Science at key stages 1 and 2    (Year 1)

• Create a 'dark area' in the classroom or visit a room in the school which can be darkened with curtains or blinds. Ask children to find a particular child or item in the dark room. Gradually increase the light eg by opening the door, turning on lights one at a time and ask children to say when they can use their sense of sight to identify the child or item. Ask children to say how they tried to find the object and what they do if they wake up in a dark room. If necessary, prompt them to think about using other senses eg hearing and touch when it is dark.

• Take the children on a walk round the school to look for sources of light eg central light, computer light, warning lights on switches. Ask them to think of as many light sources as they can. Make a collection of light sources or, using pictures, make a collage showing a variety of light sources. Ask children to compare the light from different sources.

• Ask children about light sources they use at particular times of the year eg fairy lights, bonfires, fireworks, Halloween lanterns, lights at religious festivals. Talk about the time of year and time of day these are used and why eg firework displays take place at night when it is dark.

• Present children with a 'black box' which has a small peephole in one end and a larger hole covered with cardboard in the top. Ask children to explore the 'black box' to find out if they can see an object when there is no light (cardboard over the hole) and when there is light. Discuss what they can and cannot see. Give children torches of different brightness and ask them to find out what is in the box. Ask them to describe when it was easiest to see the object.

• On a day when there is sunshine with some clouds, take the children into the playground and ask them to decide without looking at the Sun when it goes behind (or emerges from) a cloud. Ask children to explain how they can tell. Make a list of children's suggestions.

• Ask children about how they can be seen more clearly at night on their way home and ask them why they think reflective strips on bags and clothes show up at night. Help them to test suggestions about how they think reflective strips can be made to shine or show up eg put it in the dark, shine a light on it and to use observations to make comparisons. Talk about shiny decorations eg tinsel and show children that this shines when it is near a light source.