20391_Science_with_STEM_Year_5_Physical_Sciences_Enlighten_me

©R.I.C. Publications 

Low Resolution Images 

Display Copy

Science: A STEM approach (Year 5) 

Published by R.I.C. Publications ® 2017 

Copyright © R.I.C. Publications ® 2017 

RIC–20391 

All material identified by is material subject to copyright 

under the Copyright Act 1968 (Cth) and is owned by the Australian 

Curriculum, Assessment and Reporting Authority 2017. 

For all Australian Curriculum material except elaborations: This is 

an extract from the Australian Curriculum. 

Elaborations: This may be a modified extract from the Australian 

Curriculum and may include the work of other authors. 

Disclaimer: ACARA neither endorses nor verifies the accuracy of the 

information provided and accepts no responsibility for incomplete or 

inaccurate information. 

In particular, ACARA does not endorse or verify that: 

• The content descriptions are solely for a particular year and 

subject; 

• All the content descriptions for that year and subject have been 

used; and 

• The author’s material aligns with the Australian Curriculum content 

descriptions for the relevant year and subject. 

You can find the unaltered and most up to date version of this 

material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

Copyright Notice 

A number of pages in this book are worksheets. 

The publisher licenses the individual teacher 

who purchased this book to photocopy these 

pages to hand out to students in their own 

classes. 

Except as allowed under the Copyright Act 1968, 

any other use (including digital and online uses 

and the creation of overhead transparencies 

or posters) or any use by or for other people 

(including by or for other teachers, students or 

institutions) is prohibited. If you want a licence 

to do anything outside the scope of the BLM 

licence above, please contact the Publisher. 

This information is provided to clarify the limits 

of this licence and its interaction with the 

Copyright Act. 

For your added protection in the case of 

copyright inspection, please complete the form 

below. Retain this form, the complete original 

document and the invoice or receipt as proof 

of purchase. 

Name of Purchaser: 

Date of Purchase: 

Supplier: 

School Order# (if applicable): 

Signature of Purchaser: 



Display Copy 

Internet websites 

In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended 

that the class teacher checks all URLs before allowing students to access them. 

View all pages online 

PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricpublications.com.au

Foreword 

Science: A STEM approach (Foundation to Year 6) is a series of books written with the intent to support 

Australian Curriculum Science while offering a way to introduce a STEM project based on the science 

concepts taught. 

All Science Understanding and Science Inquiry Skills for each unit are included, and any connecting 

Technologies or Mathematics curriculum concepts are also incorporated. 

The STEM project allows students to apply the science knowledge and understanding, and includes 

any curriculum links to Technologies and Mathematics curriculum. 

If you would like us to feature your completed STEM projects on our website, please 

email a photograph, video or audio of the project to 

. 

If you would like to view completed STEM projects and get some inspiration, please 

go to . 

Introduction.............................................................. iv 

Unit description ...................................................iv–vi 

Biological sciences: 

Surviving in tough times................................ 1–38 

Overview...........................................................2–3 

Lesson 1............................................................4–7 

Lesson 2..........................................................8–13 

Lesson 3....................................................... 14–17 

Lesson 4....................................................... 18–21 

Lesson 5....................................................... 22–25 

Lesson 6....................................................... 26–28 

Assessment................................................. 29–30 

STEM project............................................... 31–38 

Chemical sciences: 

It’s a matter of state......................................39–74 

Overview...................................................... 40–41 

Lesson 1....................................................... 42–45 

Lesson 2....................................................... 46–47 

Lesson 3....................................................... 48–51 

Lesson 4....................................................... 52–55 

Lesson 5....................................................... 56–59 

Lesson 6....................................................... 60–63 

Assessment................................................. 64–66 

STEM project............................................... 67–74 

Contents 

Earth and space sciences: 

We are all spinning in circles.....................75–112 

Overview...................................................... 76–77 

Lesson 1....................................................... 78–81 

Lesson 2....................................................... 82–87 

Lesson 3....................................................... 88–90 

Lesson 4....................................................... 91–93 

Lesson 5....................................................... 94–97 

Lesson 6..................................................... 98–101 

Assessment.............................................102–104 

STEM project...........................................105–112 



Display Copy 

Physical sciences: 

Enlighten me!........................................... 113–146 

Overview..................................................114–115 

Lesson 1...................................................116–117 

Lesson 2...................................................118–121 

Lesson 3...................................................122–123 

Lesson 4...................................................124–127 

Lesson 5...................................................128–131 

Lesson 6...................................................132–135 

Assessment.............................................136–138 

STEM project...........................................139–146 

R.I.C. Publications® – www.ricpublications.com.au 

YEAR 

5 

Science: 

A STEM APPROACH 

iii

Introduction 

What is STEM? 

In a nutshell, STEM is the integration of science, 

technologies, engineering and mathematics 

concepts using project-based and cooperative 

learning. Educators have been integrating learning 

areas since the beginning of time, so although the 

idea behind STEM is not new, this series hopes 

to make it easier for you to execute learning 

integration in the classroom. 

The Australian Government, and governments around the world, have placed a high priority on 

STEM skills. The future workforce will require current students to be creative and critical thinkers who 

can collaborate and design solutions to problems. The skills utilised in STEM have never been more 

valued. 

STEM education aims to prepare students for the roles of the future with skills such as innovation, 

creativity, reasoning, problem-solving, and technical science skills such as questioning, observing, 

systematic experimentation, and analysis and interpretation of data. 

Format of this book 

This series focuses on delivering a comprehensive and contemporary science program, culminating in 

a STEM project which applies the scientific knowledge acquired during the science lessons. The series 

incorporates the use of online resources, digital devices and iPad® applications where appropriate, in 

order to enhance the use of technology in the classroom. 

The units 

The science units are organised by sub-strand—Biological sciences, Chemical sciences, Earth and 

space sciences and Physical sciences. At the start of each sub-strand unit, keywords, a unit overview 

and curriculum scope and sequence are provided, as shown below. 

Each unit contains a term’s worth of work with 5–7 lessons, a summative assessment of the science 

knowledge with teacher notes, and a STEM project. 

Unit overview 

Biological sciences 

SURVIVING IN TOUGH TIMES 



Display Copy 

Keywords 

adaptation 

behaviour 

burrow/burrowing 

camouflage 

characteristic 

deserts 

ecosystem 

environment 

environmental 

conditions 

follicles 

foraging 

function 

habitat 

hibernate 

mangrove forests 

nocturnal 

nutrients 

organisms 

pollination 

predator 

protection 

reproduction 

root systems 

stability 

structural features 

support 

survive 

threatened 

tropical rainforests 

venomous 

sclerophyll forests 

(optional) 

R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-98-8 YEAR Science: 

5 A STEM APPROACH 1 

Title page Unit overview Curriculum scope and 

sequence 

iv 



YEAR 

5 

R.I.C. Publications® – www.ricpublications.com.au

Unit description 

Lessons 

The lessons are based on science knowledge and skills. The lessons contain a page of teachers 

notes, outlining the inquiry questions, science strands and any links to technologies and mathematics 

concepts, followed by a suggested lesson plan. Any resource sheets required for the lesson follow on. 

Assessment 

Teacher notes Lesson plan Resource sheets 

A teacher page is provided outlining the assessment indicators and answers for the following 

assessment page(s). The assessment page(s) covers the science knowledge explored in the previous 

lessons. 



Display Copy 

Teacher notes 

Assessment page(s) 

R.I.C. Publications® – www.ricpublications.com.au 

YEAR 

5 



v

Unit description 

STEM project 

The STEM project provides students with the opportunity to apply what they have learned in the 

previous science lessons while incorporating technologies, engineering and mathematics concepts 

where possible. The project entails group collaboration and an extended learning period of 

3–4 weeks. This gives students a real-life experience of working with ‘colleagues’ to share ideas 

and test designed solutions. Each STEM project contains an overview listing STEM concepts and 

alternative project ideas, curriculum links, teacher notes and a group assessment rubric, and a project 

brief and checklist for students. Any resource sheets required are also provided, as well as a selfassessment 

sheet. 

