PST Names: Emma Brooks & Christine Ngo

Topic: Light
Year Level: 1 & 2
Unit outcomes
AusVELS (All strands, other domains)
Science
Science Understanding / Physical sciences
Content Description: Light and sound are produced by a range of sources and can be sensed (ACSSU020)
Elaborations:

Recognising senses are used to learn about the world around us: our eyes to detect light.

Identifying the sun as a source of light.

Recognising that objects can be seen when light from sources is available to illuminate them.

Science as a Human Endeavour

Nature and development of science): Science involves asking questions about, and describing changes in, objects and events.
(ACSHE034)
Use and influence of science: People use science in their daily lives. (ACSHE035)
Science inquiry skills
Questioning and predicting: Respond to and pose questions, and make predictions about familiar objects and events. (ACSIS037)
Planning and conducting: Participate in different types of guided investigations to explore and answer questions, such as
manipulating materials, testing ideas, and accessing information source (ACSIS038)
Processing and analysing data and information:
1. Use a range of methods to sort information, including drawings and provided tables (ACSIS040)
2. Through discussion, compare observations with predictions (ACSIS214)
Evaluating: Compare observations with those of others. (ACSIS041)
Communicating: Represent and communicate observations and ideas in a variety of ways, such as oral and written language and
drawing. (ACSIS042)

Literacy
Writing:
Literacy

Write legibly and with growing fluency using unjoined upper-case and lower-case letters (ACELY1673)

Speaking & Listening:

Literacy
Listen for specific purposes and information, including instructions, and extend students own and others' ideas in
discussions (ACELY1666)
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner,
speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and
questions (ACELY1656)
Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Concepts: (include representations and practices that may be relevant)

Our senses can be used to learn about the world around us, such as our eyes to detect light

The sun is a source and our main source of light.

Objects can be seen when light from sources is available to illuminate them

Unit outcomes: (Consider: Content, Skills/processes, Human endeavour, Other domains)

Science Understanding/Physical Understanding
Students are to understand that the sun is the main source of light
Students are to understand that we use our senses to learn about the world, such as ours detecting light
Students are to understand that objects can be seen when light is available to brighten them
Science as a Human Endeavour
Students are to understand how to ask questions about, and describe changes in objects and events
Students are to understand that science is used in everyday life
Science inquiry skills
Students are to respond to and pose questions as well as make predictions about familiar objects/events
Students will be participating in guided investigations while exploring and answering questions
Students will sort information, including drawings in provided tables
Students will be able to discuss, compare observations with predictions

Students will compare their answers with their peers

Students will communicate their ideas in a number of different ways, including oral and written language and drawing

Literacy Skills
Writing
Students will write legibly using correct upper and lower case letters
Speaking & Listening
Students will listen to instruction for specific information and they will extend these ideas through discussion
Students will use a number of interaction skills throughout lessons
Students will engage in discussion, using active listening behaviour, showing interest, and contributing idea, information and
questions
Students will make short presentations on their work

Unit overview
Phase/
Lesson
Lesson 1
(Engage)

Science outcomes

Literacy outcomes.

Lesson Summary

Assessment
opportunities

Science understanding
(Physical Sciences):
(ACSSU020)
Concept One: Identifying the
sun as a source of light
Concept Two: Recognizing
senses are used to learn about
the world around us; our eyes
to detect light
Concept Three: Recognizing
that objects can be seen when
light from sources if available
to brighten them.

Writing:
Literacy:
Write legibly and with
growing fluency using
unjoined upper-case and
lower-case
letters (ACELY1673)

Activity One: Shining the torch:

Students complete a PO chart on what
they believe will happen when turn the
torch on the piece of paper.
Activity Two: The Dark work sheet:
Students look inside a box and complete
a worksheet with questions on their ideas
of what they saw in relation to light.
Activity Three: Brainstorm student
ideas on topic of Light: 4 question
prompts to elicit students about their
ideas on light. The question prompts are:
What things give us light
How does light help us to see
How does light travel

Activity One:
Diagnostic assessment
of each students
written PO chart.
Activity Two:
Diagnostic assessment
of each students
answers to the Dark
worksheet.
Activity Three:
Diagnostic assessment
of all students answers
to the brainstorm
poster, which was a
collaborative effort by
all students.

