(bright upbeat music) <v ->In this year three lesson from the unit,</v> introduction to light and shadows. Pupils continue to build their substantive knowledge of light by learning that when light reaches a surface, it cannot pass through. It can bounce or reflect off the surface. Prior to this, pupils planned how to compare different materials based on how reflective they are. They discussed how to use an electronic device with a light sensor app to monitor and measure the amount of light reflected from different surfaces. Guided by the teacher, pupils set up the equipment for their investigation. They will dim the lights in the room, position a light sensor facing the material at a distance of 10 centimetres from the material, place a torch as the light source 20 centimetres away from the material, record the measurement of reflected light in Lux, shown on the light sensor, and repeat the procedure with each type of material. The video shows pupils as active participants working scientifically and purposefully as they carry out their comparative test investigations and record the data they collect in a table. Pupils are reminded that a table is a way to organise data into rows and columns, making it easy to analyse and compare information. So Alex and Andy are going to collect their data in a table, not a table that we're sitting at. No, it's a table that looks like this. And you've already done a fab job of writing down which materials we're going to investigate in our test. And if you look, the headings are different on the top of a table. So we've got materials, we've got amount of light reflected, and we've also got, in brackets it says lx. Can you remember what measurement light is measured in? <v ->Lux. </v> <v ->Lux well done. That's right. </v> So that's what that means. Lx means, Lux. They also learn that a table includes headings and the correct unit of measurement, which is important for ensuring others can understand the data collected. This part of the lesson enables pupils to develop their disciplinary knowledge of how to gather, record, and present data using simple scientific language and tables. It is important to use headings for each column and the correct unit of measurement so that other people can understand the data that we collect. 'Cause that's where we are going to put the data that we collect. It organises what we collect, doesn't it? So are we gonna do this investigation for ourselves then? <v ->Yeah. </v> <v ->Yeah. </v> Do you think this will work better if we turn the lights off in the classroom? <v ->Yeah. </v> <v ->Yeah. </v> <v ->So we can really see. </v> <v ->Yeah. </v> <v ->How much light is reflected from each surface. </v> <v ->Yeah, you me to turn them off. </v> <v ->Please. </v> Now the pupils have recorded the results of their investigation in a simple table. They will use their results to make decisions about the different materials and ultimately answer the inquiry question, which materials reflect the most light? (bright upbeat music).