STEM project overview and 

STEM curriculum links 

Teacher notes 

Project brief 



Display Copy 

Project steps 

Resource sheets 

Self-assessment and 

Group assessment rubric 

vi 



YEAR 

5 


Physical sciences 

ENLIGHTEN ME! 

light source 

light energy 

light waves 

light rays 

Keywords 

refract/refraction 

reflect/reflection 

absorb/absorption 

transmit/transmission 

shadows 



Display Copy 

electromagnetic 

radiation 

electromagnetic 

spectrum 

particles 

scattered 

white light 

transparent 

translucent 

opaque 

visible light 

R.I.C. Publications® – www.ricpublications.com.au YEAR Science: 

5 A STEM APPROACH 113

Unit overview 


ENLIGHTEN ME! 

Light from a source forms shadows and can be absorbed, reflected and refracted 

(ACSSU020) 

Lesson 1 

What is light and 

how does it help our 

eyes to see? 

Lesson 2 

Why are some objects 

coloured and some 

objects see-through? 

Why can we only 

partially see through 

some objects? 

Lesson 3 

What is white light 

and how does it 

refract through 

transparent objects 

to form rainbows? 

Lesson 4 

Why do we see 

objects in colour? 

Lesson 5 

How do shadows 

form and why are 

they not always the 

same size or shape? 

Lesson 6 

How do coloured 

shadows form? Are 

they always the same 

colour as the object 

or the light source? 

Summative 

assessment 


Cellophane 

sunglasses 

Students investigate how light travels in straight paths and 

reflects or bounces off objects into the path of our eyes, 

where our brain interprets the light waves to see the object(s) 

illuminated. Students then experiment with using a mirror to 

reflect light from the sun onto objects in the playground. 

Students conduct online research to learn the difference between 

the appearance of transparent, translucent and opaque objects; 

and how light behaves when it contacts each type of object. 

Students then take a digital photograph of each type of object 

and create a digital presentation based on their research, using 

labels on the photographs and audio recordings. 

Students predict how rainbows are formed by sunlight and 

raindrops and then experiment to create a rainbow by shining 

a torch onto a cup of water. Students discover how light refracts 

or bends when it contacts a transparent object at an angle, and 

separates into different wave lengths which our eyes perceive as 

a rainbow. 

Students explore how our eyes see objects in colour or in black 

and white, depending on how light is transmitted, reflected or 

absorbed by an object. They conduct an online colour-mixing 

interactive game to explore how different combinations of red, 

green and blue light waves reflected by an object, affect the 

colour we perceive the object to be. 

Students watch a hand-shadow puppet video then predict how 

shadows are formed, and the types of objects that cast shadows, 

using their understanding of the behaviour of light. Students 

conduct an experiment to compare the shadows cast by a 

translucent and an opaque object when the light source is held 

at different distances and positions from the object. 

Students predict how coloured shadows are formed, then 

conduct an online interactive activity to compare the shadows 

cast by red, green and blue light bulbs, when two or three light 

bulbs are turned on. Students discover how yellow, cyan and 

magenta shadows are formed when red, green and blue lights 

shine on an object at the same time. 



Display Copy 

Students reflect on their understanding of the behaviour of light, 

how our eyes see objects, and how shadows are formed. 

Students design and create a pair of temporary sunglasses using 

craft materials, with lenses made from a combination of differentcoloured 

cellophane layers, that block out sunlight without 

changing the colour an object appears. Students create a simple 

budget to plan how long it will take to save enough pocket 

money to buy new sunglasses. 

Pages 

116–117 

118–121 

122–123 

124–127 

128–131 

132–135 

136–138 

139–146 

114 Science: 


YEAR 

5 



ENLIGHTEN ME! 

Unit overview 

Curriculum scope and sequence 

SCIENCE UNDERSTANDING 

Light from a source forms shadows and can be absorbed, 

reflected and refracted (ACSSU080) 

SCIENCE AS A HUMAN ENDEAVOUR 

Science involves testing predictions by gathering data and using 

evidence to develop explanations of events and phenomena and 

reflects historical and cultural contributions (ACSHE081) 

Scientific knowledge is used to solve problems and inform 

personal and community decisions (ACSHE083) 

SCIENCE INQUIRY SKILLS 

Questioning and predicting 

With guidance, pose clarifying questions and make predictions 

about scientific investigations (ACSIS231) 

Planning and conducting 

Identify, plan and apply the elements of scientific investigations 

to answer questions and solve problems using equipment and 

materials safely and identifying potential risks (ACSIS086) 

Decide variables to be changed and measured in fair tests, and 

observe measure and record data with accuracy using digital 

technologies as appropriate (ACSIS087) 

Processing and analysing data and information 

Construct and use a range of representations, including tables 

and graphs, to represent and describe observations, patterns or 

relationships in data using digital technologies as appropriate 

(ACSIS090) 

Compare data with predictions and use as evidence in 

developing explanations (ACSIS218) 

Evaluating 

Reflect on and suggest improvements to scientific investigations 

(ACSIS091) 

Communicating 

Communicate ideas, explanations and processes using scientific 

representations in a variety of ways, including multi-modal texts 

(ACSIS093) 

Lesson 

1 2 3 4 5 6 Assessment 

STEM 

project 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 

3 3 3 3 3 3 3 3 



Display Copy 

3 3 3 3 

3 3 

3 3 3 3 3 3 3 3 



Lesson 1 


ENLIGHTEN ME! 

Teacher notes 

Science inquiry focus: 

What is light and how does it help our eyes to see? 

Science Inquiry Skills: 

• Questioning and predicting QP 

• Planning and conducting PC 

• Processing and analysing data and information PA 

• Communicating 

Science as a Human Endeavour: 

C 

• Students examine the behaviour of light to see how 

light energy travels from a source and bounces (reflects) 

off an object and into our eyes to allow us to see. 

Technology/Engineering/Mathematics link: 

• participating in an online interactive activity as a class 

• using a presentation application on an iPad ® , such as 

Seesaw, to create a labelled diagram and explain how 

light energy travels from a source to an object and then 

reflects into our eyes so we can see 

• typing a URL into a search engine to see an online 

image 

Background information 

• Light is the only form of energy that we can see. It is 

defined as a form of electromagnetic radiation that 

is emitted by hot objects, such as the sun, a bulb or a 

flame. Light allows us to see. 

• Only a small portion of the electromagnetic 

spectrum (EM) is visible to the human eye. These 

light waves have a wave length and frequency which 

can be processed by our eyes and brain. To see the 

full range of light energy in the EM spectrum, go to 

. 

• Light energy always travels in straight lines. When 

light energy comes into contact with scattered 

particles, such as dust, or particles grouped together 

to form a surface, such as a plank of wood, the light 

energy can pass through the particles (transmission), 

can be absorbed by the object (absorption) or can 

be reflected by the particles in a straight or scattered 

path (reflection). The light energy that bounces 

back into the path of our eyes, allows us to see the 

size, shape, colour and features of an object. These 

concepts will be explored in future lessons. 

Assessment focus: 

• Use the student’s saved digital 

presentation and the information in 

their science journal, to assess their 

understanding of how light travels to 

our eyes, when looking at objects. 

Resources 

• Online video—Sources of light at 

 

• Website—How we see things at 

 

• Individual science journals 

• A mirror for each pair 

• An iPad ® for each student, with a 

presentation application, such as 

Seesaw 

• Online image of a labelled light 

ray diagram at 

• Online interactive activity—Light 

at 

to download a .swf file. This 

activity requires Flash ® player 

and therefore will not work on 

an iPad ® . Other online interactive 

activities are available at 



Display Copy 



YEAR 

5 



ENLIGHTEN ME! 