Science as a Human
Endeavour

Speaking & Listening:

Literacy
Listen for specific
purposes and information,
including instructions, and
extend students own and
others' ideas in
discussions (ACELY1666)

Nature and
development of
science): Science
involves asking
questions about, and
describing changes in,
objects and events.
(ACSHE034)
Use and influence of
science: People use
science in their daily
lives. (ACSHE035)

Science inquiry skills

Questioning and
predicting: Respond to
and pose questions, and
make predictions about
familiar objects and
events. (ACSIS037)
Evaluating: Compare
observations with those
of others. (ACSIS041)
Communicating:
Represent and
communicate
observations and ideas
in a variety of ways,
such as oral and written
language and drawing.
(ACSIS042)

Use interaction skills

including initiating topics,
making positive
statements and voicing
disagreement in an
appropriate manner,
speaking clearly and
varying tone, volume and
pace
appropriately (ACELY1789
)

Lesson 2
(Engage,
explore,
explain)

Science understanding
(Physical Sciences):
(ACSSU020)
Concept One: Identifying the
sun as a source of light
Science as a Human
Endeavour

Nature and
development of
science): Science
involves asking
questions about, and
describing changes in,
objects and events.
(ACSHE034)
Use and influence of
science: People use
science in their daily
lives. (ACSHE035)

Science inquiry skills

Planning and
conducting:
Participate in different
types of guided
investigations to
explore and answer
questions, such as
manipulating materials,
testing ideas and
accessing information
sources. (ACSIS038)
Processing and
analysing data and
information: Use a

Writing:
Literacy:
Write legibly and with
growing fluency using
unjoined upper-case and
lower-case
letters (ACELY1673)
Speaking & Listening:
Literacy
Listen for specific
purposes and information,
including instructions, and
extend students own and
others' ideas in
discussions (ACELY1666)
Use interaction skills
including initiating topics,
making positive
statements and voicing
disagreement in an
appropriate manner,
speaking clearly and
varying tone, volume and
pace
appropriately (ACELY1789
)

Activity One: Looking for light

worksheet-looking for objects around the
room and outside and writes what the
light is used for.
Activity Two: Explore what is the same
and different about some of the light
sources (some are artificial light and
some are natural light). Explore what
natural light means and what artificial
light means.
Activity Three:
Look at images of objects that are
artificial light and natural light and sort
into correct pile. Explain the different
concepts.
Activity Four:
Students draw an image of something
that is artificial and an object of
something that is natural light with a
sentence explaining what it is.

Activity One:
Students looking for
light worksheet will be
used as a diagnostic
form of assessment, to
assess students prior
knowledge on sources
of light.
Activity Two & Three:
Both activities two and
three will provide
formative assessment
through discussions
and monitoring
students answers to
questions in relation to
their forming ideas
about natural and nonnatural light.
Activity Four:
Students drawing an
image and writing a
sentence about one
natural light object and
one non-natural light
object will be used as
summative assessment
to assess what learning
has occurred as a result
of this lesson.

Lesson 3
(Engage,
explore,
explain)

range of methods to
sort information,
including drawings and
provided tables.
(ACSIS040)
Questioning and
predicting: Respond to
and pose questions, and
make predictions about
familiar objects and
events. (ACSIS037)
Evaluating: Compare
observations with those
of others. (ACSIS041)
Communicating:
Represent and
communicate
observations and ideas
in a variety of ways,
such as oral and written
language and drawing.
(ACSIS042)
Science understanding
(Physical Sciences):
(ACSSU020)
Concept Two: Recognizing
senses are used to learn about
the world around us; our eyes
to detect light.
Science as a Human
Endeavour

Speaking and
Listening:
Literacy
Engage in conversations
and discussions, using
active listening
behaviours, showing
interest, and contributing
ideas, information and
questions (ACELY1656)

Activity One: Each student places a

blind fold over their eyes and are asked
to think about what they can see and
why they think they can see that.
If you cant see anything, then what does
that tell us?
-eyes help you see the world
-need eyes to detect light to be able to
see

Activity One:
Diagnostic assessment
will be used through
activity one, as through
the discussion of what
students see with the
blindfolds will show
their current
understanding on using
eyes to detect light.

