Grade 5 Chapter 5 Lesson Plans

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 5 Lesson Plans
Lesson Plans
Chapter 5: Light and Shadows

Total number of periods: 16 periods
Overview of Lesson Plans
How Does Light Help Us See Things? (4 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
5.1 Pupils should: Make relevant observations. (Eo1) Observing Think creatively 4
- know that we see light sources because light from the Communicating Use systems thinking
source enters our eyes Inferring
- know that we can see objects around us because these Analysing
objects reflect light to our eyes
How Does Light Travel? (2 periods)

Skills Periods
5.2 Pupils should: Make predictions of what will happen Inferring Reason effectively 2
- know that light travels in straight lines based on scientific knowledge and Analysing Be self-directed learners
understanding, ad suggest and
communicate how to test these. (Ep3)
Make relevant observations. (Eo1)
What Happens To Light When It Is Reflected? (4 periods)

Skills Periods
5.3 Pupils should: Make relevant observations. (Eo1) Inferring Apply technology 4
- understand why a beam of light changes direction when it Analysing effectively
is reflected from a surface Use knowledge and understanding to Predicting Interact effectively with
- discover that mirrors can reflect light well and change its plan how to carry out a fair test. (Ep4) Observing others
direction, thus have many uses
How Are Shadows Formed? (2 periods)

Skills Periods
5.4 Pupils should: Make predictions of what will happen Observing Work independently 2
- observe that shadows are formed when the path of light based on scientific knowledge and Analysing
is blocked understanding, ad suggest and Predicting
- discover what causes the size, length and position of communicate how to test these. (Ep3)
shadows to change
Why Can We See Through Some Objects But Not Others? (2 periods)
Skills Periods
5.5 Pupils should: Collect sufficient evidence to test an Communicating Be self-directed learners 2
- - explore how opaque materials do not allow light to pass idea. (Ep5) Predicting
through and how transparent materials allow most light Analysing
to pass through Decide whether results support Observing
predictions. (Eo5)
How Do We Measure The Intensity Of Light? (2 periods)

Skills Periods
5.6 Pupils should: Collect sufficient evidence to test an Analysing Apply technology 2
- know that the intensity of light can be measured idea. (Ep5) Comparing effectively
Interpret data and think about whether

it is sufficient to draw conclusions. (Eo8)
Main Lesson Plans
Lesson 5.1
BSCS 5E Lesson Notes Resources
Background: Light is important as it enables us to see things and allows us
to move around without bumping into one another and into things which
might hurt us. The Sun is the main source of light. There are other natural
and artificial light sources. Some examples of natural light sources are the
Sun, fireflies and lightning, and some examples of artificial light sources are
burning candles, torches and lightbulbs. Textbook page 79
Engage:
Engage pupils Chapter opener
in the lesson Teaching Tip: Use the scene in the opener to introduce the topic. Ask pupils
through an to close their eyes and imagine what it would be like to live in a world
activity without light. Allow pupils to respond freely. Pupils may answer that we
would not be able to see where we are walking, we would not be able to
know what things look like, etc.
Explain that: Textbook page 80

 Light is important as it enables us to see.
 Light allows us to see where we are going and the things around us.
What’s In This Chapter?, What Will I Learn?

Emphasise to pupils what their learning journey will be like for this chapter.
 Light can be seen because it enters our eyes.
 Objects around us reflect light to enable us to see them.
 Light changes direction when it is reflected from a surface.
 Mirrors can reflect light and changes the direction of light, and mirrors
have many uses.
 Shadows are formed when the path of light is blocked. Textbook page 81
 Light intensity can be measured.
Teaching Tip: Trace the path of the mind map by reading out loud.
How Does Light Help Us See Things?