Lesson 1 

Lesson plan 

Introduction: 

1. Watch the video Sources of light at . Using their science journal 

or an iPad ® , students write a definition for light source and list examples. Students then predict how 

light helps us to see in our daily lives. QP 

Development: 

2. Using an interactive whiteboard, display the website at . Read and 

click through the information about light and how we see things around us. Click the ‘play’ tab to 

demonstrate a mirror reflecting game. Select some students to participate in the game. Note: This 

activity is Flash ® player based and therefore will not work on an iPad ® . Computers may be used so 

that students can participate in this activity individually, if resources allow. PC 

3. In pairs, students use a mirror to practise reflecting sunlight onto an object that is shaded, such as a 

footpath or wall shaded by a verandah, a tree trunk shaded by the branches of the tree, or one side 

of a clipboard that is shaded from the sun. PC PA 

4. Reinforce that light energy always travels in straight lines. When light energy comes into contact 

with scattered particles, such as dust, or particles grouped together to form a surface, such as a 

plank of wood, the light energy can pass through in a straight line (transmission), be absorbed 

by the object (absorption) or reflect off the particles (reflection), in a straight line or in different 

directions. The light energy that bounces back into the path of our eyes allows us to see the size, 

shape, colour and features of an object. 

5. Using a presentation application on an iPad ® , such as Seesaw, students photograph a light source 

shining onto an object. On the photograph, students draw lines with arrows to show how light 

energy flows from a light source to an object, and is reflected off the surface of the object and into 

our eyes. Students then create an audio recording of the order in which light travels from a source 

to our eyes, reflecting off objects so we can see them. QP PC PA 

Differentiation 

• Less capable students can work with a partner to create their labelled diagram or may work in a 

small group with adult assistance. 

• More capable students can be encouraged to draw multiple lines on their diagram to show how 

light reflects off the corners and edges of an object to allow our eyes to interpret the size, shape 

and features. 

6. Display the online image of a labelled light ray diagram at or ask 

students to type the URL into a search engine, using an iPad ® . Students compare their labelled 

diagrams to the image to see if their diagram was correct, and make any changes necessary. 

Students can then save their Seesaw presentations for assessment or future reference. PA 

Reflection: 



Display Copy 

7. Using an interactive whiteboard, download the interactive activity that shows a light bulb shining 

light onto a mirror, and then into the boy’s eyes, from . Students 

reflect on their understanding of the behaviour of light, by reading the information presented. 

They then sequence the four steps to show how light travels from a source to an object, and is then 

reflected back into our eyes so we can see objects. Students record the four steps in order in their 

science journals for future reference in Lesson 4. PA C 



Lesson 2 


ENLIGHTEN ME! 

Teacher notes 


Why are some objects coloured and some objects see-through? 

Why can we only partially see through some objects? 





• Communicating C 


• Students identify how light behaves differently when it contacts 

transparent, translucent or opaque objects in our world, and how 

this determines how we see objects around us. 

Technology/Engineering/Mathematics links: 

• using a digital note-taking application on an iPad ® , such as Notes, 

to record information 

• scanning QR codes using an iPad ® or typing URLs into a web 

browser to conduct online research 

• using a digital presentation application on an iPad ® , such as 

ShowMe, to present information 


• Light behaves differently when it contacts different surfaces, 

depending on whether it passes through, is reflected by or is 

absorbed by the object. This is how we perceive objects as 

transparent, translucent or opaque. 

• When light waves pass through an object in a straight line, 

the object appears to be transparent or see-through. This is 

because all the light rays in the visible spectrum travel at the 

same speed through the object. 

• When light waves partially pass through an object, the object 

appears transparent. The light waves that pass through the 

object allow our eyes to partially see through the object, 

while the light waves that are absorbed or reflected by the 

object, allow us to see a slight colour. 

• When light waves are absorbed or reflected by an object, the 

object appears opaque. The light waves do not pass through 

the object and therefore we cannot see through any part of 

the object. 

• To see a visual representation of the behaviour of light when 

it contacts different objects, go to . 


• Use page 120 and students’ 

digital presentations to 

assess their understanding of 

how light behaves differently 

when it contacts different 

objects and how this affects 

how we perceive objects. 

Resources 

• Three similar-sized 

plastic cups—one 

transparent, one 

translucent and one 

opaque 

• An iPad ® for each 

student, with a 

QR scanner and a 

presentation application, 

such as ShowMe 

• Torch for each pair 

• A copy of page 120 for 

each student 



Display Copy 



YEAR 

5 



ENLIGHTEN ME! 

Lesson 2 

Lesson plan 

Introduction: 

1. Display three similar-sized plastic cups at the front of the classroom—one transparent, one 

translucent, and one opaque. Individually, students look at the differences between each cup and 

record their observations in their science journal or using a note-taking application on a computer 

or iPad ® . As the teacher shines a torch onto each cup, students predict how light behaves when it 

comes into contact with each object. QP 

Development 

2. Using an iPad ® and page 120, students scan QR codes or type URLs into a web browser to research 

how light behaves differently when it comes into contact with different objects. Students predict, 

then write a definition for the words transparent, translucent and opaque and describe how light 

behaves differently when it contacts each type of object, based on the information contained in the 

online video. PC PA 


• Less capable students can work with a partner to research how light behaves differently when 

contacting transparent, translucent and opaque objects and can use a torch to test how light 

passes through objects. 

• More capable students can be encouraged to research the types of objects made from 

transparent, translucent and opaque materials, and the types of objects we create to help us see 

things more clearly in our everyday lives. 

3. In pairs, students share their explanation of how light behaves differently when it passes through 

transparent, translucent and opaque objects and refine their explanation if necessary. PA 

4. In pairs, students find and collect one transparent, one translucent and one opaque object, a torch 

and an iPad ® . Students shine their torch onto the objects and take a digital photograph of each 

individually, using a digital presentation application, such as ShowMe. Students then draw lines 

with arrows to show how light transmits through, reflects off or is absorbed by the object, in each 

photograph. Students explain how light behaves when contacting the surface of a transparent, 

translucent and opaque object, using text or audio, and then save each labelled diagram. 

Alternatively, they can draw a diagram of a transparent, translucent and opaque object in the centre 

of the rectangles on page 121 and draw lines to show how light passes through or is reflected 

by each. Students can also write a sentence at the bottom of each rectangle to explain how light 

behaves when contacting each type of object. PC PA C 

Reflection 



Display Copy 

5. Students place their iPad ® or their completed copy of page 121 on a table and rotate around the 

classroom observing other students’ diagrams. C 



Lesson 2 


ENLIGHTEN ME! 

Light up the objects 

1. Scan the QR code or type in the URL to see a transparent, translucent and 

opaque section of an image. Compare the three sections to predict what each 

word means. 

https://tinyurl.com/ybjts9xf 

Predicted definition 

Transparent 

Translucent 

Opaque 

2. Scan the QR code or type in the URL to find a definition of each word. 

Record each definition in the table, then compare each meaning to your 

predictions. 

https://tinyurl.com/nywhkgl 

Transparent 

Translucent 

Opaque 

Actual definition 



Display Copy 

3. Watch the video Light – The Dr Binocs show at to find out 

how light’s behaviour changes when it contacts different surfaces. How does light behave 

differently when it passes through transparent, translucent and opaque objects? 



YEAR 

5 



ENLIGHTEN ME! 

Lesson 2 

The behaviour of light 

Transparent objects 

Translucent objects 



Display Copy 

Opaque objects 



Lesson 3 


ENLIGHTEN ME! 

Teacher notes 


What is white light and how does it refract through transparent 

objects to form rainbows? 





• Evaluating E 



• Students identify how light from a source bends and refracts 

when it contacts transparent object, such as glass or water, 

and how this refraction allows white light to separate 

into the colours of the visible spectrum, which we see as 

‘rainbow colours’. 


• When our eyes see all the colours of the visible 

spectrum moving at a constant speed, our brain 

interprets the incoming light waves as the colour white. 

This is why our eyes perceive light as white light. 

• When white light travels in a straight line and contacts an 

object it behaves in different ways. It can pass through 

the object (transmission), be absorbed (absorption) 

or be reflected (reflection). This affects whether we 

perceive the object as transparent, translucent or 

opaque. 