Activity Two:

Nature and
development of
science): Science
involves asking

Use interaction skills

including turn-taking,
recognising the
contributions of others,

Watch the video Light and Sight

about an experiment where students
were blindfolded:
https://www.tes.co.uk/teaching-

Activity Two & Three:

Formative assessment
will be used through
activity two and three,

questions about, and

describing changes in,
objects and events.
(ACSHE034)
Use and influence of
science: People use
science in their daily
lives. (ACSHE035)

Science inquiry skills

Questioning and
predicting: Respond to
and pose questions, and
make predictions about
familiar objects and
events. (ACSIS037)
Planning and
conducting: Participate
in different types of
guided investigations to
explore and answer
questions, such as
manipulating materials,
testing ideas, and
accessing information
source (ACSIS038)
Evaluating: Compare
observations with those
of others. (ACSIS041)

Communicating:
Represent and
communicate
observations and ideas
in a variety of ways,
such as oral and written
language and drawing.

speaking clearly and

using appropriate volume
and pace (ACELY1788)

resource/teachers-tv-light-and-seeing6085137. Discuss with students about

what they viewed, leading to the main
point that we need our eyes and light to
be able to see the world around us.
Activity Three: Drawing images of
themselves showing how light gets into
their eyes.
A) Draw a drawing of themselves
looking at a torch showing how the
light gets to their eyes.
B) Explain to the students that to
show how light gets to our eyes we
use arrows to show which way the
light travels.
C) Choose a light producer from the
Light and sound collection table,
for example, a torch. Ask a student
to hold the torch and another
student to hold the large eye. Ask
three other students to hold the
arrows and move from the torch to
the eye.
D) Discuss with students what is
happening. Ask questions, such as:
Where does the light start from?
Where does the light go to?
E) Ask students to look back at their
two drawings that they did at the
start of the lesson. Ask students if
they want to make any changes to
their pictures to show how sound
gets to their ears and how light
gets to their eyes.

through discussions
with students in
relation to what they
saw in the experiment
in the movie and the
images they draw,
which will show their
developing
understanding of how
eyes are used to detect
light.

(ACSIS042)

Lesson 4
(Engage,
explore,
explain)

Science understanding
(Physical Sciences):
(ACSSU020)
Concept Three: Recognizing
that objects can be seen when
light from sources if available
to brighten them.
Science as a Human
Endeavour

Nature and
development of
science): Science
involves asking
questions about, and
describing changes in,
objects and events.
(ACSHE034)
Use and influence of
science: People use
science in their daily
lives. (ACSHE035)

Science inquiry skills

Questioning and
predicting: Respond to
and pose questions, and
make predictions about
familiar objects and
events. (ACSIS037)
Planning and
conducting: Participate

F) Invite students to explain any

changes that they made and why
they made those changes.
Speaking and
Listening:
Literacy
Engage in conversations
and discussions, using
active listening
behaviours, showing
interest, and contributing
ideas, information and
questions (ACELY1656)
Use interaction skills
including turn-taking,
recognising the
contributions of others,
speaking clearly and
using appropriate volume
and pace (ACELY1788)
Make short presentations
using some
introduced text structures
and language, for
example opening
statements (ACELY1657)

Activity One: Immerse students by

reading the book Can you sleep little
bear As they are listening, can
students see any light sources?
What difference does the small, medium
and big lantern do?
https://www.youtube.com/watch?
v=Bbw_vk2SCnU
Activity Two: Move students on to an
imaginative focus activity Students will
investigate, predict, test, result. Create a
cave for students to explore in, and
create stick figures of people (black, red,
silver, white, yellow).
Students will firstly predict whether they
can see the stick figures in the dark or if
they need light [table Who can you see in
the dark / Who can you see with the light
on). Place figures in the cave then
students will test to see which figures
they can find without light.
Students are to explain their prediction
and discuss results they could see.
Conclusion: students could not see any of
the people without the light on. You need
light sources to see in the dark.