Background: In Grade 2 Chapter 5, pupils learnt about light and dark. We
Engage: can see things because light is reflected from the objects into our eyes. We
Pupils are are able to see things all the time from the moment we open our eyes when
given we wake up in the morning until we go to bed at night. We need light to
questions to look at everything that is around us. We are always looking at something. All
stimulate light comes from a light source, i.e. anything that gives off light on its own,
thinking and such as the Sun or a lamp.
generate their
interest in the Ask pupils:
new topic  What would happen if there were no light? (Answer: We would not be
able to see anything and move around as easily.)
Explain:  Why do we see things? (Answer: When light falls on an object, it is
Explanation is reflected into our eyes to enable us to see the object.)
used to  What are some examples of natural light sources? (Answer: Natural light
deepen sources include the Sun, stars, glow-worms and fireflies.)
pupils’  What are some examples of artificial light sources? (Answer: Artificial URLs 5.1—5.2
understanding light sources include torchlights, lamps and candle flames.)
Explain that:
 Objects can be seen because they reflect the light falling on them into
our eyes.
 The path of light travels from the object into our eyes (and not the
other way around).
 The Sun is our natural source of light.
Tell pupils that light is important to us and we should learn more about light
to understand its importance.
Teaching Tip: Show pupils videos of why we need light to see and how glow-
worms and fireflies give out their own light.
Process Skills: Observing, Communicating, Inferring, Analysing
21st Century Skills: Think creatively; Use systems thinking

Internet links for Lesson 5.1
URL 5.1: Video about light and why we need light to see
http://www.youtube.com/watch?v=EHMH0uQDEOU&feature=BFa&list=PL6016F50CBD2D87A2
URL 5.2: Video about glow-worms

http://www.youtube.com/watch?v=2b9wg_cvCKA
Lesson 5.2
How Does Light Travel? Textbook pages
Background: Light travels in a straight line. This explains why we cannot 82—83
see things round the bend of corners. The speed of light is 300 000 km per
second. Nothing travels faster than light. This explains why we see
lightning before we hear thunder. Lightning and thunder are in fact
produced simultaneously on a stormy day. However, as light travels faster
Explore: than sound, lightning is seen first before thunder is heard.
Pupils learn
more about Activity: Take three cards, each with a hole at the centre of the card.
new concepts Arrange the cards in a row such that the holes are aligned. Shine a
by going torchlight on the other side and look through the hole on the first card.
through
different
scenarios
Engage:
Ask pupils:
Pupils are
 What will you see when you look through the hole of the first card?
given questions (Answer: You will be able to see the light from the torchlight.)
to stimulate  What happens when one of the cards is shifted out of place?
thinking and (Answer: Light from the torchlight cannot be seen anymore through
generate their the hole as the path of light has been blocked when the card was
interest in the shifted.)
new topic  What is the property of light shown in this activity? (Answer: Light
travels in a straight line.) Workbook pages
Explain: 69—70
Pupils learn the Activity 1:
correct Explain that: Straight to the
concept and  Light travels in a straight line. Point!
clear  When the path of light is blocked, it takes another path.
misconceptions Workbook page
Tell pupils that when the path of light is blocked, it may be reflected 87
instead. This will be covered in the next section. Worksheet 4: I
See You!
Process Skills: Inferring, Analysing
21st Century Skills: Reason effectively; Be self-directed learners

Lesson 5.3
What Happens To Light When It Is Reflected? Textbook pages
Background: When light rays travel and strike a surface, they may be 83—84
reflected, transmitted or absorbed. Most of the objects around us are not
sources of light. They are called non-luminous objects as these objects
only reflect light. The light that bounces off these objects travels to our
eyes and enables us to see them. The reflection of light from a smooth
surface such as a mirror is called a regular reflection. When light falls on a
smooth surface, it bounces off at matching angles which results in a
regular reflection as shown below:
When light falls on a rough surface, it is reflected or scattered in different