• When white light contacts a transparent surface at an 

angle, the light waves bend as they slow down to pass 

through the object. The light waves bend again as they 

increase speed upon exiting the object. This is known as 

refraction. 

• When white light refracts, the speed of each coloured 

light wave alters the angle at which it travels. As the 

light waves exit the object at different speeds, our 

eyes perceive each coloured light wave in the form of 

a rainbow. For more information, watch the video at 

. 

Technology/Engineering/ 

Mathematics links: 

• using a digital presentation 

application on an iPad ® , such 

as ShowMe, to draw labelled 

diagrams and create text or audio 

recordings 

• using a flashlight application on 

an iPad ® 

• using an online dictionary to 

define the refraction 


• Use students’ digital 

presentations to assess their 

understanding of white light and 

how it separates into the colours 

of a rainbow when it contacts a 

transparent surface at an angle, 

through the process of refraction. 

Resources 

• An iPad ® for each student, 

with applications including 

ShowMe and a flashlight 

• A plastic cup and water 

access for each pair 


• Online image—Rainbow 

at 

• Online video—How do prisms 

create rainbows? at 

• Online image—Rainbow 

formation at 



Display Copy 



YEAR 

5 



ENLIGHTEN ME! 

Lesson 3 

Lesson plan 

Introduction: 

1. In pairs, students draw a rainbow using a presentation application on an iPad ® , such as Seesaw, and 

draw the weather conditions needed to form a rainbow. Students record audio explaining how 

they think rainbows are made. What are the colours of the rainbow? In which order do the colours 

appear? What weather conditions are needed to make rainbows? Why do the colours appear in the 

same order each time? Alternatively, students can complete this activity in their science journal. 

QP 


2. Divide the class into pairs and give each pair a plastic cup, access to water and one iPad ® with a 

flashlight application installed. One student finds a position outside on the footpath, underneath 

a verandah, and places their piece of white paper on the ground. The other student fills the cup 

to the top with water and carries it carefully to their partner, placing it onto the piece of paper. 

Students use the iPad ® flashlight to shine white light onto the surface of the water, to form a 

rainbow on the piece of paper. If a rainbow does not appear, move the light around until the 

colours of a rainbow become visible. Students record the colours of the rainbow created in their 

science journal in the correct order, then compare this order to their prediction. PC PA 

3. Display the online image of a rainbow, such as the one at , to see the 

colours in order. Students compare the image to their prediction and their water experiment to see 

if the order is the same. PA 

4. Introduce the word refraction. In pairs, students use an online dictionary to find the definition in 

relation to light energy, and record it in their science journals. 

PC PA 

5. Watch the online video How do prisms create rainbows? at . 

This video explains how white light refracts when it contacts a transparent surface at an angle, 

separating into coloured light waves that travel at different speeds. This video also explains how the 

angle of refraction of the sunlight, and the speed of the light waves upon entering and exiting rain 

droplets, causes the colours of a rainbow to appear in the same order. 

6. Students reflect on their experiment and suggest how they could create more of a rainbow by 

altering the angle at which the light hits the surface of the water. Students can also discuss how 

they could conduct the prism experiment shown in the video in step 5. E 

Reflection: 



Display Copy 

7. Display the diagram at which shows white light separating into the 

colours of a rainbow when it enters and exits a water droplet. Students use their understanding of 

light refraction to explain how sunlight passing through rain droplets forms a rainbow. They record 

their explanation using the digital application used in step 1, using labelled diagrams and audio 

recordings. C 


• Less capable students can go to the website at to see a 

diagram of white light entering into a rainbow and separating into different colours and 

refracting into a person’s line of sight. Students then explain how light enters raindrops and 

separates into colours that we see. 

• More capable students can be encouraged to explain why they think the secondary rainbow is 

lighter in colour than the initial rainbow, using the diagram to aid their explanation. 



Lesson 4 


ENLIGHTEN ME! 

Teacher notes 


Why do we see objects in colour? 




• Processing and analysing data and information 

PA 

• Communicating 


C 

• Students identify how light from a source is 

absorbed or reflected by an object when it 

contacts translucent or opaque object, and how 

this absorption and reflection of light allows us to 

see objects in our daily lives in colour. 


• Black—When white light contacts the surface of 

an object and all the light waves are completely 

absorbed by the object, the object appears 

black. 

• White—When white light contacts the surface of 

an object and all the light waves are completely 

reflected by the object, the object appears 

white. 

• Grey—When white light contacts the surface 

of an object and equal amounts of each light 

wave are absorbed and reflected by the object 

at the same time, the object appears grey. 

• Colours—When specific coloured light waves 

are reflected by an object, the object appears 

to be coloured. The colour depends on the 

combination of light waves that are being 

reflected. All the colours of the visible spectrum 

can be created using red, green and blue 

light waves. Experiment with creating different 

colours using the RGB bulbs at . 

• Shades of colour—Darker shades of colour 

occur when more light waves are absorbed by 

an object than those reflected or transmitted. 

Lighter shades of colour occur when more light 

waves are reflected by an object than those 

absorbed or transmitted. 


• opening saved ShowMe presentations 

(optional) 

• using an online dictionary to define 

reflect/reflection and absorb/absorption 

• scanning QR codes using an iPad ® or 

typing URLs into a web browser to 

conduct online research 

• creating, saving and editing information, 

using an application on an iPad ® , such as 

Chatterbox 


• Use completed copies of page 127 and 

students’ digital presentations to assess 

their understanding of how we perceive 

objects to be coloured, through the 

absorption or reflection of light waves, 

and how our eyes and brain interpret 

these light waves as colour. 

Resources 

• Saved digital presentations from 

Lesson 1 (optional) 

• Online image—Light ray diagram at 

 


presentation application such as 

Chatterbox 


• A digital copy of the concept cartoon 

on page 126 

• A copy of page 127 for each student 

• Online video—How do your eyes 

see colour? at 



Display Copy 



YEAR 

5 



ENLIGHTEN ME! 

Lesson 4 

Lesson plan 

Introduction: 

1. Individually, students review their digital presentations created in Lesson 1 or view the image at 

to revise how our eyes see objects. Reinforce that light energy 

travels in straight lines until it contacts a surface. C 

2. Write the words ‘reflect/reflection’ and ‘absorb/absorption’ on a whiteboard. Students use an 

online dictionary to find a definition for each word and record these in their science journals. PC 

C 


3. Using an interactive whiteboard, display the concept cartoon on page 126, which shows different 

explanations of how light allows us to see coloured objects. Students think about the explanations 

presented and formulate their own prediction to answer the question, How does light allow us 

to see objects in colour? Students record their prediction using a digital application, such as 

Chatterbox on an iPad ® , or in their science journal. Note: Encourage students to include the words 

absorb and reflect, when referring to light energy in their predictions. QP PA 

4. Individually, students scan a QR code using an iPad ® or type the URL on page 127 into a web 

browser to link to a colour-mixing interactive game. They follow the instructions on page 127 

to adjust the amount of red, green and blue light waves that are travelling to the man’s eyes, 

and record the colour perceived by the man next to each image. Students experiment to create 

colours that are not in the visible spectrum, such as brown, peach and mustard, and record the 

position of the switches when creating each colour. They then explore how objects appear white, 

grey and black through the reflection and absorption of all visible light waves. Students use their 

understanding of light to determine the position of the switches, when all of the light waves are 

being reflected and when all light rays are being absorbed. PC PA 

5. Students share their results with a partner and discuss any differences between them, using the 

interactive game to reflect on the colours they each created. Students discuss how they could 

create light and dark shades of each colour in the visible spectrum. PA 

6. As a class, watch the online video How do your eyes see colour? at . 

This video explains how light waves are absorbed or reflected by an object and how this 

determines the colour we perceive the object to be. It also explains the three primary colours of 

light and how different combinations of these three additive colours allow us to see all the colours 

of the visible spectrum and more. PC 


• Less capable students can work with a partner to complete the worksheet on page 127. 

• More capable students can watch the video Disappearing colour wheel at . This video explains how to create a Newton disc and shows it in action. Students 

explain how the colours blended together to appear white when the disc was spun at a fast 

speed. 

