Light Scientific Knowledge
Introduction
This guidance has been provided to help you develop a broader knowledge of the concepts in this area of science and
not just of the content taught in year 3. Children in year 3 do not necessarily need to be taught all of the information
detailed below. This background information will help you to anticipate and answer questions that the children may pose.
Alongside this, we have also provided some examples of the possible misconceptions that the children may have.
Possible Child
Lesson Scientific Knowledge
Misconceptions
Lesson 1 Light is emitted by light sources, such as bulbs, fire and the Sun. Light Children often
Light and Dark sources can be naturally occurring or human-made. Darkness is the assume that the
absence of light. It can be difficult to experience complete darkness Moon produces its
because there is often some light intruding into dark places. In true own light. However,
darkness, we cannot see because the eye needs light in order to see. the Moon is not
When light intrudes into places where it is not wanted, it is known as a light source. It
light pollution. reflects light from
the Sun.
Children may think
that a mirror is
a source of light
because it reflects
light so effectively.
However, a mirror
only redirects
existing light.
Children may believe
they can see in the
dark, such as when
their bedroom light
is turned off at night.
However, the ability
to see means there
is some light in the
environment. It may
be helpful to discuss
ambient light and
light pollution.
Some children may
believe that when
we look at an object,
something is emitted
from our eyes to
make it visible.
Science | Year 3 | Light visit [Link]
Light Scientific Knowledge
Possible Child
Lesson Scientific Knowledge
Misconceptions
Lesson 2 A light source is an object that emits light. Children may think
Light and that only shiny
Materials This lesson focuses on learning how objects and materials interact materials reflect
with light. Children should have some experience with describing light. In reality,
materials as opaque, translucent and transparent from the year 1 and almost all objects
year 2 Materials units. Children may use the word ‘see-through’. It is reflect light to
useful to model the use of the word ‘transparent’ rather than some degree.
‘see-through’ at this stage of learning. Matte surfaces
scatter light in many
Most materials reflect at least some light. Opaque materials will reflect
directions, while
(or absorb) all light as no light can pass through them. Translucent
shiny surfaces reflect
materials will reflect (or absorb) some light, allowing some light to
it at consistent
pass through them. Transparent materials reflect very little light. While
angles. This creates
it is common to say that all light passes through transparent materials,
a clear image and is
it is actually quite difficult to make a truly transparent material. If
known as specular
all light passes through a material, it will be invisible to the eye. It
reflection.
is therefore often more accurate to say that almost all light passes
through a transparent material. Children may
struggle to
Materials with a very smooth, shiny surface reflect light very uniformly.
understand
The light bounces back at the same angle that it hits the object. This
translucency. Some
creates a shine. Very highly polished surfaces reflect light in such a
materials only allow
uniform way that a reflection can be seen in its surface.
light of a certain
colour to travel
through them or
the material may
be created in such
a way that only a
certain percentage
of light can pass
through.
Children may think
that a material is
either shiny or dull.
However, it is more
accurate to view
this as a scale –
objects may be more
Dull materials have a rougher surface (this may only be visible under shiny that others
a microscope) which causes light to be reflected from its surface at but may not be as
different angles. This means that a shine or reflection cannot be seen smooth and highly
in their surface. polished as a mirror.
Objects can also
become dull over
time due to usage or
mishandling.
Science | Year 3 | Light visit [Link]
Light Scientific Knowledge
Possible Child
Lesson Scientific Knowledge
Misconceptions
Lesson 3 This lesson explores the reflective properties of mirrors and the ways Children may think
Marvellous we can utilise them. This lesson also explores how highly reflective that only mirrors and
Mirrors materials, such as high-visibility (high-vis) materials can be used. high-vis materials
reflect light. However,
High-vis materials usually have two components: a fluorescent most materials
coloured fabric and a silvery, retro-reflective tape. Fluorescent dyes reflect at least
absorb light energy of a specific wavelength. The light is emitted from some light. Mirrors
the fluorescent materials at a slightly longer wavelength than it was are highly polished
when absorbed. This makes the material more visible to an observer, surfaces that reflect
particularly in daylight. light so uniformly
that a reflection
Retro-reflective tapes are usually coated in either glass beads or
can be seen in its
prisms. These glass structures reflect light back towards the light
surface.
source only. This means that they are extremely visible by a person
High-vis materials
behind the light source (such as someone driving a car or holding a
are designed to
torch), particularly at night when there is less ambient light.
reflect light in certain
Mirrors reflect light particularly well because their surfaces are so ways, making them
smooth and highly polished. more visible.