Activity One:
Diagnostic assessment
will be used through
activity one, through
discussing with
students their current
understandings of
sources of light and the
difference that different
sources of light makes.
Activity Two:
Formative assessment
will be used throughout
activity two, through
discussions about
students predictions,

in different types of
guided investigations to
explore and answer
questions, such as
manipulating materials,
testing ideas, and
accessing information
source (ACSIS038)
Processing and
analysing data and
information: Through
discussion, compare
observations with
predictions (ACSIS214)
Evaluating: Compare
observations with those
of others. (ACSIS041)

Lesson 5
(Explain &
Elaborate)

Communicating:
Represent and
communicate
observations and ideas
in a variety of ways,
such as oral and written
language and drawing.
(ACSIS042)
Science understanding
(Physical Sciences):
(ACSSU020)
Concept One: Identifying the
sun as a source of light
Concept Two: Recognizing
senses are used to learn about
the world around us; our eyes
to detect light
Concept Three: Recognizing

Speaking and Listening

Literature
Listen to, recite and
perform poems, chants,
rhymes and songs,
imitating and inventing
sound patterns
including alliteration and
rhyme (ACELT1585)

Activity One: (First half of the sessionExplain): Introduce students to the

representational model (song) and allow
students to learn the lyrics of the song
and talk about the meaning of the lyrics.
Students will add meaning to the song
through adding their own actions, which
represent the song lyrics.
Activity Two: (Second half of the

Activity One:
Formative assessment
will be used through
discussing with
students the meanings
of the song lyrics,
which will show their
current understanding
of the three learning
outcomes.

that objects can be seen when

light from sources if available
to brighten them.
Science as a Human
Endeavour

Nature and
development of
science): Science
involves asking
questions about, and
describing changes in,
objects and events.
(ACSHE034)

Science inquiry skills

Questioning and
predicting: Respond to
and pose questions, and
make predictions about
familiar objects and
events. (ACSIS037)
Planning and
conducting: Participate
in different types of
guided investigations to
explore and answer
questions, such as
manipulating materials,
testing ideas, and
accessing information
source (ACSIS038)
Processing and
analysing data and
information: Through
discussion, compare

session-Elaborate):
Students will apply the knowledge they
have learnt through a looking inside the
box task. There will be an object inside
the box and students have to work out
where the light has to hit for them to see
the objects. Students will draw what they
see.

Activity Two:
Formative assessment
will be used through
activity two, through
discussing with the
students and the
drawing they produce
will show their current
understanding of the
three learning
outcomes.

observations with
predictions (ACSIS214)

Evaluating: Compare
observations with those
of others. (ACSIS041)

Lesson 6
(Evaluate)

Communicating:
Represent and
communicate
observations and ideas
in a variety of ways,
such as oral and written
language and drawing.
(ACSIS042)
Science understanding
(Physical Sciences):
(ACSSU020)
Concept One: Identifying the
sun as a source of light
Concept Two: Recognizing
senses are used to learn about
the world around us; our eyes
to detect light
Concept Three: Recognizing
that objects can be seen when
light from sources if available
to brighten them.
Science as a Human
Endeavour

Nature and
development of
science): Science
involves asking
questions about, and

Writing
Literacy:
Write legibly and with
growing fluency using
unjoined upper-case and
lower-case
letters (ACELY1673)

Activity One:
Students will create a poster showing all
the knowledge that they have learnt.
Inclusive on this poster will be:
-A drawing an explanation of their
favourite source of natural and nonnatural light.
- A drawing and an explanation showing
how light gets into their eyes.
-A drawing of a cave and an explanation
explaining how you can see objects only
when light from sources is available to
brighten them.
Create a poster with sections on
everything they have learnt.

Summative
assessment: Each
students posters will
be used as a
summative assessment
to assess the
knowledge that
students have learnt in
relation to the three
learning outcomes, as a
direct result of this unit
of work.

describing changes in,

objects and events.
(ACSHE034)
Science inquiry skills
Questioning and
predicting: Respond to
and pose questions, and
make predictions about
familiar objects and
events. (ACSIS037)
Celebration
Day

Students will show their posters that they have each created and explain the three concepts in relation to light through
explaining drawings and explanations on their poster. As a whole group we will also show our representational resource, such as
sing our song together.

Representational Model: Song about Light- Explain stage of E5 model

Light is all around us.
Helps light up our life.
Where does light come from? Where does light come from?
There are many sources of light.
Sun is our main one.
There are many natural lights
Natural sources of light are the moon, the sun and the stars.
There are also many non-natural lights
Non-Natural sources of light are candles, lamps and many more.
Light is all around us.
Helps light up our life.
Our senses help us to see the world.
Especially our sense of eyes.
Light needs to enter our eyes so we can see.
Light is all around us.
Helps light up our life.
Light helps us see objects.
Light brightens up objects so we can see them.
Light helps us to see anything and everything.