Centre: light table Explicit / Intentional Teaching: Cellophane sun Centre: Puppet show/ Shadows

catchers
Learning Intention: Children will see how light projects
different colours and what layering can do to colours.
Description:
There will be a light table set up in the room with a
wide variety of coloured open-ended materials such as
counters, magnetic shapes, fruit and veg, paper and
pencils for drawing, oil and water in snap lock bags and
natural materials. The children will have the freedom
and choice to explore certain materials and explore
how layering different objects on top of each other can
change the colour of the original object.
Some key questions a teacher can ask:
- What happens when you place the red
counter and blue counter on top of each
other?
- What happens to the colour of the objects
when they are on the light table?
- Why does the light table change the colour?
Learning Intention: Children will explore
light and colour by making window sun
catchers out of cellophane.
Mat session:
All of the children will sit on the mat. The
teacher will start the lesson by having
different colours up on the board. As a class, the
children will yell out the colour that is on the board.
Once the children have gone through all of the
different colours, the teacher will sing “colours of the
rainbow” and then read the children’s book ‘A colour
of his own’ by Leo Lionni.
Introduction:
To introduce the topic of colour and light, the teacher
will ask a few questions to get the children thinking.
- What is colour?
- What is light?
- Who can tell me where light comes from?
The teacher will then simply explain that we can see
colour due to th reflection of light that comes from the
sun and energy.
Learning Intention: Children will explore the concept of
making shadows with coloured light.
Description:
In the art studio, the stage will be set up with lots of
stage lights and coloured lights for children to explore,
creating shadows. The children will go to the studio
stage with the studio staff and create puppets by gluing
paper and cellophane onto pop sticks. The children can
then explore the concept of colour and light freely on
the light stage, engaging with a wide variety of
different materials such as CDs, Mirrors, puppets,
torches, Cellophane, foil, fabrics etc.
Some key questions a teacher can ask:
- How are you making a shadow? Can you show
me how you are making it?
- What colours can you see?
- Can you mix the colours using the lights?
- How big can you make your shadow? And how
do you make it bigger?

Lesson:
A craft table will be set up with sticky contact paper
and cellophane. The teacher will show the children an
example of a sun catcher made earlier and explain
how, when the paper is put up to the window in the
light, you can see all of the colours. The children will
then begin to cut up the cellophane and stick it onto
their contact paper. Once children are finished with
their design, they can stick their work up on the
window and watch the colour change.
 Key questions:
- What is going to happen when we put it on
the window?
- What colours will you see?
- Why do the colours become lighter on the
window?
- Will it create a shadow?

Centre: Mini microscopes Conclusion: Centre: CD sun catcher

Learning Intention: Children will explore different
colours in the natural environment by using mini
microscopes on the iPads.
Description:
Children will be given an iPad and a mini microscope to
place over the iPad’s camera. Children will work in
groups of two and explore different colours of the
outdoor environment. The teacher can scaffold the
children’s learning by asking them key questions such
as:
- What does it look like through the
microscope?
- What colours and textures can you see?
- What happens when you put coloured
cellophane on top of the microscope?
 The teacher will call all students back inside to do a
gallery walk of everyone’s work on the window.
 The teacher will encourage children to share their
favourite piece of art and why?
 The teacher will then get everyone to sit on the
mat and engage the students in a discussion about
the activities, focusing on colour and light
 The teacher will ask the students some key
questions:
- Why do we need colour in our lives?
- Why do we need light in our lives?
- What would happen if we didn’t have light?
- What was your favourite activity today? Why?
The teacher will then explain to the students their next
task and slowly transition them in a fun and engaging
way.
Learning Intention: Children will explore light through
making CD sun catches, as they reflect colours to other
surfaces.
Description:
THIS ACTIVITY WILL BE SUPERVISED AT ALL TIMES, DUE
TO SMALL PARTS BEING A CHOKING HAZARD.
The teacher will set up a craft table with string, beads,
CDs, cellophane and other art and craft materials for
children to use. The teacher will have a CD sun catcher
pre-made to show the children for reference. The
teacher will support children with fine motor skills if
needed and support them in hanging up their sun
catchers outside. Once they are finished, talk to the
children about why CDs reflect light and how they
make rainbow colours?

Centre: Water Xylophone Objective/s: Centre: Colour mixing with lights

Learning Intention: Children will - Students will be able to observe how some Learning Intention: Children will mix colours by putting
explore food colouring in glasses objects are the source of lights and other paper or cellophane over torches and mixing two
of water outside. The cups will objects reflect light. touches of light.
reflect a coloured shadow onto - Students will be able to understand that light
the ground and make a sound when the children tap comes from the sun and energy sources. Description:
on the cups with a stick. The teacher will create a cubby house with sheets to
create a dark spot in the classroom (will be supervised
Description: at all times). The teacher will provide coloured paper,
The teacher will get children to fill up the cups with cellophane and torches for children to mix colours
different levels of water and mix food colouring into it. using the torches. The teacher can encourage children
Once that is done, the children can explore colour, to hold two different colours over the torch for
light, and sound by tapping the glasses with a stick and example, blue and yellow cellophane will create the
listening to the different sounds each glass makes. The colour green on the wall.
teacher can engage in conversation with the children
about the colours, the shadows and the sounds.

Assessment & Recording:

What are we assessing?
During the experiences, the teacher will be assessing the children’s ability to listen to instructions, engage with other children and their involvement with colour and light
activities.

How are we assessing?

As children explore colour and light, the teacher will be making comprehensive and accurate observations and writing anecdotal notes on the students' learning. The
teacher will write about the children’s language used whilst playing, their ability to understand the task and how they participated in the activity.

How are we recording?

The children’s learning will be recorded through taking photographs that will be posted on Story Park for the parents to see, with a learning story and using a floor book
which is developed by both the educators and students.

OUTCOME 1: Children have a strong sense of identity
Children feel safe, secure, and supported
Children develop their emerging autonomy, inter-
OUTCOME 2: Children are connected with and
contribute to their world
Children develop a sense of belonging to groups and
communities and an understanding of the
OUTCOME 3: Children have a strong sense of well
being
Children become strong in their social and emotional
wellbeing
OUTCOME 4: Children are confident and involved
learners
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
OUTCOME 5: Children are effective communicators
Children interact verbally and non-verbally with others
for a range of purposes
dependence, resilience and sense of agency
Children develop knowledgeable and confident self
identities
Children learn to interact in relation to others with
care, empathy and respect
reciprocal rights and responsibilities necessary for
active community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect
for the environment
Children take increasing responsibility for their own
health and physical wellbeing
commitment, enthusiasm, persistence, imagination and
reflexivity
Children develop a range of skills and processes such as
problem solving, enquiry, experimentation,
hypothesising, researching and investigating
Children transfer and adapt what they have learned
from one context to another
Children resource their own learning through
connecting with people, place, technologies and natural
and processed materials
Children engage with a range of texts and gain
meaning from these texts
Children express ideas and make meaning using a range
of media
Children begin to understand how symbols and pattern
systems work.
Children use information and communication
technologies to access information, investigate ideas
and represent their thinking