directions as shown below.
Engage:
Pupils are
given an
interesting idea
to think about Activity: Use a vertical sheet of clear glass as a mirror and place a lit
and apply the candle in front of it. Then move an unlit candle (of the same size and
theory learnt in height) into a position behind the mirror so that it appears to be burning.
a fun way When the image of the flame appears to be on the unlit candle, we know
where the image is — it must be in the same position as the unlit candle.
Measure the distance of the image from the mirror and the distance of
the lit candle from the mirror. Magicians sometimes use images in their
Engage: tricks. If you put your finger on the unlit candle in the above activity, it
Pupils are looks as if your finger is burning! Another trick is to fix the unlit candle in a
given questions tall beaker filled with water so that it appears to burn underwater.
to stimulate
thinking and Safety Note: Warn pupils not to get too close to the candle flame.
generate their
interest in the Ask pupils:
new topic  What do you see when you look into a mirror? (Answer: You will see
your exact self in the mirror, or rather an image of yourself in the
mirror.)
Explain:  Can you hold the image you see in the mirror? (Answer: You cannot
Pupils learn the hold the image as it is virtual and it only appears to be behind the
correct mirror.)
concept and  What can you tell about the size of the image formed in the mirror?
clear (Answer: The image is the same size as the object.)
misconceptions  What can you tell about the orientation of the image formed in the
mirror? (Answer: The image formed in the mirror is laterally Textbook page
inverted.) 85
Explore:
Pupils develop Explain that:
their inquiry  The path of light is such that light travels from the object into our
skills by trying eyes to enable us to see the object.
out a project  The image is as far behind the mirror as the object is in front of the
on their own mirror.
 The image formed in a mirror is laterally inverted. URL 5.3
Process Skills: Inferring, Analysing, Predicting
Project Idea: Divide pupils into groups and ask them to design their own
periscope using the following materials:
Engage:  Two small mirrors of the same dimensions
Pupils are
 A piece of cardboard carton (should be about three times the width
given an
interesting idea and four times the height of the mirrors)
to have fun  Scissors
and  Glue
experiment for
themselves Pupils may paint or decorate their finished periscope. You can use the
blueprint provided at the website to guide them in making the periscopes.
21st Century Skills: Apply technology effectively; Interact effectively with

others
Activities:
1. Try this with the class in front of a mirror. Ask pupils to look into the
mirror and hold their right ear. Which ear is their image holding? They
will see that their image shows them holding their left ear. Now write
words on strips of cardboard and hold them in front of the mirror. Try
writing the words below as you see them on a strip of cardboard and
then bring the cardboard to the mirror. What do you observe in the
mirror?
2. Tell pupils to bring along a stainless steel spoon (reflective) to class.

Tell them to look into the back and front of the spoon to see an image
of their face.
URLs 5.4—5.6
Workbook pages
Engage: 71—72
Pupils are Activity 2:
given an Playing with
interesting idea Reflected Light!
to have fun
and Workbook page
experiment for 73
themselves Activity 3: Mirror
Maze
Ask pupils:
 What do you notice when you look into the back of the spoon? Workbook page
(Answer: You will see that your image curves outwards.) 85
 What do you notice when you look into the front of the spoon? Worksheet 3:
(Answer: You will see that your image curves inwards and is upside Mirror Image
down.)
Consolidation
Explain that: Worksheet 1
 The front of the spoon caves inwards and this is known as concave.
 The back of the spoon caves outwards and this is known as convex.
 Different images are formed using concave and convex mirrors and
each has their own function.
Process Skills: Observing, Analysing, Inferring
Teaching Tip: Show videos of experiments involving mirrors and where

possible, get pupils to try these out using the mirrors they have at home.
Internet links for Lesson 5.3
URL 5.3: How to build a periscope (corresponds with Internet Link 5.1 in Textbook)
http://www.topspysecrets.com/how-to-build-a-periscope.html
URL 5.4: Mirror images

