8K Light

Bridlington School Sports

College

Science

Teacher’s Guide

The Science Department @ KS3

Topic: 8K Topic Focus: Light Lesson: 0
Lesson Focus: PLTS/Learning Review/Preparation for Learning
Learning Review our progress in the previous topic and prepare for this topic
objectives
(WALT)

(Link to SOW)

Learning All students will be able to demonstrate the strengths and weaknesses in their
outcomes / knowledge and skills from the previous topic and identify areas in which they have prior
success criteria knowledge for the upcoming topic. (L3-7)
(WILF)

Starter activity Discussion of progress with students: how well do you think you did in the test? Did
Introduction you revise? What went well? What went badly? How could it have been improved etc.
(link with prior
learning)
Main Activities / Progress: Students have their tests returned and fill in their grades on their target
Lesson Episodes sheets.
Review: Students are given revision guides and use these to fill in the learning review
(Including section of their target sheet for the previous topic and make corrections on the test.
assessment, Assertive mentoring: Those students who have not achieved their target level (FFT-d)
differentiation and need clear ‘guidance’ on how to improve.
questioning where Preparation: Students fill in their target level (FFT-d) on the target sheet for the
applicable) upcoming topic and tick off the ‘start’ section to indicate prior knowledge.
Plenary Students write targets for the future based on all the information gathered during the
Lesson review –link lesson.
to lesson objectives
Where do we go
next?

Extended work Homework: 8K Light Ideas and Evidence -Your task is to find out about Olaus Roemer
(including (1644-1710). (PLTS – independent enquirers, self-managers; FS – English)
homework)

Key terms + cross

curricular links
(literacy, numeracy,
ICT, citizenship)

Resources Target sheets, KS3 revision guides, tests.

The Science Department @ KS3

Topic: 8K Topic Focus: Light Lesson: 1
Lesson Focus: Travelling Light
Learning demonstrate that light travels in a straight line very fast and that the path of light can be
objectives represented by rays
(WALT)

(Link to SOW)

Learning All students will be able to state that light travels much faster than sound, and that light
outcomes / is all around us. (L4)
success criteria Most students will be able to give evidence to support the idea that light travels in
(WILF) straight lines at very high speeds. They will also be able to represent the path of light
by rays. (L5)
Some students will be able to calculate the time it takes for light to travel from the Sun
to the Earth. (L6/7)
Starter activity Review prior learning through questioning; ask pupils why it is possible to hear
Introduction someone running down a corridor but only see them as they pass by the window or an
(link with prior open door; ask whether light gets dimmer the further it travels; ask how light gets from
learning) the light bulb to the rest of the room; how we see things etc. (PLTS – reflective
learners, creative thinkers)
Main Activities / Use Click View video ‘Light fantastic – an introduction to the wonders of light’ (19 mins)
Lesson Episodes to introduce the topic.

(Including Demonstration: Show students the two experiments on the guidance sheet (laser and
assessment, rubber tube, clamped cards with holes and a light source) and ask students to explain
differentiation and how these two experiments prove light travels in straight lines.
questioning where
applicable)
Plenary Assess, review and consolidate learning through questioning. (PLTS – reflective
Lesson review –link learners)
to lesson objectives
Where do we go
next?

Extended work Extension: Write out and answer the questions 1-3 on page 127 of Framework Science
(including 8 textbook
homework) Homework: 8K Light Ideas and Evidence -Your task is to find out about Olaus Roemer
(1644-1710). (PLTS – independent enquirers, self-managers; FS – English)
Key terms + cross ray, ray diagram, reflect, shadow, source, straight lines
curricular links
(literacy, numeracy, Literacy: speaking and listening, word level, sentence level
ICT, citizenship) Thinking skills: reasoning, evaluation and information processing skills
Numeracy: number work, calculation of the speed of light

Resources PowerPoint 8K Lesson 1. Laser and rubber tube, clamped cards with holes and a light
source – see guidance sheet.

