Teaching Light and literacy – a mutually beneficial approach Jason Harding CLEAPSS Ruth Shallcross Eastfield Primary School Striving for excellence www.enfield.gov.uk

Light – Think it, talk it, be it A teaching sequence for KS2 ‘Light’ which includes: models, talk and an explanation text to develop and assess scientific understanding

Accessing the resources URL: fronter.com/enfield/login Username: Escience Password: Enfield Resources for all six lessons can be found here

Key Learning Support Strategies A purpose for writing Starting point activity Knowledge refresher materials and activities Making the abstract concrete On going assessment opportunities Speaking as an expert Modelling processes and texts Deconstructing and joint construction of texts Refer participants to accompanying sheet

Giving pupils a purpose for writing Over the year the class had been set a series of secret agent missions so the request from MI5 was not unusual

Establishing prior understanding Embedding technical language Exploring light Lesson 1

Pupil A

Pupil B

Pupil C

Pupils were introduced to key terminology about light interacting with objects Transparent A material that light can pass through. Translucent A material which some light can pass through. Opaque A material that no light can pass through. Reflective A material which you can see others objects in. Pupils were reminded about key language and terminology in context and with carefully thought through descriptions. A variety of resources can be found in the pack to help establish and refresh terminology.

Pupils explored how light interacts with objects Children were provided with a different materials, a torch and were asked to record in some way their findings. Pupil in foreground has constructed a chart to record his data.

It travels in straight lines. It travels very fast. Pupils were ask to describe the properties of light from their observations It travels in straight lines. It travels very fast. We cannot see light only the objects it bounces off. Exploring light – laser pens and smoke The use of word ‘bounce’ was very deliberate and will be explored in a moment.

Establishing the relationship between light and sight Lesson 2

Bounce vs Reflect Observations and learning conversations highlighted an almost universal confusion about the passive eye model and the terms reflect, reflective, reflection. After much deliberation we decided to trial using ‘bounce’ as the term used to describe when light is reflected off an opaque object and ‘reflect’ used when describing light reflecting off a reflective surface. Many discussions with teachers and children led to this choice which is not scientifically correct but helps both children and teachers further their understanding.

Pupils were introduced to how light helps us to see Ball and hoop model The ball represents the light. The hoop represents the eye which the light is entering. Pupils were encouraged to talk through that light is emitted by a light source, some light bounces off of an opaque object and enters your eye this allows you to see the object. Different objects were used to bounce the ball off and they pupils were asked – ‘so what can be seen?’ This activity requires a hoop, torch and ball. The table represents the object that the light is ‘bouncing’ off.

Speaking Frame to rehearse the use of scientific vocabulary Take turns using the speaking frame to practice your scientific communication about the passive eye model ‘The light source emits light some of the light bounces off the _________, and enters my eye. Therefore I can see the _________’.

and enters the monkey’s eye – the monkey can see the butterfly Use lines, arrows and words to explain how the monkey is able to see the butterfly. Add a title to your diagram. light source emits light some of the light bounces off the butterfly travels to the monkey and enters the monkey’s eye – the monkey can see the butterfly Pupils were asked to draw how the monkey see’s the butterfly and were then shown how the process works

Pupils’ initial attempts to independently explain sight

Pupil A

Pupil B

Pupil C

How do we see the moon at night? light bounces off the moon… light from the un hits the moon …and enters our eyes Pupils were asked to explain how we are able to see the moon at night.

Pupils working out how we see the moon

How do we see the moon at night? light bounces off the moon… light from the sun hits the moon …and enters our eyes This version needs to have the animations removed

Explaining reflection Applying reflection to a real life situation Lesson 3

Pupils explored how they could use mirrors to spy around corners Participants use mirrors to track the light pathway from torch to eye. Pupils made the mistake of the light pathway going to the mirror before hitting the person, this activity gave us the opportunity to sort this misconception out. This task requires – string, light lables, paper clips and torches

Pupils completed a sequencing activity and rehearsed speaking about reflection light torch hits Mirror bounces off enters reflect eyes Oral rehersal of what went on was essential, pupils had to say why light must hit the object before being reflected off the mirror. This is really where the use of ‘bounce’ and ‘reflect’ and having a difference between them became an essential part of the learning.

Pupils attempt to write about reflection

Pupil A

Pupil B

Pupil C

Pupils explore inside a periscope and add to their light rules Pupils opened up a periscope, measured angles from normal and came up with a rule about light that is reflected at 45 Pupils add rule about light turning through 90 when reflected at 45 Turn off lights and show participants reflection from laser pen

Pupils model what is happening inside the periscope Pupils were then given an outline of a periscope and two mirrors and asked to make it work so that you can see the object. This task requires – objects, mirrors, blu tac, pens, smoke, laser pens and white boards

Human periscope talk for writing Lesson 4

LIGHT SOURCE hands the light arrow to the light child LIGHT CHILD moves along the periscope MIRROR CHILD stands at 45º and turns ‘light’ through 90º LIGHT JUDGE ensures that light obeys the rules LIGHT JUDGE ensures that light obeys the rules OBSERVER ensures that light passes through the hula hoop eye MIRROR CHILD stands at 45º and turns ‘light’ through 90º

Pupils act out and describe what happens to light as it moves through a periscope

Pupils draft writing about how a periscope works When we returned to the class pupils speak as experts about how a periscope works, they wear their scientist glasses when they are giving a scientific description. Show video of pupils speaking as experts

Literacy Work in Parallel Drawing a diagram

Inside a torch A title – so you know what it is about. A simple diagram – so it is easily recognised Labels - to show the important parts. An overall explanation: A torch is used to see in the dark. bulb Pupils were shown the features included in a diagram lights up Explanations – to describe what the important parts do.

Pupils annotated a periscope diagram Pupils discussed what more would be needed to successfully draw a diagram that helped explain how periscopes work Light source An opaque object The pathway that the light takes An eye with light entering it Pupils practiced drawing in pairs before working on their own, using the whiteboard photos, periscope diagrams and success criteria as a guide Some pupils found centering the periscope on the page very difficult and needed an outline

Pupils’ final diagrams

Pupil A Pupils struggles with centring the periscope some needed a

Pupil B

Pupil C

Structuring the text Exploring the features Drafting the writing Preparing to write Structuring the text Exploring the features Drafting the writing

Providing a model

Structuring the report Pupils worked with their teacher to annotated the report so that the structure and sequence that the report would need to follow was clear Pupils then kept this structure as a scaffold for their first draft

Pupils examined and noted important text features Pupils worked in pairs to write a draft final report

Pupils worked independently to write their final piece

Throughout the project a working wall had been added to as an essential support for pupil learning. This was now removed

Pupil A

Pupil B

Pupil C

Feedback Pupils and teachers enjoyed the learning Real progress in science and literacy is evident Science’s currency increased because it significantly contributed to writing assessments