Beaconhouse School System

Name of
Class: III Subject: General Science
Teacher:
Topic: Light Duration: 80minutes Date:
3. Recognize that different materials allow different amounts of light to pass through and how this leads to the formation of shadows.
Attainment
target(s): 4. Differentiate between transparent, translucent and opaque materials and know their daily life usage.

Students should be able to:

Learning  describe what shadows are
Outcome:  give one reason to explain how shadows are formed
(Knowledge, Skills and
Attitudes)
 give one reason to explain why do the shadows disappear when there is no light
 test different materials to identify the ones that make shadows and share their findings.
Content and Teacher’s Activity Students’ Activity Time Learning Material and Resources Formative Assessment
(How are you explaining and demonstrating the (What are the students doing to help them understand the mins (What resources will you use that will Day to day assessment
topic? The teaching strategies/ methodology topic?) support the teaching and learning (How do you plan to assess
selected) activities?) learning as it is happening?)
 I’ll elicit pupil’s prior knowledge Engage: Solving riddles in small groups  6 clear plastic sheets Question and answers
about materials by asking riddles  6 frosted plastic sheets
 I’ll take feedback and will write  6 tracing papers
students’ responses against each  6 aluminum foil sheets
riddle. Picture study to describe shadows  https://www.youtube.com/
 I’ll paste a picture with shadows for watch?v=DDnCGqwOdv0
example shadow of a tree or a
building
 I’ll ask: What is a shadow? I’ll take Engage: Watching the video and discussing the Students’ responses
their responses on white board. answers to the given questions.
 I’ll play the video Mr. Bear's shadow  Why couldn't the bear get rid of his shadow?
and ask students to discuss the  Why did the shadow follow him wherever he
following questions in pairs. went?
 Building on their answers together as  Why did the shadow disappear at night? Criteria for assessing a
a class we’ll write a statement  Students will share their personal experiences shadow puppet:
explaining what are shadows and with shadows.  Puppet design was
how are they formed. (This statement Explore: creative, recognizable.
will be further tested through  Students will work in groups and carry out  Material selected was
experimentation) Activity 6.3 work bk. pg. # 93 and record their appropriate.
 I will divide them in groups and will findings on page 94.  Design included
ask them to discuss: ‘Which materials  Students will complete work bk. Pg. # 95 Q # 2, 3 movement of the
make the best shadows and why?’ individually. puppet to show
 Students will write their initial Explain: change in the shadow.
responses, carry out the investigation Students will share their findings and will revisit
and draw conclusions. their predictions.
Elaborate/ Challenge:
Based on their investigations students will select
materials that make dark shadows to design their
shadow puppets that will cast a dark shadow

1
 Beaconhouse School System

(resources will be provided to the students) ‘Try it

out’ IPS pg. # 142.
Exit tickets will be shared Students will write:
2 stars and a wish
Two things that they have learnt?
1 thing that they would like to find out?
How will you make the lesson inclusive?
A variety of strategies have been used to ensure that students’ needs are met. These include using riddles in pairs that helped me know any misconceptions that
students have. This was followed by a video story and then hands-on investigations. Needs of students with different learning styles are being met: auditory, visual and
kinaesthetic learners.
Also, using the formative strategy of two stars and a wish will let me know what students have learnt and what would they like to learn.
Use as many rows in the table as applicable – add rows if necessary
Lesson Evaluation
Strengths Areas for improvement
Identify a way forward to improve this lesson:

Sample Work Cards for riddles

I am a material that is used in windows and windscreens of cars.

What am I?

Which special group of materials do I belong to?

Why am I used there?

I am a material that is used in lampshades.

What am I?

Which special group of materials do I belong to?

Why am I used there?

2
 Beaconhouse School System

I am a material that does not allow light to pass through it.

What am I?

Which special group of materials do I belong to?

Why am I used there?

I am a material that is used in mineral water bottles.

What am I?

Which special group of materials do I belong to?

Why am I used there?

I am a material that is used in curtains.

What am I?

Which special group of materials do I belong to?

Why am I used there?