The Science Department @ KS3

Topic: 8K Topic Focus: Light Lesson: 2
Lesson Focus: Dull, shiny and see-through
Learning understand that materials may be transparent, translucent or opaque and that light may
objectives be absorbed, transmitted or reflected when it hits an object
(WALT)

(Link to SOW)

Learning All students will be able to represent the path of light by rays, describe how a ray of
outcomes / light is reflected, and compare the effects of materials on light. (L4)
success criteria Most students will be able to explain how non-luminous objects are seen, classify
(WILF) materials as opaque, transparent, translucent, and use words precisely when
describing the effects of materials. (L5)
Some students will be able to readily make links between areas of knowledge to
explain why frosted glass is used in a bathroom window. (L6/7)
Starter activity Ask the class to write definitions for Transparent, Translucent and Opaque. Take
Introduction feedback from groups and agree a definition which students then copy into their books.
(link with prior
learning)
Main Activities / Practical: Students place various objects between a light source and a light meter and
Lesson Episodes record the light level (LUX). Students classify items as transparent, translucent or
opaque.
(Including
assessment, Written task: Students write up the practical with a method, diagram, bar chart,
differentiation and conclusion and evaluation.
questioning where
applicable)
Plenary Assess, review and consolidate learning through questioning. (PLTS – reflective
Lesson review –link learners)
to lesson objectives
Where do we go
next?

Extended work Extension: Write out and answer the questions 1-3 on page 129 of Framework Science
(including 8 textbook
homework) Homework: 8K Light Ideas and Evidence -Your task is to find out about Olaus Roemer
(1644-1710). (PLTS – independent enquirers, self-managers; FS – English)
Key terms + cross absorb, disperse, light, opaque, reflect, see-through, source, translucent, transmit,
curricular links transparent
(literacy, numeracy,
ICT, citizenship) Literacy: speaking and listening, word level, sentence level
Thinking skills: reasoning and evaluation skills
ICT: use of light meter to measure light intensity
Resources PowerPoint 8K Lesson 2.Beaker, Glass filter funnel, Plastic filter funnel, Jug, Paper,
Coloured card, Tissue, Laminate pouch, Carrier bag, Protractor, Tin, White tile,
Spotting tile, Punched pocket, Light meters and dataloggers, ray boxes.

The Science Department @ KS3

Topic: 8K Topic Focus: Light Lesson: 3
Lesson Focus: Reflection
Learning demonstrate that light is reflected from plane surfaces in a predictable way and that
objectives when light is reflected from plane surfaces an image is formed
(WALT)

(Link to SOW)

Learning All students will be able to describe how light is reflected at a plane surface, identify
outcomes / patterns in measurements of reflected rays of light, and describe the nature of the
success criteria image formed in a plane mirror. (L4)
(WILF) Most students will be able to explain how light is reflected at a plane surface, and
make predictions about the reflection of light at plane surfaces. (L5)
Some students will be able to draw conclusions from their data, informed by scientific
knowledge and understanding. (L6/7)
Starter activity Ask students to explain how a mirror works. (PLTS – reflective learners, creative
Introduction thinkers)
(link with prior
learning)
Main Activities / Written task: Students copy the bullet point notes and diagram from the PowerPoint.
Lesson Episodes Practical: Students carry out a practical measuring angles and drawing diagrams to
establish the rule angle of incidence = angle of reflection.
(Including Practical: Students produce some mirror writing ‘code’ in their exercise book with a
assessment, ‘translation’ underneath.
differentiation and Written task: Students write out and answer questions from the PowerPoint. (PLTS –
questioning where reflective learners)
applicable)
Plenary Assess, review and consolidate learning through questioning. (PLTS – reflective
Lesson review –link learners)
to lesson objectives
Where do we go
next?