Reflection 



Display Copy 

7. Students review their predictions from Step 3 about how light allows us to see coloured objects, 

and add any further information they have learnt throughout the lesson. PA C 



Lesson 4 


ENLIGHTEN ME! 

Concept cartoon 

How does light allow us to see objects in colour? 

Objects are not coloured. When 

white light comes into contact with 

an object, the object reflects all the 

colours of white light and absorbs 

only one colour. This is the colour that 

is visible to us. 

Objects are coloured. When white light 

comes into contact with an object, the 

object’s colour shows. This is the colour 

that is visible to us. 



Display Copy 

Objects are not coloured. When 

white light comes into contact with 

an object, the object absorbs all the 

colours of white light and reflects only 

one colour. This is the colour that is 

visible to us. 



YEAR 

5 



ENLIGHTEN ME! 

Lesson 4 

Colour perception 

Using an iPad®, scan the QR code or type the URL 

into a web browser and click on the RGB bulbs. 

1. Move the switches to the positions shown in each question and record which 

colour of the visible spectrum is being perceived by the human. 

(a) 

(c) 

(e) 

(g) 

R G B 

R G B 

R G B 

R G B 

(b) 

(d) 

(f) 

R G B 

R G B 

R G B 

2. How do different combinations of light energy allow us to see colours not on the visible 

spectrum? Experiment to make each colour then draw where the switches are positioned 

to show how much of each coloured light is needed. 

Brown Cyan (light blue) Magenta (pink) 

R G B R G B R G B 

3. Objects that are white, grey or black absorb or reflect all the colours of the visible 

spectrum. They are not colours with their own light waves. Experiment to make the man 

see each colour, then draw where the switches are positioned. 



Display Copy 

White Grey Black 

R G B R G B R G B 

4. The switches show the reflection and/or absorption of coloured light rays. 

(a) If the switch is at the top, the coloured light rays are being by the 

object. 

(b) If the switch is at the bottom, the coloured light rays are being by 

the object. 



Lesson 5 


ENLIGHTEN ME! 

Teacher notes 


How do shadows form and why are they not always the 

same size or shape? 





• Evaluating E 



• Students identify how objects cast shadows when 

light waves cannot pass through the object. They 

also identify how the size and shape of an object’s 

shadow changes when the position and direction of 

the light source changes. 


• Light waves travel in a straight line. When light 

waves contact an object, they pass through the 

object or are absorbed, reflected or refracted by 

the object. 

• An object is transparent or see-through if 

light passes straight through it. Completely 

transparent objects do not cast shadows, as the 

light continues in a straight path through the 

object. 

• An object is opaque if no light passes through 

it. The light rays are either absorbed or reflected 

by the object. This creates a darkened space on 

the opposite side of the object, where the light 

waves cannot reach. This darkened space is 

referred to as a shadow. 

• An object is translucent if it allows some light 

to pass through and some light to be absorbed 

or reflected. Translucent objects cast lighter or 

different coloured shadows compared to those 

of an opaque object and can range from a faint 

to a dark shadow. 

• The position and direction of the light source 

affects the size and shape of the shadow. For 

more information about light and shadows go to 

. 


• using an application on iPad ® , such as 

Chatterbox or ShowMe, to record and 

organise information 

• typing in URL and completing an online 

interactive quiz 

• measuring the distance from an 

object to a light source using formal 

measurements 


• Use pages 130 and 131 or students’ 

digital presentations and quiz results, 

to assess their understanding of how 

light that does not pass through objects, 

causes shadows and how these shadows 

change depending on the position and 

direction of the light source. 

Resources 

• Online video—Shadow hands at 

 

• A copy of page 130 for each student 


presentation application, such as 

Chatterbox 

• A copy of page 131 for each pair 

• A torch 

• A 10 cm × 10 cm piece of white 

tissue paper or similar white 

translucent paper 

• A 10 cm × 10 cm piece of white 

paper or white card 

• A digital camera (optional) 

• A science journal for each student 

• Online video—Shadows—The Dr 

Binocs show at 

• Online quiz—Shadows at 



Display Copy 



YEAR 

5 



ENLIGHTEN ME! 

Lesson 5 

Lesson plan 

Introduction: 

1. As a class, watch the brief hand puppet show Shadow hands at . 

This demonstrates how artists use their hands to create shadows that look like different animals and 

landscapes to tell a story. 


2. Give each student a copy of page 130. Students read and write a prediction for each question 

based on their prior knowledge of how light travels. Alternatively, students can record their 

predictions using an iPad ® application, such as Chatterbox. QP 

3. In pairs, students read the shadow experiment on page 131 and discuss how they will conduct 

each test. Before starting, students answer the questions about controlled variables and then 

prepare the materials for their experiment. Students conduct and take digital photographs of 

each test to determine if transparent, translucent and opaque materials cast shadows and how the 

position and angle of the light source changes the size and shape of the shadow. Using an iPad ® 

application such as ShowMe, students create a presentation to show how transparent, translucent 

and opaque objects cast different shadows by inserting their digital photographs into their 

presentation and adding text or audio to explain the size and shape of each shadow. PC PA 

4. In their pairs, students discuss how the type of material and the position and direction of the torch 

changes the size and shape of the shadow produced. They then reflect on their experiment and 

discuss what improvements could be made to produce more accurate results. PA E 

5. Watch the video Shadows—The Dr Binocs show at . This provides a 

good explanation of the aforementioned concepts. PA 

6. Students use their understanding of how shadows are formed to answer the questions on 

page 130, then compare each answer to their prediction. PA C 


• Less capable students can answer the questions on page 130 using a digital presentation 

application on an iPad ® , such as ShowMe. Students can record their predictions and their actual 

answers using an audio recorder or diagrams to explain their answer. 

• More capable students can write more information for each question on page 130, using their 

science journal to copy and answer the questions. Alternatively, students can write a paragraph 

to explain how they think the shadow will change if a dimmer light, such as a candle, or an 

extended light source, such as a lantern or a fluorescent light, is used instead of a point light 

source, such as a torch. 

Reflection 



Display Copy 

7. Using an iPad ® , students complete the interactive shadows quiz at . 

C 



Lesson 5 


ENLIGHTEN ME! 

Light’s behaviour research 

How do light rays form shadows when they 

contact an object? 

Prediction: 

Actual answer: 

Do translucent objects cast shadows? 

Justify your answer. 

Prediction: 


Does the position of the light source change 

the size or shape of a shadow? Justify your 

answer. 

Prediction: 

Do transparent objects cast shadows? 

Justify your answer. 

Prediction: 


Do opaque objects cast shadows? Justify 

your answer. 

Prediction: 




Display Copy 

Does the angle of the light source change 

the size or shape of a shadow? Justify your 

answer. 

Prediction: 





YEAR 

5 



ENLIGHTEN ME! 

Lesson 5 

Shadow experiment 

Investigation questions: 

Do transparent, translucent and opaque objects cast shadows? 

Does the position and angle of the light source change the size and shape of the shadow? 

Materials: 

• A torch 

• A square of paper 

(10 cm × 10 cm) 

• A square of tissue 

paper 

(10 cm × 10 cm) 

• A square of clear 

cellophane 

(10 cm × 10 cm) 

Procedure: 

For each test, take a digital photograph of the position and 

direction of the torch, the material used and the shadow created. 

• Hold the piece of paper/cellophane upright so that the 

bottom edge is touching the table. 

• Test 1–Hold the torch to the side of each material and shine 

it horizontally towards the face of the paper, tissue paper or 

cellophane. 

• Test 2–Hold the torch directly above each material and shine 

it vertically down onto the top edge of the paper, tissue 

paper or cellophane. 

• Test 3–Hold the torch to the side of each material and tilt it 

downwards so that it shines towards the bottom edge. 

• Test 4–Hold the torch to the side of each material and tilt it 

upwards so that it shines towards the top edge. 

Variables: 

1. How will you control the distance between the torch and the paper in each test? What 

distance will you hold the torch from the paper/cellophane? 



