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Light

Science Year 5/6 Theatre Lighting Technicians

A job opportunity has arisen at the National Theatre for a lighting technician and you have been asked to apply! You will need to put together a portfolio for the interview demonstrating that you have the skills and knowledge to put on a colourful and effects-driven show. You will need to make sure you have the technical know-how as well as a sound understanding of the science behind the behaviour of light.

block outcomes Background Science

Session 1 Shadow puppets: angles, shape, definition

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Objectives

Investigate the effects of light angle on the shape and definition of a shadow and create diagrams to include in your portfolio.

Science Objectives
i) Recognise that light appears to travel in straight lines
ii) Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Working Scientifically

  1. Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  2. Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  3. Recording results using scientific diagrams and labels and tables
  4. Using test results to make predictions to set up further comparative and fair tests
  5. Reporting and presenting findings from enquiries, in written forms

Lesson Planning

Teaching

  • To explain that a shadow is caused by an object blocking light (Yr5&6).
  • To investigate the relationship between shadow size & shape and light source angle (Yr5&6).
  • To suggest why shadows can have varying shades and further possible investigations (Yr6).


Activities

  1. Plan & carry out an investigation into shadow size & shape, and the angle of the light source (Yr5&6)
  2. Create diagrams that show how shadows change when the angle of the light source changes (Yr5&6)
  3. Be able to explain why shadows may have ‘shades’ in them and suggest further investigations (Yr6)


Investigation
Shadow Puppet Effects: angles, shape & definition. Investigate the effects of light angle on the shape and definition of a shadow and create diagrams to include in your portfolio. (Problem solving, Exploring, Fair testing, Pattern seeking)
Years 5&6 - Plan & carry out an investigation into shadow size & shape, and the angle of the light source
Years 5&6 - Create diagrams that show how shadows change when the angle of the light source changes
Year 6 - Explain why shadows may have ‘shades’ in them and suggest further investigations


Vocabulary
Light, source, dark, shadow, block, absorb, direct/direction, transparent, opaque, translucent, straight

Session 2 Shadow puppets: colour and texture

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Objectives

Continue your shadow investigations, exploring texture and colour. Create the next section for your portfolio, outlining instructions for shadow puppet effects.

Science Objectives
i) Recognise that light appears to travel in straight lines
ii) Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Working Scientifically

  1. Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  2. Recording results using scientific diagrams and labels, tables and line graphs
  3. Using test results to make predictions to set up further comparative and fair tests
  4. Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in written forms
  5. Identifying scientific evidence that has been used to support or refute ideas or arguments

You Will Need

Provided Resources

  • Puppet images
  • Scenario & effects cards
  • ‘Match the materials’
  • Guidance information
  • Sticky-note resources

Additional Resources

  • Puppets (optional)
  • Range of coloured & textured materials (see list)
  • Torches
  • Shape puppets from session 1.

Weblinks
The colour in shadows from www.youtube.com

Lesson Planning

Teaching

  • To investigate colour and texture effects in shadows (Yr5&6).
  • To write instructions explaining how colour & texture are created in shadows (Yr5&6).
  • To suggest possible further investigations for materials and colour on shadows (Yr6).


Activities

  1. Investigate and explain through instructions how colour and texture are created in shadows (Yr5&6)
  2. Modify a shadow ‘puppet’ to create specified colour and texture effects (Yr5&6)
  3. Suggest a further investigation into the impact of coloured lights in combination with coloured acetate shadows (Yr6)


Investigation
Shadow Puppet Effects: colour & texture. Continue investigating shadows, exploring texture and colour. Create the next section for your portfolio, outlining instructions for shadow puppet effects. (Problem solving, Exploring, Fair testing, Pattern seeking)
Years 5&6 - Investigate and explain through instructions how colour and texture are created in shadows
Years 5&6 - Modify a shadow ‘puppet’ to create specified colour and texture effects
Year 6 - Suggest a further investigation into the impact of coloured lights in combination with coloured acetate shadows


Vocabulary
Light, source, dark, shadow, block, absorb, direction, transparent, opaque, translucent, straight, colour

Session 3 Lighting effects: colour

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Objectives

Explore the way that we see colour as humans and investigate the impact of coloured lighting on coloured props or costumes. Have a go at splitting white light in an array of ways to create a colourful ‘rainbow’.

Science Objectives
i) Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
ii) Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

Working Scientifically

  1. Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  2. Recording results using scientific diagrams and labels, tables, scatter graphs, bar and line graphs
  3. Using test results to make predictions to set up further comparative and fair tests
  4. Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Lesson Planning

Teaching

  • To note that the colours we see are the result of specific colours in the spectrum being reflected off of an object (Yr5&6).
  • To explore ways to split white light into a coloured spectrum (Yr5&6).


