Identifying the sun as a source of light by observing shadows.
Summary
In the field activities and exploring in the learning center students will investigate shadow and realize that the sun is a source of light. Students will go outside on a sunny day to find and make shadows and conclude that the sun is a source of light.
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Learning Goals
This activity is designed so that students will use critical thinking skills and observations to experience shadows and learn that the sun is a source of light. Students will make observations, record data, analyze the data, and express their understanding of the sun as a source of light by drawing and writing in their science journals, completing/creating a data sheet and sharing results.
Vocabulary:
shadow, sun, source, observation
Vocabulary:
shadow, sun, source, observation
Context for Use
These shadow activities are designed for a class of kindergarten students. The activities listed below are to be completed in the field on sunny days, on one overcast day, and during one night or in a darkened classroom. The light and shadow learning center is in the classroom.
Time needed: two 30 to 40 minute sessions and one 10 minute session
Time needed: two 30 to 40 minute sessions and one 10 minute session
Description and Teaching Materials
Activity Description:
Materials needed for field activities:
Science journal, pencil, classroom manipulative, shadow data sheet
Materials needed for learning center:
Flashlights, overhead projector, classroom manipulatives/supplies, animal shapes cut from card stock and attached to craft sticks
Activity 1
Observation and Exploration of Shadows
Before taking students outside on a sunny day discuss why the sun is important. (It provides heat and light).
Tell the class that they will be learning about shadows. Have them look for shadows in the classroom. Have the students get their science journals and draw a picture with a shadow. Have them write the date on the drawing and write shadow on the page.
Take students outside to a grassy area on a sunny day. Have the students look at their shadow. After a few minutes have the students sit in a circle and share their observations about their shadow.
Have the students go to various areas of the school. Have them look for things that are making a shadow. Find the biggest shadow, smallest shadow, a fat shadow, a skinny shadow, two shadows that are touching, etc, in the area.
Ask: How come some shadows are big and some are small? Does everything make a shadow?
When standing up and looking at your shadow, where is your shadow attached to you? (at your feet or whatever part is touching the ground)
Take the students to a shaded area where they are under the shade of a tree or building and ask them to make observations about shadows. After a few minutes of exploration have the students come to the circle.
Have students share their observations.
Ask:
Where is our shadow now?
What is needed to make a shadow?
When do we 'use' a shadow?
Extension: Have students make their shadow into different letter shapes and numbers.
Activity 2 What do we need to be able to see a shadow?
Students will go out on an overcast day and be able to state why they cannot see their shadow as they did on the sunny day.
How much light is needed from the sun to be able to see our shadow?
Activity 3
Students will go outside at various times of the day to draw the shadow of the manipulative they selected.
Procedure:
Have students select a classroom manipulative that is no larger than their hand.
Show the class the shadow data sheet and how to record their observations. The data sheet is a piece of white construction paper that is divided in half on each side and then numbered 1, 2, 3 and 4. The teacher will supply the question: What do we need to be able to see a shadow? This will be pasted onto the data sheet. In box number one have the student write morning, box two noon, box three afternoon, and box four night.
Take the students outside as early in the school day as possible, around noon and just before going home. Have students place their manipulative in the boxes at the various times of day. Have the students draw the shadow of the manipulative. For box four, night, take the students into a dark room and have this room represent night or send the data sheet and a note home to parents explaining that the students need to go outside in a dark area and draw the shadow of the manipulative before going to bed. This areas should not be near a man-made light source and that the objective of the lesson is to learn that the sun is a source of light. (A night with no or little moonlight would be best)
The next day during science have the students share their shadow drawings and share what they learned by using the sentence.
I claim that _______________________ because ___________________________.
Example: I claim that the sun is a source of light because when sunlight is blocked by an object a shadow is cast and at night there are no shadows.
Students fold and glue or tape the data sheet into their science journal.
Books on Shadows:
Bear Shadow by Frank Asch
It's Groundhog Day by Steven Kroll
Me and My Shadow by Arthur Dorrous
Extension:
An art project: using an overhead projector as the light source, making a shadow silhouette of each student's head. Trace the shadowed outline of the student's head onto black construction paper, cut out and glue onto white construction paper.
Learning Center:
Materials: flashlights, classroom manipulatives/supplies, overhead projector, animal shapes cut from card stock and attached to craft sticks.
At the learning center:
Encourage students to make different sizes of shadows with the same object.
Place items on the overhead and have a friend identify the object by the shadow.
Make shadow shapes using their hands and body.
Students can share their discoveries.
Materials needed for field activities:
Science journal, pencil, classroom manipulative, shadow data sheet
Materials needed for learning center:
Flashlights, overhead projector, classroom manipulatives/supplies, animal shapes cut from card stock and attached to craft sticks
Activity 1
Observation and Exploration of Shadows
Before taking students outside on a sunny day discuss why the sun is important. (It provides heat and light).