Display Copy 

2. How will you control where to position the paper/cellophane in each test? 

3. How will you control the angle of the torch shining on the paper/cellophane in each 

test? 



Lesson 6 


ENLIGHTEN ME! 

Teacher notes 


How do coloured shadows form? Are they always the 

same colour as the object or the light source? 




• Processing and analysing data and information 

PA 



• Students explore how light energy from multiple 

coloured light bulbs is reflected or absorbed by 

objects, to produce different-coloured shadows, 

which do not always reflect the colour of the 

object. 


• Light energy travels in straight lines. When 

an opaque object blocks the path of the light 

energy, a shadow is formed on the opposite 

side of the object from the light source. 

• If one light source shines onto an opaque 

object, the shadow appears black or a dark 

shade of grey. 

• If two light sources, positioned along a straight 

line, shine onto an opaque object, the object 

will cast two coloured shadows (the same 

colours as the lights). The background will 

change from white to the colour of both lights 

added together; e.g. red and blue bulbs will 

create red and blue shadows with a magenta 

background. 

• If three light sources, positioned along a 

straight line, shine onto an opaque object, the 

object will cast three shadows. These shadows 

are the addition of the two coloured bulbs that 

do not block the path of the light energy. When 

red, green and blue bulbs are used, yellow, 

cyan and magenta shadows are formed. 

• For more information, use the interactive 

activity or the videos listed in Resources. 


• using an application on an iPad ® , such 

as Chatterbox or ShowMe, to record 

predictions and information 

• scanning a QR code using an iPad ® or 

typing a URL into a search engine to link 

to a website 

• using an online interactive game to 

conduct an experiment 


• Use the worksheet on page 134 and 

student predictions and explanations 

to assess their science inquiry skills and 

understanding of how light behaves. 

Resources 

• Online image—Coloured shadows at 

 

• An iPad ® for each student, with 

presentation applications such as 

ShowMe or Chatterbox, and a QR 

scanner application 


• One copy of page 134 for each 

student 

• One copy of page 135 for more 

capable students 

• Online interactive activity—’Coloured 

shadows interactive’ at 

• Online video—Colored shadows: 

What’s going on? at 

• Online video—Colored shadows: 

More experiments to try at 



Display Copy 



YEAR 

5 



ENLIGHTEN ME! 

Lesson 6 

Lesson plan 

Introduction: 

1. Display the image at , which shows a man using his body to cast 

multiple coloured shadows of himself. In their science journals, or using a digital application on an 

iPad ® , such as Chatterbox, students predict how many lights they think have been used to cast the 

shadows, what colours the lights might be, and how the light energy produces coloured shadows 

instead of black shadows. QP 


2. Give each student an iPad ® and a copy of page 134. Students scan the QR code or type the 

URL into a web browser and follow the instructions listed in the table on page 134, to compare 

shadows from one or more coloured light bulbs. Students begin by exploring the shadows and 

the background colours created by one bulb, then explore shadows cast by two or three coloured 

bulbs—red, blue and/or green—recording their observations in the table. Individually, students 

reflect on their results to determine patterns in the data, such as comparing the number of bulbs 

to the number of shadows. In pairs, students share their results, including any patterns they 

discovered. PC PA 

3. Watch the video at . This video demonstrates how two bulbs, red and 

blue, shine onto a pencil and cast two shadows, which are also red and blue, onto a board that 

appears magenta. It explains how these shadows appear coloured because of the light energy 

produced by each bulb, which travels in straight lines towards the board. 

4. Students work together to think about why three bulbs create three different-coloured shadows— 

cyan, magenta and yellow. Using a digital application, such as ShowMe, or their science journals, 

they draw an image of the three light bulbs, the shadows of a pencil cast by the three bulbs and the 

colours of each shadow. Students then draw lines to show the direction of light energy from each 

bulb. QP PC PA 


• Less capable students can return to the website on page 134 and experiment with the red 

and blue bulbs to reinforce the information in the video. Students can then discuss the colours 

produced by the three bulbs, with teacher assistance. 

• More capable students can return to the website on page 134, and turn all light bulbs on. 

Using page 135, students colour the bulbs and the shadows shown on the website and write a 

paragraph to explain how light energy can produce coloured shadows. 

5. Watch the online video Colored shadows: More experiments to try at . This video demonstrates how the cyan and yellow shadows are created by the blue, 

green and red bulbs. It then shows how changing the size or position of the object changes the 

colours of the shadows to create cyan, blue, magenta, black, red and yellow shadows all from one 

object. 

Reflection 



Display Copy 

6. Display the image Coloured shadows from the Introduction. Students reflect on their predictions 

and record their new understanding in their science journal or using the digital application used 

previously. How many lights have been used to create the coloured shadows in the image? In which 

order do you think the lights are placed to create the coloured shadows shown? PA C 



Lesson 6 


ENLIGHTEN ME! 

Coloured shadows 

Scan the QR code or type the URL into a web 

browser. Click on the arrows in the top-left corner of the game screen to make the 

game full size. Follow each instruction and record your observations. 

Instructions 

Red: on 

Green: off 

Blue: off 

Red: off 

Green: on 

Blue: off 

Red: off 

Green: off 

Blue: on 

Red: on 

Green: on 

Blue: off 

Red: off 

Green: on 

Blue: on 

Red: on 

Green: off 

Blue: on 

How many 

shadows are 

there? 

How many 

lights are 

on? 

What colour 

is each 

shadow? 

What colour 

is each 

background? 

Draw a picture 



Display Copy 

Red: on 

Green: on 

Blue: on 



YEAR 

5 



ENLIGHTEN ME! 

Lesson 6 

Coloured shadows 

1. Colour the picture to show the correct light and shadow colours, when all three bulbs are 

turned on. 

Red light Green light Blue light 

2. How does light energy produce coloured shadows? 



Display Copy 





ENLIGHTEN ME! 

Teacher notes 

Science knowledge 

Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) 

Indicators 

• Identifies true and false facts about the behaviour of light. 

• Identifies the colours that are visible to our eyes when white light refracts through a rain droplet. 

• Describes how light behaves when it contacts transparent, translucent and opaque objects and the 

appearance of these objects to our eyes. 

• Identifies how shadows are formed. 

• Identifies the number and colour of shadows when one white light bulb, or two or three coloured 

light bulbs, shine on an opaque object. 

• Explains how light energy from three light bulbs (red, green and blue), casts three shadows that are 

yellow, cyan and magenta, using their knowledge of the behaviour of light. 

Assessment answers 

Pages 137 and 138 

1. (a) True (b) False (c) True 

(d) False (e) False (f) True 

2. ‘Rainbow colours’—red, orange, yellow, green, 

blue, indigo and violet 

3. Teacher check 

Object 

A glass 

panel in a 

window 

Blue 

cellophane 

How does white 

light behave when it 

contacts the object? 

How do our eyes perceive 

the colour of the object? Is 

it transparent, translucent or 

opaque? 

Our eyes see the window as 

All light waves pass or 

clear or having no colour. It is a 

transmit through the 

transparent object, meaning we 

window. 

can see through it. 

All light waves 

Our eyes see the cellophane 

except blue pass or 

as being blue in colour. It is a 

transmit through the 

transparent object meaning 

cellophane, with the 

we can partially see through it, 

blue light waves being 

however it changes the colour 

reflected into the path 

we perceive objects to be. 

of our eyes. 

All light waves are Our eyes see the road as being 

absorbed by the road, black in colour. It is an opaque 

A black road 

causing no light waves object, meaning we cannot see 

to enter our eyes. through it. 

4. Teacher check—Answer should reflect: 

A shadow is formed by the absence of light 

energy on the opposite side of an object to 

the light source shining on it. 

5. One shadow will be cast and it will be black. 

6. Teacher check 

(a) Shadow on the left—red 

Shadow on the right—blue 

Overlapping shadow—none 

Background colour—magenta 

(b) Shadow on the left—red 

Shadow on the right—green 

Overlapping shadow—black 

Background colour—yellow 

(c) Shadow on the left—green 

Shadow on the right—blue 

Overlapping shadow—black 

Background colour—cyan 

7. You will see three shadows—yellow, cyan and 

magenta 

8. Teacher check—Both answers may be 

accepted. 