Extended work Extension: Write out and answer the questions 1-3 on page 131 of Framework Science
(including 8 textbook
homework) Homework: 8K Light Ideas and Evidence -Your task is to find out about Olaus Roemer
(1644-1710). (PLTS – independent enquirers, self-managers; FS – English)
Key terms + cross angle of incidence, angle of reflection, image, incident ray, laterally inverted, normal,
curricular links plane mirror, reflected ray, reflection
(literacy, numeracy,
ICT, citizenship) Literacy: speaking and listening, word level, sentence level, and writing
Thinking skills: reasoning and information processing skills
ICT: use of temperature probe
Resources PowerPoint 8K Lesson 3. Mirrors, protractors, rulers

The Science Department @ KS3

Topic: 8K Topic Focus: Light Lesson: 4
Lesson Focus: Periscopes
Learning use plane mirrors to make a periscope
objectives
(WALT)

(Link to SOW)

Learning All students will be able to make a periscope. (L4)

outcomes / Most students will be able to explain how the periscope works in terms of light rays,
success criteria angles and reflection. (L5)
(WILF) Some students will be able to relate their periscope to contexts beyond the school
laboratory. (L6/7)

Starter activity Show the photographs on the PowerPoint as a visual stimulus and ask students to
Introduction think back to last lesson and explain how a periscope works. (PLTS – reflective
(link with prior learners, creative thinkers)
learning)
Main Activities / Practical: Students make a periscope using the periscope kits. If there is sufficient time
Lesson Episodes they can decorate their periscopes to take home.

(Including Written task: Students draw diagrams of their periscope and write an explanation of
assessment, how it works including mirror diagrams (with normal, incident ray, reflected ray etc.).
differentiation and
questioning where
applicable)
Plenary Assess, review and consolidate learning through questioning. (PLTS – reflective
Lesson review –link learners)
to lesson objectives
Where do we go
next?

Extended work Extension: Write out and answer the questions 1-3 on page 131 of Framework Science
(including 8 textbook
homework) Homework: 8K Light SATs questions. (PLTS – independent enquirers, self-managers,
reflective learners; FS – English)
Key terms + cross angle of incidence, angle of reflection, image, incident ray, laterally inverted, normal,
curricular links plane mirror, reflected ray, reflection
(literacy, numeracy,
ICT, citizenship) Literacy: speaking and listening, word level, sentence level, and writing
Thinking skills: reasoning and information processing skills

Resources PowerPoint 8K Lesson 4. Periscope kits.

The Science Department @ KS3

Topic: 8K Topic Focus: Light Lesson: 5
Lesson Focus: Refraction
Learning demonstrate that light changes direction at a boundary between two different media
objectives and apply understanding of refraction to everyday situations
(WALT)

(Link to SOW)

Learning All students will be able to state that light is refracted at a plane surface and draw
outcomes / selected angles of incidence and reflection and, with help, use these measurements to
success criteria draw generalisations. (L4)
(WILF) Most students will be able to describe how light is refracted at a plane surface, make
generalisations from their observations of refraction and draw a ray diagram to explain
the phenomenon of refraction. (L5)
Some students will be able to draw a ray diagram to explain the phenomenon of
refraction and use their measurements and scientific knowledge and understanding to
draw detailed conclusions. (L6/7)
Starter activity Put a pencil into a beaker of water and ask students to explain why it appears to bend.
Introduction (PLTS – reflective learners, creative thinkers)
(link with prior
learning)
Main Activities / Practical: Students draw ray diagrams for light passing through glass blocks at different
Lesson Episodes angles and calculate the angle of incidence and the angle of refraction each time. Go
through the PowerPoint and ask students to write a brief explanation including the
(Including ‘rules’ for which way light bends in refraction.
assessment,
differentiation and Written task: Students write out and answer questions from the PowerPoint.
questioning where
applicable)
Plenary Assess, review and consolidate learning through questioning. (PLTS – reflective
Lesson review –link learners)
to lesson objectives
Where do we go
next?