Activities

  1. Explain how the colour we see is the result of specific ‘parts’ of light being reflected (Yr5&6)
  2. Split white light into a rainbow spectrum using bubbles and water (Yr5&6)
  3. Investigate the effect of coloured light on the colour of objects (Yr5&6)

Investigation
Lighting Effects: colour. Explore the way that we see colour as humans and investigate the impact of coloured lighting on coloured props or costumes. Have a go at splitting white light in an array of ways to create a colourful ‘rainbow’. (Exploring, Fair testing, Pattern seeking)
Years 5&6 – Explore what colour is and how it works
Years 5&6 - Split white light into a rainbow spectrum using bubbles and water
Years 5&6 - Investigate the effect of coloured light on the colour of objects


Vocabulary
Light, dark, shadow, block, absorb, direction, reflect, cone, eye, straight, colour, spectrum, rainbow

Session 4 Lighting effects: reflecting light

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Objectives

Explore the world of lighting effects and decide how you want to light your show. Use mirrors to create reflections and direct beams where they need to be.

Science Objectives
i) Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
ii) Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

Working Scientifically

  1. Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  2. Recording results using scientific diagrams and labels, tables, bar and line graphs
  3. Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in written forms

Lesson Planning

Teaching

  • To investigate the movement of light beams on a range of reflective surfaces (Yr5&6)
  • To investigate angles of reflection (Yr5&6)
  • To note the angle of incidence is equal to the angle of reflection (Yr6)


Activities

  1. Investigate the effectiveness of various reflective surfaces (Yr5&6)
  2. Draw and note angles of incidence and reflection (Yr5&6)
  3. Know that the angle of incident is equal to the angle of reflection when predicting beam journeys and drawing scientific diagrams (Yr6)

Investigation
Lighting Effects: reflecting light. Explore the world of lighting effects and decide how you want to light your show. Use mirrors to create reflections and direct beams where they need to be. (Problem solving, Pattern seeking)
Years 5&6 - Investigate the effectiveness of various reflective surfaces
Years 5&6 - Draw and note angles of incidence and reflection
Year 6 – Use the angle of incident and reflection when predicting beam journeys and drawing scientific diagrams


Vocabulary
Reflective materials, reflection, angle of incidence/reflection, light, beam, straight, scatter, distort

Session 5 Lighting effects: illusions with mirrors

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Objectives

Explore the world of concave and convex mirrors and show off your understanding of the way light beams reflect.

Science Objectives
i) Recognise that light appears to travel in straight lines
ii) Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
iii) Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

Working Scientifically

  1. Planning different types of scientific enquiries to answer questions
  2. Recording results using scientific diagrams and labels
  3. Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

You Will Need

Provided Resources

  • Ray diagrams
  • Lens diagrams


Additional Resources

  • Metal spoons
  • Concave, convex and plane mirrors
  • Magnifying glasses

Lesson Planning

Teaching

  • To note the way that convex and concave surfaces reflect light beams (Yr5&6).
  • To draw or identify an annotated diagram showing the ways in which light beams reflect from convex, concave and plane surfaces (Yr5&6).
  • To understand that light can be bent when it is slowed down (Yr6).


Activities

  1. Investigate convex, concave and plane mirrors, noting the effects (Yr5&6)
  2. Identify (Yr5) or create (Yr6) diagrams to show the effect of convex, concave and plane mirrors (Yr5&6)
  3. To know that when light is slowed down it bends (Yr6

Investigation
Lighting Effects: illusions with mirrors. Explore the world of concave and convex mirrors and show off your understanding of the way light beams reflect. (Exploring, Pattern seeking)
Years 5&6 - Investigate convex, concave and plane mirrors, noting the effects
Year 5 - Identify diagrams that show the effect of convex, concave and plane mirrors
Year 6 - Create diagrams to show the effect of convex, concave and plane mirrors and explain that when light is slowed down it bends


Vocabulary
Convex, concave, plane, reflection, ray, straight, bent, focal point, refraction

Session 6 Theatrical interviews

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Objectives

Can you bring together your knowledge of light and lighting effects to take part in a theatrical interview? Four challenges await you.

Science Objectives
i) Recognise that light appears to travel in straight lines
ii) Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
iii) Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
iv) Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Working Scientifically

  1. Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  2. Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  3. Recording results using scientific diagrams and labels, tables, scatter graphs, bar and line graphs
  4. Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Lesson Planning

Teaching

  • To use a scientific approach to completing a series of light challenges (Yr5&6).
  • To demonstrate knowledge of light through evaluation and posing scientific questions (Yr5&6).


Activities

  1. Complete a series of challenges that apply their knowledge and understanding of the nature of light (Yr5&6)
  2. Demonstrate a ‘working scientifically’ approach to problem solving (Yr5&6)
  3. Review information on light, offering opinion and ideas as well as asking scientific questions (Yr5&6)


Investigation
Theatrical Interviews. Can you bring together your knowledge of light and lighting effects to take part in a theatrical interview? Four challenges await you. (Problem solving, Pattern seeking)
Years 5&6 - Complete a series of challenges that apply their knowledge and understanding of the nature of light


Vocabulary
Light, light source, names of light sources, dark, reflect, reflective, mirror, shadow, block, absorb, direct/ direction, transparent, opaque, translucent, straight, rainbow, colours

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