Answer 1—Light travels in straight lines. When 

light from one of the coloured light bulbs is 

blocked, the shadow cast by that light bulb is 

filled in with the light from the other two light 

bulbs. The colour of the shadow appears as a 

combination of the two coloured light bulbs 

that are not blocked by the object. 



Display Copy 

Answer 2—When light from the red bulb is 

blocked, the green and blue lights fill in the 

shadow, which appears cyan; when light 

from the green light is blocked, the red and 

blue lights fill in the shadow, which appears 

magenta; and when the blue light is blocked, 

the green and red lights fill in the shadow, 

which appears yellow. 



YEAR 

5 



ENLIGHTEN ME! 


1. True or False? 

(a) 

(b) 

(c) 

White light is actually made up of 

many colours. 

Light energy travels in straight or 

curved lines depending on the 

object it contacts. 

Only a small portion of the 

electromagnetic spectrum can be 

seen by humans. 

(d) 

(e) 

(f) 

Shadows are created when all light 

waves pass through an object. 

Objects appear coloured when 

the object absorbs a particular 

coloured light wave. 

All colours in the visible spectrum 

can be created using red, green 

and blue light waves. 

2. What colours are visible to our eyes when white light refracts through a rain droplet? 

3. Write a description of how white light is transmitted, reflected or absorbed when it 

contacts each object and how our eyes interpret the look of the object. 

Object 

A glass panel 

in a window 

Blue 

cellophane 

How does white light behave when 

it contacts the object? 

How do our eyes perceive the colour 

of the object? Is it transparent, 

translucent or opaque? 



Display Copy 

A black road 






ENLIGHTEN ME! 

4. How are shadows formed? 

5. If one white light bulb is shining onto a white opaque object, how many shadows will be 

cast and what colour will they be? 

6. Colour each picture to show the colours of the shadows, the overlapping shadows, and 

the background that would be created by the two shining coloured light bulbs. 

(a) (b) (c) 

Red light Green light Blue light Red light Green light Blue light 

Red light Green light Blue light 

7. Imagine you are shining a red, green and blue light onto an opaque object. How many 

shadows will you see and what colour will each shadow be? 

8. Red, green and blue lights shining onto an opaque object cast shadows that are yellow, 

cyan and magenta. Explain how light behaves to form these shadows. 



Display Copy 



YEAR 

5 



ENLIGHTEN ME! 


Cellophane sunglasses 

STEM project overview 

Students design and create a pair of sunglasses, with lenses that consist of a combination of 

different-coloured cellophane layers, which will block out sunlight without changing the colour of 

objects viewed. Students then create a simple budget to show Jordan, a fictional character, how 

long it will take to save his pocket money so he can buy new sunglasses. 

Concepts overview: 

Science 

• Apply knowledge of how red, green and blue cellophane can absorb all the different light waves 

that create visible light, making objects appear darker. 

• Use science inquiry skills to plan and conduct an experiment to test which combinations of 

red, green and blue cellophane are required to create lenses that make objects appear darker, 

without changing the colour the object appears and record the results. 

• Communicate how layers of coloured cellophane can make objects appear darker when light 

passes through them. 

Technology/Engineering 

• Apply the design process to plan, create and evaluate sunglasses using red, blue and green 

cellophane for the lenses and thick card for the frames. 

• Use a spreadsheet program on a computer, such as Microsoft ® Excel ® , or a spreadsheet 

application on an iPad ® , such as Numbers, to input data and format cells to create a budget. 

• While working collaboratively, use project management processes to ensure accountability of 

both group members when planning, organising, controlling resources, monitoring time lines 

and meeting design criteria. 

Mathematics 

• Create a simple budget and present it using digital technologies. 

• Solve addition and subtraction problems, involving money, with accuracy. 

Alternative project ideas: 



Display Copy 

• Design and create transparent, translucent and opaque props to use in a shadow puppet show. 

Film a three-minute puppet show using only the props created, and a torch with a white bulb. 

See the image at for an example of wooden blocks that have 

been used to create a scene for a shadow puppet show. Students must position the torch to 

create shadows which are an enlargement of their actual props. 

• Design and create a light box using a cardboard box that has a given perimeter or area. Precut 

a hole at one end of the box, large enough to place the head of a torch into. Students paint 

the inside and outside of the cardboard box in black paint and allow it to dry. They then create 

2D and 3D shapes using craft sticks as the edges and coloured cellophane as the surfaces, and 

collect mirrors and other translucent or reflective objects. Students place all the objects in the 

light box and turn the torch on, then have fun exploring how light behaves when it contacts 

different objects. 





ENLIGHTEN ME! 

Science Understanding 

STEM curriculum links 

SCIENCE CURRICULUM 

• Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) 

Science as a Human Endeavour 

• Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083) 

Science Inquiry Skills 

Planning and conducting 

• Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using 

equipment and materials safely and identifying potential risks (ACSIS086) 

Processing and analysing data and information 

• Construct and use a range of representations, including tables and graphs, to represent and describe observations, 

patterns or relationships in data using digital technologies as appropriate (ACSIS090) 

Communicating 

• Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multimodal 

texts (ACSIS093) 

TECHNOLOGIES CURRICULUM 

Design and Technologies Knowledge and Understanding 

• Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and 

evaluate the impact of their use (ACTDEK023) 

Design and Technologies Processes and Production Skills 

• Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to 

achieve intended designed solutions (ACTDEP024) 

• Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and 

graphical representation techniques (ACTDEP025) 

• Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make 

designed solutions (ACTDEP026) 

• Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027) 

• Develop project plans that include consideration of resources when making designed solutions individually and 

collaboratively (ACTDEP028) 

Digital Technologies Knowledge and Understanding 

• Examine the main components of common digital systems and how they may connect together to form networks to 

transmit data (ACTDIK014) 

Digital Technologies Processes and Production skills 

• Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create 

information (ACTDIP016) 

Number and Algebra 



Display Copy 

MATHEMATICS CURRICULUM 

• Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291) 

• Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099) 

• Create simple financial plans (ACMNA106) 



YEAR 

5 



ENLIGHTEN ME! 


STEM project: 

Teacher notes 

Students design and create a pair of temporary sunglasses using craft materials, with lenses 

made from a combination of different-coloured cellophane layers, that block out sunlight without 

changing the colour of objects viewed. Create a simple budget to plan how long it will take to 

save enough pocket money to buy new sunglasses. 

Estimated duration: 4–6 weeks 

1. Introduce the project 

• Give pairs of students a copy of page 142. 

Read through the problem, the task, the 

warning and the criteria, and clarify any 

queries students have. 

• Give each pair a copy page 143, so 

students can manage and assess their 

progress, and a copy of page 144 for them 

to complete during the planning stage. 

• Remind students about resource 

management and safety. 

2. Investigate 

• Students revise or research the behaviour of 

white light and how sunglasses protect our 

eyes from the sun, using page 143 to guide 

their research. 

• Students experiment with different colour 

combinations of cellophane that block out 

sunlight, without changing the colour an 

object appears. 

• As a class, discuss what a budget is and how 

to create one. Lessons 1–3 of the interactive 

video, Budgeting at may be useful. Students should 

practise completing simple budgets. 

• Provide time for students to familiarise 

themselves with how to use a spreadsheet 

program on a computer, such as Microsoft ® 

Excel ® , or a spreadsheet application on an 

iPad ® , such as Numbers, to input data and 

format cells. 

3. Design, plan and manage resources 

• Students complete page 144 using the 

information in the problem on page 142, 

then write a draft budget in their science 

journals. 

• Students draw the style of sunglasses they 

want to create or find a template online and 

trace it onto thick card. 

• Students collect or locate the materials 

needed to create the sunglasses and the 

budget, and make a final decision on the 

coloured cellophane layers they will use. 