Kaleidoscopes utilise a series of mirrors that reflect objects back and Children may think
forth, creating symmetrical patterns. This can be replicated by using that mirrors emit
two mirrors at an angle to one another or three mirrors arranged to light. However, they
make the sides of a triangle. actually reflect light
from a separate
Mirrors can also be used to redirect a beam of light, such as from a light source. Mirrors
torch. wouldn’t be visible
in true darkness, for
example.
Science | Year 3 | Light visit [Link]
Light Scientific Knowledge
Possible Child
Lesson Scientific Knowledge
Misconceptions
Lesson 4 This lesson explores the positive and negative aspects of sunlight. Children may think
Sun Safety that the Sun’s light
Sunlight is light emitted by the Sun. It contains visible light, ultraviolet is just harmful,
light and infrared light. without considering
its importance to life
Sunlight gives life on Earth many advantages, such as:
on Earth.
• warming the atmosphere, making it possible for life to survive;
Children may think
• providing light during the day and as reflected light from the Moon that if they have
at night; sunglasses on, they
can look directly at
• enabling photosynthesis in plants; the Sun. However,
the Sun’s light can
• enabling humans to produce vitamin D;
still permanently
• improving mood and wellbeing. damage the eyes,
even when viewed
However, sunlight can also cause damage. Sunlight can: through sunglasses.
• cause painful sunburns; Children may think
that people with
• cause permanent eye damage if the Sun is looked at directly, even darker skin do not
with sunglasses; need to apply sun
• increase the risk of certain illnesses, such as skin cancer; cream. This is not
true. Sun damage
• worsen dehydration and cause heat stroke. can occur on any
skin tone.
In this lesson, children will be taught to protect themselves from the
harmful aspects of the Sun by: Children may think
that all sun cream
• wearing a sunhat and other protective clothing; works in the same
way and that it needs
• wearing sunglasses and not looking directly at the Sun;
applying only once
• drinking extra fluids to replace those lost; per day, or in very hot
weather. They should
• staying in the shade between 11 a.m. and 3 p.m.; be reminded to use
a sun cream with
• wearing sun cream with an SPF of at least 30 and a UVA protection at least SPF 30 and
of at least 4 stars; 4-star UVA protection
• reapplying sun cream regularly, especially if they have been in and to check that it
water. hasn’t expired.
Children will be introduced to the UV index, which shows how strong
UV light from the Sun is on a particular day.
Science | Year 3 | Light visit [Link]
Light Scientific Knowledge
Possible Child
Lesson Scientific Knowledge
Misconceptions
Lesson 5 Shadows are caused by the path of light from a light source being Children may think
Spotting Shadows blocked by an object. Opaque objects will cast dark shadows as all that all objects will
light is blocked. Translucent objects may cast a fainter shadow or a cast a dark shadow.
coloured shadow. Transparent objects usually cast a very faint shadow.
This is because it is very difficult to make a completely transparent Children may think
material. that shadows can be
cast in darkness.
Children should be given an opportunity to discuss their experiences
with shadows and observe shadows in different environments, such as Children may think
in the classroom and on the playground. that shadows are
always cast against a
Children should use their observations of shadows to predict that wall or in a particular
opaque materials will block light more effectively than translucent direction.
or transparent materials. They will apply this understanding to the
context of creating the best blackout blinds. It would be helpful for Children may
them to have a variety of materials, including more than one fabric, to assume that fabrics
investigate. will block the most
light as this is the
material that most
curtains are made
from.
Possible Child
Lesson Scientific Knowledge
Misconceptions
Lesson 6 In this lesson, children will investigate the relationship between the Children may think
Changing distance of a light source from an object and the size of the shadow that moving the
Shadows the object casts. object further from
the light source will
Children should understand that shadows occur because an object cast a larger shadow.
blocks the path of light. Children do not need to measure distances
or understand that light travels in straight lines for this lesson as this Children may think
is covered in the year 6 Light unit. They should be encouraged to use that moving the light
comparative ‘-er’ words to describe size and distance (e.g. smaller, source closer to the
larger, further, closer). object will have no
effect on the size of
When conducting their enquiry, children should ensure their torches the shadow.
remain flat against the paper and move in a straight line relative to the
object. Changing the angle of the torch in relation to the object could
change the shadow in a way that affects their results.
This lesson could be expanded by children using their observations
from the enquiry to create a shadow puppet theatre which requires
some shadows to be larger than others.
Science | Year 3 | Light visit [Link]
