A light for Plop:
Introduction
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Lesson organisation
The activity takes approximately 1 hour to complete. Children work in groups of 4-6.
Equipment and materials
A copy of The Owl who was Afraid of the Dark
One set of resources per group to include:
• torch (hand held), 1
• head torch, 1
• fibre optic torch, 1
• used match, 1
• candle / nightlight (unlit), 1
• photographs of toy owl with each of the light sources captioned with the name of the light source or word cards with the names of the light sources, depending on ability
• stuffed toy owl (optional)
• photographs of other outdoor light sources eg street lights, a bonfire, fireworks or solar powered garden lights could also be included if the children are familiar with them
• blackout material/drapes (if ambient lighting cannot be reduced sufficiently)
Technical notes and safety
Only provide used matches and unlit candles for the children to handle and draw. Lighting of candles and matches must be teacher demonstration only. Use a metal tray with a layer of sand across the bottom on a stable surface and keep children and flammable materials at a safe distance. If a blackout tent is constructed, naked flames must not be used inside it.
All electrical light sources must be battery powered; check that they do not get hot when in use.
Toy owls must be child safe.
Children should not look directly at bright lights or shine them into each others' eyes.
Keep unused matches out of children's reach.
When comparing the brightness of the light sources reduce light levels in the classroom as much as possible. If there is a space in school which can be blacked out groups of children could use it in turn, under adult supervision. A dark tent could also be constructed in the classroom, using heavy fabric draped over a table, where children can test the battery powered light sources.
The second part of the activity will be easier if the battery powered light sources differ significantly
in brightness.
Procedure
Remind children about the important points of the story and invite them to suggest portable or outdoor light sources that Plop the owl could use to help him see at night, when it is dark.
As children suggest ideas display each word card and demonstrate the light source, using a toy owl for examples not involving naked flames. Matches and candles should only be demonstrated in accordance with the safety advice. List any suggestions not included on the word cards and use the pupil resources to prompt as needed.
Children work in groups exploring the light sources. They draw and name each light source using the photographs or word cards to help them. The candle and match will not be lit but can still be drawn.
Each group then decides, using the toy owl if provided, which would be the best light source for Plop to use (one choice per group to encourage discussion). These ideas are shared, with reasons. If none of the groups have considered brightness remind the children that Plop will need a bright light to see where he is going and discuss how they could find out which is the brightest light.
Children then work in groups to test the battery powered light sources and agree which is the brightest. Higher attaining children could also rank them in order of brightness.
Teaching notes
When children are suggesting light sources they may include the moon. As this reflects light from the sun it is not actually a light source. The teacher will need to consider the age and prior experience of the children when discussing this.
When deciding which light source would be the best for Plop groups of children should consider their own criteria, with support if needed. Some discussion of the merits of different light sources could be included when these are introduced at the start of the lesson. Reasons for the groups' choices may include how easy it is to hold, whether it will burn Plop or blow out and children's own personal preferences as well as brightness.
Possible ways to test the battery powered light sources could include shining them onto a surface such as a table, sheet of paper or whiteboard and comparing the "pools" of light or shining them from a distance at a book, picture or display to see how clearly it can be seen.
Click here to download this activity as a Microsoft Word document