4. Create 

• Students create the budget using an 

appropriate tool. 

• Students create the sunglasses by cutting 

out and decorating the frames, attaching 

the coloured cellophane layers to make 

the lenses, and folding the sunglasses into 

shape. 

5. Evaluate and refine 

• Students evaluate the budget and the 

sunglasses to ensure they meet the criteria 

listed on page 142 and all calculations are 

accurate. 

6. Communicate 

• Students email their project to the teacher, 

including a digital photograph of the 

temporary sunglasses, the digital file of the 

budget, an explanation of how sunglasses 

protect our eyes from the sun and an 

explanation of how they created the lenses 

to block out white light, without changing 

the colour an object appears. 

• Individually, students complete page 145 

to evaluate how well they worked with their 

partner to produce the sunglasses and the 

budget. 



Display Copy 





ENLIGHTEN ME! 

The problem 

Jordan spends a lot of time exploring in the bush outside and 

often gets a headache when the sun is shining brightly. He 

decides he should save his pocket money to buy a pair of 

sunglasses. Jordan wonders if, in the meantime, he could 

create a pair of temporary sunglasses using craft materials, 

that would block out the sunlight without affecting the colour 

an object appears. 

The task 

Jordan currently has $14 in savings and earns $7 every 

Saturday for doing chores around the house. Create 

a simple budget that shows how many more weeks of 

pocket money Jordan will need to save to purchase a 

pair of sunglasses worth $49.95; and how much he will 

have left over, if any. 

Design and create a pair of temporary sunglasses that 

Jordan can wear while he saves. 

Things to consider 

• You must work in pairs. 

Project brief 

CELLOPHANE SUNGLASSES 

WARNING! 


will not protect your eyes 

from UV radiation. It is 

important to wear correct 

sunglasses that protect 

against UV and high 

energy visible light waves. 

• The budget must be created using a spreadsheet program on a computer, such 

as Microsoft ® Excel ® , or a spreadsheet application on an iPad ® , such as Numbers; 

and must include the opening balance, the income for the number of weeks 

Jordan will need to save for, the expense of the sunglasses and the closing 

balance. 

• The temporary sunglasses must be made using layers of three different 

cellophane colours. They need to block out the sunlight without changing the 

colour an object appears. The sunglasses should make objects appear darker, 

but not so dark that it will be hazardous to go exploring. 

• Draw or use the internet to find a template to create the frames of the 

temporary sunglasses. The frames must be made using thick card so they don’t 

fall apart while Jordan is exploring. 

• You must email your project to your teacher, including a digital photograph of 

the temporary sunglasses, the digital file of the budget, an explanation of how 

sunglasses protect our eyes from the sun and an explanation of the cellophane 

colours you used to create the lenses. 



Display Copy 



YEAR 

5 



ENLIGHTEN ME! 


Investigate 

Project steps 

Revise how we see objects as transparent, translucent or opaque depending on how light 

is transmitted, reflected or absorbed by the object. 

Revise how we perceive objects to be different colours through the reflection or 

absorption of different light waves. 

Research how sunglasses protect our eyes from high energy visible light and UV radiation. 

Experiment to find a combination of three different colours of cellophane that can be 

used to create a black tint to objects, without changing the colour that the object appears. 

In your science journal, record each combination of coloured cellophane that you tested 

and your observations of each. 

Find out the meaning of the terms opening balance, income, expenses and closing 

balance; and research different layouts for budgets. 

Learn how to use a spreadsheet program on a computer such as Microsoft ® Excel ® , or a 

spreadsheet application on an iPad ® , such as Numbers. 

Design, plan and manage resources 

Complete page 144 then write a draft budget in your science journal, including the 

opening balance, the income for the number of weeks Jordan will need to save, the one 

expense and the closing balance. 

Decide how many layers of each coloured cellophane you will use. 

Draw the style of sunglasses you want to create, or find a template online to trace onto 

thick card. 

Collect or locate all the materials you will need to create the sunglasses and the budget. 

Create 

Create the budget using an appropriate tool. 

Create and decorate the frames of the sunglasses and fold them into shape. 

Attach the layers of coloured cellophane to the eye holes to create the lenses. 

Evaluate and refine 

Ensure the budget meets the criteria and the calculations are correct. 

Ensure the temporary sunglasses meet the criteria and make any changes necessary. 

Communicate 



Display Copy 

Take a digital photograph of the temporary sunglasses using an iPad ® or a digital camera. 

Email your project to your teacher, including all the criteria listed in the last bullet point on 

page 142. 





ENLIGHTEN ME! 

Jordan’s budget 

1. The opening balance is the amount of money that Jordan currently has. How much money is 

in Jordan’s money box? 

Jordan’s opening balance is . 

2. The income is the amount of money that Jordan will earn. How much pocket money does 

Jordan earn and how often does he get paid? 

Jordan earns . 

3. Complete the table to find out how much money Jordan will earn in total after eight weeks. 

Week 

How much will Jordan 

earn this week? 

What is the total of Jordan’s 

savings each week? 

0 – 14 

1 

2 

3 

4 

5 

6 

7 

8 

4. How long will it take Jordan to save the money needed to purchase a pair of sunglasses 

worth $49.95? 

5. How much change will Jordan receive if he 

purchases the sunglasses with all his money: 



Display Copy 

Working out space 

(a) 

after six weeks of saving? 

(b) 

after eight weeks of saving? 



YEAR 

5 



ENLIGHTEN ME! 


Self-assessment 

Student name: 

Date: 

STEM project: 


1. Colour a face to rate how cooperatively your team worked. 

All group members contributed ideas to the team. 

All group members listened carefully to the ideas 

of others. 

All group members encouraged others to 

contribute their thoughts and opinions. 

All group members spoke respectfully to other 

group members. 

All group members compromised (when needed) 

to create the best possible product. 

2. List three ways the team helped each other to create the product. 

3. List one difficulty the group encountered when working as a team. 



Display Copy 

4. How could a similar issue be resolved in future projects? 

5. What was the most enjoyable part of the project? 

6. What was the least enjoyable part of the project? 





ENLIGHTEN ME! 

Group assessment rubric 

CRITERIA 

Group members: 

Project task: 

Design and create a pair of temporary sunglasses using craft materials, with lenses made 

from a combination of different-coloured cellophane layers, that block out sunlight 

without changing the colour an object appears. Create a simple budget to plan how long 

it will take to save enough pocket money to buy new sunglasses. 

Science knowledge 

Applies knowledge of how layers of different-coloured cellophane can absorb all the 

different light waves of white light, making objects appear darker without changing the 

colour an object appears. 

Science as a Human Endeavour 

Identifies how sunglasses can protect our eyes from high energy visible light and UV 

radiation emitted by the sun. 

Science skills 

Plans and conducts an experiment to test different combinations of coloured cellophane 

to create lenses that block out sunglight, without changing the colour an object appears. 

Records each experiment and their observations accurately. 

Communicates science understanding correctly, clearly and concisely, using scientific 

terminology. 

Technology/Engineering skills 

Plans and designs a pair of sunglasses, using layers of different-coloured cellophane for 

the lenses and thick card for the frames. 

Uses resources safely and sustainably, when creating the sunglasses. 

Evaluates designed products to ensure they meet the criteria and makes any necessary 

changes. 

Uses a spreadsheet program on a computer or a spreadsheet application on an iPad ® to 

input data and format cells in a budget. 

Takes a digital photograph of the temporary sunglasses using an iPad ® or a digital camera. 

Types and sends an email, with a range of attachments. 

Mathematics skills 

Creates a simple budget and presents it using digital technologies. 

Solves addition and subtraction problems involving money with accuracy. 

Group skills 

All group members contributed fairly and appropriately. 

All group members collaborated and communicated effectively. 

Group members were able to resolve conflicts independently. 

1 = Below expectations 

2 = Meeting expectations 

3 = Above expectations 



Display Copy 



YEAR 

5

20391_Science_with_STEM_Year_5_Physical_Sciences_Enlighten_me

Create successful ePaper yourself

Delete template?

Save as template?