http://www.youtube.com/watch?v=JBi3PWrsKlg
URL 5.5: Fun with mirrors

http://www.youtube.com/watch?v=stX0In3zKnI
URL 5.6: Experimenting with mirrors

http://www.youtube.com/watch?v=TROf01rIPx8
Lesson 5.4
How Are Shadows Formed? Textbook page
Background: Shadows are cast because objects block the path of 86
light. For these objects to block the path of light, they must be
translucent or opaque. A translucent object allows only some light to
pass through while an opaque object allows no light to pass through.
We have learnt that light travels in a straight line and cannot bend
around corners. A shadow is an area of darkness that is formed when
an object blocks the path of light. For objects to cast a shadow, there
must be:
 a light source
 an object to block the path of light
 a surface or screen that light can fall on
The shadow formed always falls on the opposite side of the light
Engage: source. The shape of the shadow resembles the outline of the object
Engage that casts the shadow. An object can cast shadows of different Textbook pages
pupils shapes and sizes depending on: 87—88
through an  The position of the object
activity  The position of the light source URL 5.7
Activity: Tell pupils to bring their favourite toy to class. Place a toy in Workbook page
front of a screen. Shine a torchlight at the toy from different angles. 79
Observe the shadows formed. Pupils can also form shadow pictures Activity 4: Big
on the screen with their hands. You can find some ideas for shadow Shadow, Small
animals at the website. Shadow
Ask pupils:
 What do you notice about the shape of the image that falls on
the screen? (Answer: It resembles the outline of the object.)
 Is the shadow formed on the screen different when light is
Explain: shone from different angles? (Answer: Yes. The shape of the
Pupils are shadow differs when light is shone from different angles.)
taught how  How do you make the shadows of objects/your hands appear
different
shadows are bigger on the screen? (Answer: Move the object/hands nearer
formed to the light source or move the screen further away from the
light source.)
 How do you reduce the size of the shadows without moving
the object/your hands? (Answer: Move the light source further
away from the object/hands or move the screen nearer to the
object/hands.)
Evaluate:
Pupils are Explain that: Textbook pages
asked to  The same object can cast shadows of different shapes 89—90
apply their depending on the position of the object placed in the path of
knowledge light, such as the distance the object is from the screen.
to make  When light from a light source falls on the same object from
their own different angles, the outline of the object appears different.
sundial  When a light source is nearer the object, the size of the shadow
increases.
 When a light source is further away from the object, the size of
the shadow decreases.
 When the object is nearer to the screen, the size of the shadow
decreases.
 When the object is further away from the screen, the size of
the shadow increases.
Project Idea: Give pupils a blank piece of paper and ask them to
observe the shadow of a tree in a garden at different times of the Consolidation
day. This can be done at hourly intervals. Using this concept, ask Worksheet 2
pupils to make a sundial of hourly intervals.
Ask pupils:
 What do you notice about the shadow of the tree at different
times of the day? (Answer: The length of the shadow cast by
the tree changes throughout the day and always falls on the
opposite side to the direction of the Sun.)
 What do you notice about the length of the shadow at noon?
(Answer: The length of the shadow is the shortest at noon as
the Sun is directly above the tree.)
Explain that:
 The shadow cast by the tree moves. This is because the Sun
appears to move in the sky. The constant turning of the Earth
in front of the Sun, gives the impression that the Sun is moving
from east to west every day. This causes the Sun’s rays to also
change direction and shadows are formed at different places.
Process Skills: Observing, Analysing, Predicting
21st Century Skill: Work independently
Internet link for Lesson 5.4
URL 5.7: Making shadow animals (corresponds with Internet Link 5.2 in Textbook)
http://www.gutenberg.org/files/12962/12962-h/12962-h.htm
Lesson 5.5
Why Can We See Through Some Objects But Not Others? Textbook pages
Background: Besides being reflected, light rays that fall on objects 91—92
can also be transmitted or absorbed. Objects can be divided into
three categories: allows most light to pass through, allows some light
to pass through, does not allow any light to pass through.
Explore:
Pupils learn Activity: Bring to class sheets of clear plastic, frosted plastic and
through a cardboard of the same size. Tell pupils to try to look through each
hands-on material at a friend in front of them and observe whether they are
activity able to see their friend through each material.
Ask pupils:
 When looking through the clear plastic, can you see your friend
clearly? (Answer: Yes, I can see my friend clearly.)
 When looking through the frosted plastic, can you see your Workbook
Explain: friend clearly? (Answer: I can see my friend but it is not clear.) pages 77—78
Pupils are  When looking through the cardboard, can you see your friend Activity 5: Dark
taught new clearly? (Answer: I cannot see my friend at all.) Shadow or Light
concepts Shadow
through an Explain that:
explanation  We say that clear plastic is transparent as it allows most light to Workbook
pass through it. Other examples of transparent objects include pages 81—82
crystal, glass and water. Worksheet 1:
 We say that frosted plastic is translucent as it allows only some Shadows and
light to pass through it. Other examples of translucent objects Light
include tracing paper and very thin cloth.
 We say that cardboard is opaque as it does not allow any light Workbook
to pass through it. Other examples of opaque objects include page 83
wood, metal and clay. Worksheet 2:
How Much
Process Skills: Communicating, Predicting, Analysing, Observing Light Do I Let
Through?
21st Century Skill: Be self-directed learners
Lesson 5.6
How Do We Measure the Intensity of Light? Textbook page
Background: There are many different units for measuring light 93
and it can get very complicated. Here are a few common
measurement terms: Workbook pages
79—80
Candela Measures the luminous Activity 6: How
(cd) intensity of a light source Transparent Is
in a specific direction It?
Footcandle Measures light intensity
(fc or ftc) Consolidation
Lumen Measures light flow Worksheet 3
(lm)
Lux (lx) Measures the luminous Fun and Games
intensity of a light source
Exam Practice
Wrap up the chapter with the following:
Explain:
Concepts are Talk It Out
consolidated Teaching Tip: Read the new words out loud and have pupils Textbook page
in a repeat each word after you so they can learn to pronounce the 94
mindmap words correctly. Then, have pupils pair up to test each other on
the meaning of the words.
Map It Out
Teaching Tip: Go through the concepts with pupils after
finishing the chapter. Trace the path of the mind map by
reading out loud. You may wish to draw the map as you speak.
 Light is a form of energy that enables us to see.
 Light can be seen because it enters our eyes.
 Objects around us reflect light to enable us to see them.
 Light changes direction when it is reflected from a
surface.
 Mirrors can reflect light and changes the direction of
light, and mirrors have many uses.

