusions from his results 18

Exploring suitable materials for sunglasses • recognise that light from the sun can be dangerous and that there are ways to protect their eyes This detail about the parts of the eye and UV radiation is beyond KS 2. 19

Designing and making sunglasses • recognise that light from the sun can be dangerous and that there are ways to protect their eyes Again Johnny is consistently using the key vocabulary. He shows a clear understanding that the sunglasses need to be made of a material that is translucent rather than transparent so that some light but not all is blocked, protecting your eyes. Johnny applies his knowledge about how light travels through different materials to answer the enquiry question. 19

Designing and making sunglasses (contd. ) • recognise that light from the sun can be dangerous and that there are ways to protect their eyes The children made their sunglasses and verbally tried to ‘sell’ their glasses to their partner, ensuring they covered the key questions below. They also made posters. After the talk activity the children then wrote a persuasive piece about their sunglasses. This additional piece of writing has provided Johnny with another opportunity to show that he understands how the sunglasses protect the eyes by blocking some of the light. PLEASE NOTE – the teacher made it clear at the end of the activity that these home made glasses would not actually protect their eyes from damage by the sun. 21

Exploring shadows in the playground • recognise that shadows are formed when the light from a light source is blocked by an opaque object The children went outside into the playground and explored making different shaped shadows with their bodies. ‘My shadow is very black. It joins at my feet. I can make it not be joined if I jump in the air. I can make the shadow different shapes by changing the shape of my body. ’ Johnny has made the common mistake of using solid as a synonym for opaque Johnny writes about the path of the light being disturbed. More accurate vocabulary would be ‘blocked’. 22

Exploring shadows made by different objects • recognise that shadows are formed when the light from a light source is blocked by an opaque object The children were asked to explore the difference in the shadow when using a transparent, translucent and opaque object. ‘This shadow was grey. Not as dark as outside. ’ Johnny is able to use his knowledge about opaque objects to explain why this shadow will be the 22 best.

Exploring how moving the light source affects the shadow • find patterns in the way that the size of shadows change The children were given a circular object and asked to move the torch in various ways to see the effect on the shadow. Johnny is aware that the shadow will change size when the torch is moved but his prediction is incorrect. 24

Exploring how moving the light source affects the shadow (contd. ) • find patterns in the way that the size of shadows change This writing shows that Johnny has observed that the size and shape of the shadow varies dependent on the position of the light source; but he is struggling to describe the pattern clearly. In the next activity the teacher simplifies the task. 25

Making and using shadow puppets • find patterns in the way that the size of shadows change The children were asked to make shadow puppets for the characters in a story they had been reading in English. They then used the shadow puppets to retell the story by casting the shadows onto a screen made of white fabric. ‘I used tin foil to make my shadow puppet as it is opaque and blocks all the light so the shadow was dark and easy to see. ’ ‘I showed the character growing up by making the shadow bigger. I moved the puppet closer to the light. ’ Johnny chose an appropriate material to use for his shadow puppet. Johnny was able to demonstrate how to make the shadow bigger and smaller. Johnny has shown consistently in different activities that he understands the meaning of the terms opaque, transparent and translucent, and he knows how this affects the shadow produced. He is also able to demonstrate and describe the pattern of how the size of a shadow changes dependent on position of object and light source. 26

Overall Summary Secure Through different activities Johnny developed the understanding that without light you cannot see, even if you give your eyes time to adjust to the dark. He understands that shiny objects reflect light and that some materials reflect light better than others. He shows understanding of how to protect his eyes from being damaged by the sun. He shows a good understanding of the difference between opaque, transparent and translucent materials and how these affect the quality of a shadow produced. He is able to demonstrate how to change the size and shape of a shadow and can talk generally about the pattern he observed, linking shadow size and shape to relative positions of light source and object. 27

Acknowledgements All materials were created within the school. 28