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    Shadows Lesson

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    api-708210401
    Students will learn about shadows through outdoor observations of temperature differences between sunlight and shade. They will create shadow puppets and structures that provide shade, learning that shadows are formed when light is blocked. Assessment includes circling objects that create shadows and drawing where the sun would be to cause a shadow on a quiz. The lesson incorporates engineering practices and considers student interests and abilities through differentiated activities.

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    © All Rights Reserved
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    Shadows Lesson

    Uploaded by

    api-708210401
    78 views5 pages
    Students will learn about shadows through outdoor observations of temperature differences between sunlight and shade. They will create shadow puppets and structures that provide shade, learning that shadows are formed when light is blocked. Assessment includes circling objects that create shadows and drawing where the sun would be to cause a shadow on a quiz. The lesson incorporates engineering practices and considers student interests and abilities through differentiated activities.

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    shadows lesson

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    Students will learn about shadows through outdoor observations of temperature differences between sunlight and shade. They will create shadow puppets and structures that provide shade, learning that shadows are formed when light is blocked. Assessment includes circling objects that create shadows and drawing where the sun would be to cause a shadow on a quiz. The lesson incorporates engineering practices and considers student interests and abilities through differentiated activities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    78 views5 pages

    Shadows Lesson

    Uploaded by

    api-708210401
    Students will learn about shadows through outdoor observations of temperature differences between sunlight and shade. They will create shadow puppets and structures that provide shade, learning that shadows are formed when light is blocked. Assessment includes circling objects that create shadows and drawing where the sun would be to cause a shadow on a quiz. The lesson incorporates engineering practices and considers student interests and abilities through differentiated activities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    You are on page 1of 5

    STEM 434/534 Lesson Planning Template

    (Complete answers in Purple font)

    Name: Alison Cole Grade: Kindergarten Topic: Shadows


    Brief Lesson Description:
    Total Lesson Time: 1-1.5 hours
    Specific Learning Outcomes:
    Students will be able to explain that it is cooler in the shade than in the sun by going outside and investigating the temperature differences.
    They will also be able to explain how shadows are formed through creating their own shadow puppets.
    How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
    strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
    This lesson developed when I was thinking of how other cultures use different techniques or actions to keep cool. One thing that I liked
    about this lesson and its activities is that all students can participate. Students with disabilities will be able to go outside and observe
    their own shadows as well as their classmates. It also allows students to pull from their own lives and be able to connect it to the
    concept of shadows.

    Narrative / Background Information


    Prior Student Knowledge:
    Students should know the concept of seasons and the different varying temperatures. They should also know the difference between
    warmer and colder as description words.

    Science VA SOL Health VA SOL NGSS (You may have to look to a different
    K.8 The student will investigate and K.1.e Describe different types of physical grade level for the connection)
    understand that light influences activity and recognize the need for regular 1-ESS1-2. Make observation at different
    temperature on Earth’s surfaces and can physical activity. times of year to relate the amount of
    cause shadows. Key ideas include daylight to the time of year.
    a) the sun provides light and warms Earth’s
    surface;
    b) shadows can be produced when sunlight
    or artificial light is blocked by an object; and
    c) objects in shadows and objects in sunlight
    have different temperatures.
    Science & Engineering Practices: (You must tie engineering practices into your plan)
     make observations and investigate to determine the effect of sunlight on Earth’s surface (K.8 a)
     demonstrate how shadows change as the direction of the light source changes (K.8 b)

    Possible Preconceptions/Misconceptions:
    Students may think that the sun is the only object that casts shadows
    May not correlate the seasons/temperature to the amount of sunlight during the day

    LESSON PLAN – 5-E Model


    ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
    here)
    15 Minutes
    This activity involves taking students outside on a sunny day so they can personally experience the temperature difference in the shade
    versus the sunlight.
    1. TTW line students up to go outside
    2. When outside, students will stand in a shaded area for a minute.
    3. Allow students to talk amongst themselves
    4. After a minute, TTW tell students to step out into the direct sunlight and wait for about 30 seconds
    5. TTW ask students “Who noticed a difference when we came into the sunlight?”
    6. Allow students to share their ideas (students should recognize temperature differences, brightness)
    Guiding Questions:
    What does it feel like in the shade? How about the sunlight?
    Is it warmer or colder in the shade?
    What is causing the warmth?

    EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:


    20-30 Minutes

    Play Video: https://www.youtube.com/watch?v=lOIGOT88Aqc


    Probing questions:
    - What do we need to make a shadow?
    - Can shadows only be outside?

    Students will create their own shadow puppet and demonstrate the idea that shadows happen when light is blocked by an object (K.8c)
    1. At their desks, students will use a black permanent marker to color a basic shape onto the cap of a pringle can (5 minutes)
    2. They will fill in the shape completely
    3. Collect markers when done
    4. Turn off lights
    5. Allow students to come up one by one and hold their cap in front of a flashlight
    6. Review the concept of shadows
    7. Relate the activity back to the Engaging activity
    8. The black sharpie(tree) is blocking the flashlight(sunlight)

    Allow students to move closer and further away from the light to show how the shadow size changes.