 Shadows are formed when the path of light is blocked.
 Shadows are formed because light travels only in straight
lines.
 Shadows can be created using a light source, an object Textbook page
and a screen. 95
 Shadows can be made larger by moving the object closer
to the light source.
 Shadows can be made smaller by moving the object
further from the light source.
 Transparent objects allow most light to pass through. Textbook page
 Translucent objects allow only some light to pass through. 96
 Opaque objects allow no light to pass through.
 Light intensity can be measured.
Work It Out
Go through the worked example with pupils. Read the hint
when answering part ‘b’.
Process Skills: Analysing, Comparing
Science @ Work
Teaching Tip: To boosts pupils’ reading and speaking
confidence, have pupils take turns reading the passage, e.g.
each pupil could read one paragraph. Encourage pupils to read
with enthusiasm and emotion.
21st Century Skill: Apply technology effectively

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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 5 Lesson Plans

Chapter 5: Light and Shadows

Overview of Lesson Plans

How Does Light Help Us See Things? (4 periods)

How Does Light Travel? (2 periods)

Make relevant observations. (Eo1)

What Happens To Light When It Is Reflected? (4 periods)

How Are Shadows Formed? (2 periods)

How Do We Measure The Intensity Of Light? (2 periods)

Make relevant observations. (Eo1)

Interpret data and think about whether

Main Lesson Plans

Explain that: Textbook page 80

What’s In This Chapter?, What Will I Learn?

How Does Light Help Us See Things?

Process Skills: Observing, Communicating, Inferring, Analysing

21st Century Skills: Think creatively; Use systems thinking

Internet links for Lesson 5.1

URL 5.2: Video about glow-worms

21st Century Skills: Reason effectively; Be self-directed learners

When light falls on a rough surface, it is reflected or scattered in different

Process Skills: Inferring, Analysing, Predicting

21st Century Skills: Apply technology effectively; Interact effectively with

2. Tell pupils to bring along a stainless steel spoon (reflective) to class.

Process Skills: Observing, Analysing, Inferring

Teaching Tip: Show videos of experiments involving mirrors and where

Internet links for Lesson 5.3

URL 5.4: Mirror images

URL 5.5: Fun with mirrors

URL 5.6: Experimenting with mirrors

the Sun is directly above the tree.)

Process Skills: Observing, Analysing, Predicting

21st Century Skill: Work independently

Internet link for Lesson 5.4

light, and mirrors have many uses.

Process Skills: Analysing, Comparing

21st Century Skill: Apply technology effectively

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