Year 6 Science: How to Investigate Light, Shadows and Reflection

Light is something Year 6 pupils encounter every day, but investigating it scientifically means going beyond noticing that a torch makes a room brighter. Children can explore how light travels, why shadows form and how reflection helps us see objects. These investigations support the UK National Curriculum for science and develop valuable skills in predicting, observing, measuring and explaining evidence.

At home or in the classroom, simple equipment is enough for meaningful practical work. A torch, a mirror, card, a ruler and a few familiar objects can lead to careful investigations. The key is to ask a clear question, change one factor at a time and give pupils time to record what they notice.

What the Year 6 curriculum expects

The National Curriculum programme of study for Key Stage 2 requires pupils to recognise that light appears to travel in straight lines. They should use this idea to explain that objects are seen because light travels from a source to our eyes, or from a source to an object and then to our eyes. Pupils should also explain why shadows have the same shape as the objects that cast them.

Children should have already met basic ideas about light earlier in primary school, including that we need light in order to see and that darkness is the absence of light. In Year 6, they build on this understanding by using evidence to explain what is happening. The emphasis is not on memorising complicated terminology, but on linking observations to a scientific model.

Reflection is a useful context for exploring how light travels. Although the statutory Year 6 statements focus particularly on light and shadows, mirrors provide a practical way to investigate the path light takes. Pupils can observe that a mirror changes the direction in which light travels and use this to explain how an image becomes visible.

Investigating how light travels

Begin with a question such as, “Does light travel in a straight line?” In a dim room, shine a torch through a straight cardboard tube and then through a tube that has been bent. Ask pupils to predict which arrangement will allow the light to be seen at the other end. They can compare their prediction with what happens and explain why the straight tube works.

For a more direct investigation, place three pieces of card with small holes in a line between a torch and a screen. Pupils can move the cards until the torchlight reaches the screen. If one card is shifted, the beam is blocked. This gives children evidence that light travels in straight lines, rather than bending around obstacles.

Encourage pupils to distinguish between what they observe and what they infer. “The screen became bright when the holes lined up” is an observation. “The light travelled through the holes in a straight path” is an explanation based on that observation. This simple distinction strengthens scientific writing and helps pupils make evidence-based claims.

Use torches responsibly. Never shine a torch into anyone’s eyes, and avoid using strong sunlight or magnifying glasses to concentrate sunlight. A dimmed room is helpful, but total darkness is not essential; pupils should be able to move safely and handle equipment easily.

Exploring shadows fairly

A shadow forms when an object blocks light. To investigate how shadows change, place a torch, an object and a sheet of white paper in a line. Choose an object with a clear outline, such as a small toy or a piece of card. Move the torch closer to and further away from the object, while keeping the object and screen in place. Pupils can observe and measure how the shadow changes.

For a fair test, agree which factor will change and which factors will stay the same. If the question is about the distance between the torch and the object, keep the object, screen and torch position in the same alignment. Mark positions with tape or measure distances with a ruler. Children should repeat measurements where possible and record results in a table.

Pupils may find that moving a torch closer makes a shadow appear larger. Ask them to describe the evidence carefully, including how they measured the shadow. They can also investigate whether the shape of a shadow matches the outline of its object. Turning a familiar object can change the shadow’s appearance, so encourage pupils to test different positions rather than relying on a single observation.

A useful misconception to address is that a shadow is an object in its own right. Help children explain that it is an area where less light reaches the surface because an object has blocked the light. A shadow may look different in size or sharpness depending on the positions of the light source, object and screen, but it remains linked to the object blocking the light.

Trying simple reflection investigations

Give pupils an unbreakable mirror or a securely mounted mirror and ask them to use a torch to direct a beam of light towards a target on a wall or sheet of paper. They can change the mirror’s angle and observe where the reflected light appears. A drawn arrow showing the incoming and outgoing paths can help pupils record what they notice.

Keep the language accessible: light travels from the torch to the mirror, then changes direction and travels towards the target. Pupils can explore how a small change in the mirror’s position changes where the light lands. This is a practical introduction to reflection without needing to teach advanced angle calculations.

Mirrors can also prompt discussion about seeing. Ask what pupils need in order to see their face in a mirror. The mirror is not producing light; light from a source reaches the face, reflects from it and then reflects from the mirror into the eyes. If the room is dark and there is no light source, the face cannot be seen. This helps connect reflection with the curriculum idea that light must reach our eyes for us to see.

Helping pupils record and explain their learning

A strong science record includes the question, a prediction, a brief description of the method, observations and a conclusion that refers to evidence. In Year 6, pupils should be encouraged to choose clear headings, label diagrams and use measurements where appropriate. They do not need to write a long report after every activity; a labelled sketch and a few precise sentences can be more effective.

Useful prompts include, “What did you change?”, “What did you keep the same?”, “What did you notice?” and “Which result supports your explanation?” These questions help children think like scientists rather than simply follow instructions. If a result is unexpected, treat it as a chance to check the method, repeat the test or consider whether another factor affected the outcome.

Worksheets can support practical learning by giving pupils space to make predictions, record shadow measurements or draw the path of reflected light. Use them as a record of an investigation, not a substitute for one. Short bursts of practice and revision can also help children revisit key vocabulary such as light source, reflection, shadow and straight line, and connect each term to evidence they have observed.

Making investigations accessible

Some children benefit from seeing a demonstration before handling the equipment. Others may need larger, high-contrast diagrams, a pre-drawn results table or a partner to help with measuring. Offer sentence starters such as, “I noticed…” and “This suggests…” while still encouraging pupils to express their own reasoning. For children ready for an extra challenge, ask them to plan a fair test independently or explain why the position of each item matters.

Keep activities short enough for pupils to stay focused, but allow time for discussion and repeat observations. In a classroom, small groups can investigate different questions and share their evidence. At home, one carefully observed torch-and-shadow activity is more valuable than several rushed demonstrations.

Conclusion

Year 6 investigations into light, shadows and reflection help children connect everyday experiences with the National Curriculum’s scientific ideas. With simple equipment, safe routines and thoughtful questions, parents and teachers can help pupils test predictions, gather evidence and explain what they see. Combine practical investigation with clear recording, targeted worksheets and regular revision, and children will be better prepared to describe how light travels and how shadows and reflections form.