    EXPLAIN: Concepts Explained and Vocabulary Defined:


     Shadows: dark area or shape produced by a body coming between rays of light and a surface.
    This graphic can be used as a visual for students who may have a hard time with the concept
     Discuss how shadows shift as the day goes by. This is based on the position of the sun. Emphasize the pattern of sunrise and
    sunset.

    Vocabulary:
     Warmer
     Cooler
     Shadow: dark area produced from an object blocking light
     Shade: darkness and coolness caused by shelter from direct sunlight
     Sunlight
     Temperatures: degree of heat (connect with warm and cold- higher temperatures are warmer, lower temperatures are colder)

    ELABORATE: Applications and Extensions:


    30 Minutes

    Engineering Activity: Build Shade for the Bear!


    Mr. Bear is going to the beach and forgot his beach umbrella. He needs something to keep him cool and protect him from the sun. Create
    an object that will create a shadow and some shade for Mr. Bear.

    Guiding Questions:
    - What activities can/do we do outside?
    - How do you feel after you stay out in the sun too long?
    - What is a way to keep cool from the sun?
    Allow students to connect outside physical activity with the need to keep cool in the heat. Students an discuss the importance of
    physical activity, hydration, and keeping cool when out in the hot sun. (K.1.e)

    Materials:
    Counter Bear/ small action figure of your choice
    Popsicle stick
    Tape
    Toilet paper roll
    Construction paper
    Straws

    1. TTW split students into groups of 2-3


    2. TTW instruct students to brainstorm a structure to keep Mr. Bear cool (5-10 min)
    3. TTW give students the materials that they need to build their structure
    4. Give students 10-15 minutes to build their shade structures
    5. Both students and teachers will go back outside and test each structure to see if it provides shade for Mr. Bear.
    6. With each structure, discuss what students observe and if the structure kept the bear in the shade or not.
    7. Suggest positioning the structure in different places to show how position affects a shadow

    After this activity, discuss what aspect of the student’s projects worked and what did not. Allow students who did not achieve their goal
    time to adjust their object. Retest their object inside with a flashlight as an alternative.

    EVALUATE:

    Formative Monitoring (Questioning / Discussion):


    At the end of the lesson, we will come back together to go over the information.
    Guiding questions:
    - What did we learn about today?
    - What do we need to make shadows?
    - Does it feel warmer or cooler in the sunlight? How about the shade?

    Summative Assessment (Quiz / Project / Report) (Include a rubric):

    Students will be assessed one on one by the teacher to see if they understand the concept of shadows. Give students a dry erase marker
    and allow them to circle and draw in their answers.
    Quiz: https://docs.google.com/presentation/d/1YDfOjXLJMRDi0ubTYFEb9V1Ro7qxLlCvUIJWSQSm6zA/edit?usp=sharing
    Rubric:
    3 2 1
    Circling Activity Student circled all correct Student circles at least one Student cannot circle any
    objects that create shadows object that creates shadows object that can create shadows
    Sunlight Activity Student correctly draws where Student attempts to draw the Student cannot draw where the
    sun would be to cause a sun where it would create a sun would be to cause a
    shadow shadow; may not be perfectly shadow
    correct

    Students will be given a quiz in order show their understanding of shadows.


    Plan for differentiation: (Be sure to specifically address the following learners)
     Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
    Students with high-incidence disabilities will be able to participate this activity. All aspects of an IEP would be followed to help the
    student get the best experience from the lesson. Students with ADHD will find this lesson interesting because they are using
    movement to understand shadows.
     ELL
    The use of graphics to explain the concept of shadows for ELL students. To further support these students will be paired basic on
    English proficiency to work together during the building assignment. In addition, I can translate parts of the lesson based on the
    language needed.
     Gifted learners
    Gifted learners will be able to extend their knowledge further. These students can use technology to create a presentation of
    shadows found in nature and how animals benefit from the shade.
    Elaborate Further / Reflect: Enrichment:
     How will you evaluate your practice?
    The shadow evaluation is a quick way for me to check the student understanding. I can then see which students are mastering the
    material and which students may need more practice.
     Where might/did learners struggle in the lesson?
    Learners might struggle during the building portion/activity. Some students may be upset if their object doers not cast the
    shadow and could be discouraged. It is important to use this to encourage students to try again and they may need more
    assistance.
     How can the lesson be strengthened for improved student learning?
    This lesson can be strengthened by going into greater detail about shadows. If my class was advanced and was grasping the
    concept, we could do more activities such as exploring different colors of paper and how much light can get through.
     Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
    One way to make this lesson stronger is by discussing different cultures and how they protect themselves from the sun. For
    example, showing how other cultures build structures to protect themselves, or other things they may do such as, clothing they
    wear and what they put on their skin.
    Materials Required for This Lesson/Activity
    Quantity Description Potential Supplier (item #) Estimated Price

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