Centre: Teacher Directed
Mat session: Have different materials in front of the
Reflection Mobile;
Explore the reflective side of a CD. Usage a torch
have the children shine the light onto the Cd and ask
them to comment about what they see; how doe a the
light change?
Create a and x frame using sticks and twine to create reflections change.
the top of the mobile. Tie materials to String to hang
from the frame, use natural materials such as leaves,
rocks and sticks. Tie CDs onto the mobile and hang in
the sun on display for the children to see
Ask them to describe the reflection - is it the same as
a mirror, or a glass window? What do you think is
different or what looks different about it?
Materials;
Sticks, leaves, Rocks
Twine / string
CDs
Light Source; torch, and sun
Explicit / Intentional Teaching: Centre:
Foil Mirror
children that have a reflective surface and some that don't -
e.g., glass, metal, CD, mirror, plastic Place materials on the table for the children to create
Describe in scientific terms what a reflection is to the
their own mirror. Have coloured car cut into frames
students. Go through the objects and see which have a
for them to use, have them different shapes and sizes
reflection and which don’t
so that the children can make their own.
Talk about how in order to have a reflection you need to
have a light source - make the room darker and see how the When they make their mirrors they can explore
reflections and the way that the foil changes the light
reflection.
Introduction:
Place a mirror in front of the class for all to see. Have one Materials;
student or the teacher/EA stand at the back of the mat
Coloured card
and shine the torch at the mirror. With the students still
foil
sitting down have them look around the room and see if
Sticky tape
they can find where the reflection is. Have the person
Light source; Sun
holding the torch to move at different angle.
Put different objects over the torch and see how it changes
the light, Clear and solid objects, to reinforce the language
of transparent and opaque.
Ask questions such as;
- Why do you think that the reflection is moving?
- What happens when we put an opaque/transparent
object in front (e.g clear counter, teddy)
- Does the shadow of the teddy show in the reflection?
Centre: Conclusion:
Centre:
Mirror table: Light Box;
Have the children form two lines. one facing the other
about a metre apart. Instruct one side to make random
Have all different sized mirrors on a table as well as Have a light box sitting on the table and a tub off craft
movements or dance moves whilst standing on their
torches for the children to explore. have other toys on materials. Here the children can explore and
spot and the other line has to copy their actions. The
the table so they can explore their own reflection as manipulate different materials and also what happens
idea of this is that they mirror their actions and
well as other objects. when they are put onto a light table- how their
imitate what a reflection does. Have one line go at a
properties change. Provide materials such as
time and then swap.
Materials: cellophane, crepe paper and coloured paper, leaves,
Multiple Mirrors flowers, fabrics, pom poms. straws- see that light can
Have them sitting back on the mat and have a
Light source; Torches shine through light/thin objects bit not solid/dark
discussion about what activity was their favourite
objects.
and/or what they learnt.

Materials:
Craft material
Light source- Light box/table
Centre: Objective/s: Centre:
Shadow tower Identify a reflection of an object.
Have loose blocks on the floor for the children to use
Bubbles;
to construct a tower. Have the torch set up behind a
line of masking tape for a starting point to make the
Have bubble blowers and a bucket of soapy water
shadow.
outside for the children to play with. ask them to look
Same activity as STEM shadow tower in lesson 1 but
here it is not a teacher directed captivity so the at the bubbles when the light shines on them

children are free to explore and play around with the

Do they reflect the sun?
things that they learnt
How does the sun change what they look like?
Materials;
Blocks Materials;
Masking tape
Tub of soapy water
Light source; torch

Bubble tools.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

An Assessment Checklist is used to assess children’s ability to accurately identify a shadow when prompted. Anecdotal notes are also used to record
children’s engagement in experimenting to create shadows.

Highlight one or two outcomes specifically connected to your objective/s.