Extended work Extension: Write out and answer the questions 1-3 on page 133 of Framework Science
(including 8 textbook
homework) Homework: 8K Light SATs questions. (PLTS – independent enquirers, self-managers,
reflective learners; FS – English)
Key terms + cross angle of incidence, angle of refraction, bending, boundary, medium, normal, optically
curricular links dense, refracted, refraction, straight lines, transparent
(literacy, numeracy,
ICT, citizenship) Literacy: speaking and listening, word level, sentence level
Thinking skills: creativity, reasoning
Numeracy: use of protractors to measure angles
Resources PowerPoint 8K Lesson 5. Glass blocks, protractors, paper.

The Science Department @ KS3

Topic: 8K Topic Focus: Light Lesson: 6
Lesson Focus: Colour
Learning how coloured objects appear in white light and in different colours of light
objectives
(WALT)

(Link to SOW)

Learning All students will be able to classify materials as absorbers of light and recognise that
outcomes / coloured objects absorb some colours and transmit or reflect others. (L4)
success criteria Most students will be able to describe the effect of different coloured lights on the
(WILF) appearance of coloured objects, and give an example of how colour is important in
everyday life. (L5)
Some students will be able to explain the appearance of coloured objects in coloured
lights and make observations when investigating colour to draw a valid conclusion.
(L6/7)
Starter activity Explain that white light is a mixture of all the colours of the rainbow. Ask students to
Introduction recall the colours of the rainbow. Demonstrate splitting up white light using a prism and
(link with prior mixing colours to make white using Newton’s colour wheel.
learning)
Main Activities / Practical: Students use a prism and ray box to split white light into its constituent
Lesson Episodes colours.

(Including Demonstration: Go through the PowerPoint to explain colours of light and filters to the
assessment, class. Demonstrate how filters work. Explain that primary colours for light are different
differentiation and from primary colours in art.
questioning where
applicable) Written task: Students write out and answer the questions from the PowerPoint. (PLTS
– reflective learners)
Plenary Assess, review and consolidate learning through questioning. (PLTS – reflective
Lesson review –link learners)
to lesson objectives
Where do we go
next?

Extended work Extension: Write out and answer the questions 1-4 on page 135 and 1-4 on page 137
(including of Framework Science 8 textbook
homework) Homework: 8K Light SATs questions. (PLTS – independent enquirers, self-managers,
reflective learners; FS – English) and revision
Key terms + cross absorbs, black, blue, green, light, Newton’s colour wheel, red, reflect, spectrum, white
curricular links
(literacy, numeracy, Literacy: speaking and listening, word level, sentence level
ICT, citizenship) Thinking skills: creative thought, reasoning and evaluation skills
Art: colour

Resources PowerPoint 8K Lesson 6. Prisms, Newton’s colour wheel, ray boxes and filters.

The Science Department @ KS3

Topic: 8K Topic Focus: Light Lesson: 7
Lesson Focus: Assessment
Learning Prepare for and complete the assessment for this topic
objectives
(WALT)

(Link to SOW)

Learning All students to complete the end of unit assessment (L3-7)

outcomes /
success criteria
(WILF)

Starter activity Fill in ‘check’ section of target sheet

Introduction
(link with prior
learning)
Main Activities / Give students clear guidance on the marks required for each sub-level as success
Lesson Episodes criteria

(Including Last minute revision from KS3 revision guide; page numbers:- 61, 62, 63 and 64
assessment,
differentiation and End of Unit test (exam conditions)
questioning where
applicable)
Plenary Introduce the next topic. If time, students could put a title page into their books.
Lesson review –link
to lesson objectives
Where do we go
next?

Extended work
(including
homework)

Key terms + cross

curricular links
(literacy, numeracy,
ICT, citizenship)

Resources End of unit test, KS3 revision guides

The Science Department @ KS3

The Science Department @ KS3