Tell the class that they will be learning about shadows. Have them look for shadows in the classroom. Have the students get their science journals and draw a picture with a shadow. Have them write the date on the drawing and write shadow on the page.
Take students outside to a grassy area on a sunny day. Have the students look at their shadow. After a few minutes have the students sit in a circle and share their observations about their shadow.
Have the students go to various areas of the school. Have them look for things that are making a shadow. Find the biggest shadow, smallest shadow, a fat shadow, a skinny shadow, two shadows that are touching, etc, in the area.
Ask: How come some shadows are big and some are small? Does everything make a shadow?
When standing up and looking at your shadow, where is your shadow attached to you? (at your feet or whatever part is touching the ground)
Take the students to a shaded area where they are under the shade of a tree or building and ask them to make observations about shadows. After a few minutes of exploration have the students come to the circle.
Have students share their observations.
Ask:
Where is our shadow now?
What is needed to make a shadow?
When do we 'use' a shadow?
Extension: Have students make their shadow into different letter shapes and numbers.
Activity 2 What do we need to be able to see a shadow?
Students will go out on an overcast day and be able to state why they cannot see their shadow as they did on the sunny day.
How much light is needed from the sun to be able to see our shadow?
Activity 3
Students will go outside at various times of the day to draw the shadow of the manipulative they selected.
Procedure:
Have students select a classroom manipulative that is no larger than their hand.
Show the class the shadow data sheet and how to record their observations. The data sheet is a piece of white construction paper that is divided in half on each side and then numbered 1, 2, 3 and 4. The teacher will supply the question: What do we need to be able to see a shadow? This will be pasted onto the data sheet. In box number one have the student write morning, box two noon, box three afternoon, and box four night.
Take the students outside as early in the school day as possible, around noon and just before going home. Have students place their manipulative in the boxes at the various times of day. Have the students draw the shadow of the manipulative. For box four, night, take the students into a dark room and have this room represent night or send the data sheet and a note home to parents explaining that the students need to go outside in a dark area and draw the shadow of the manipulative before going to bed. This areas should not be near a man-made light source and that the objective of the lesson is to learn that the sun is a source of light. (A night with no or little moonlight would be best)
The next day during science have the students share their shadow drawings and share what they learned by using the sentence.
I claim that _______________________ because ___________________________.
Example: I claim that the sun is a source of light because when sunlight is blocked by an object a shadow is cast and at night there are no shadows.
Students fold and glue or tape the data sheet into their science journal.
Books on Shadows:
Bear Shadow by Frank Asch
It's Groundhog Day by Steven Kroll
Me and My Shadow by Arthur Dorrous
Extension:
An art project: using an overhead projector as the light source, making a shadow silhouette of each student's head. Trace the shadowed outline of the student's head onto black construction paper, cut out and glue onto white construction paper.
Learning Center:
Materials: flashlights, classroom manipulatives/supplies, overhead projector, animal shapes cut from card stock and attached to craft sticks.
At the learning center:
Encourage students to make different sizes of shadows with the same object.
Place items on the overhead and have a friend identify the object by the shadow.
Make shadow shapes using their hands and body.
Students can share their discoveries.
Teaching Notes and Tips
Common areas of confusion may include that all light, natural and artificial, can cause shadows to be formed. When doing the activity on day two and if the students are assigned to complete the data sheet at night, it may be best to have students take home a separate piece of paper that is labeled night as some students may not bring the data sheet back. I have not done shadows in my kindergarten classroom in the past and am looking forward to adding it to my earth science curriculum.
Assessment
Assessment can be done during the activities by assessing the student's ability to share and answer questions.
In their science journals have the students draw and write about the sun as a source of light.
In their science journals have the students draw and write about the sun as a source of light.
Standards
Kindergarten
K - 5 Earth and Space Science
Substrand
2. Interdependence Within the Earth System
Standard
2. Weather can be described in measurable quantities and changes from day to day and with the seasons.
Code
0.3.2.2.2
Benchmark
Identify the sun as a source of heat and light.
For example: Record the time of day when the sun shines into different locations of the school and note patterns.
K - 5 The Nature of Science and Engineering
Substrand
1. The Practice of Science
Standard:
2. Scientific inquiry is a set of interrelated processes used to pose questions about the natural world and investigate phenomena
Code:
0.1.1.2.
Benchmark:
Use observations to develop an accurate description of a natural phenomenon and compare one's observations and descriptions with those of others.
K - 5 Earth and Space Science
Substrand
2. Interdependence Within the Earth System
Standard
2. Weather can be described in measurable quantities and changes from day to day and with the seasons.
Code
0.3.2.2.2
Benchmark
Identify the sun as a source of heat and light.
For example: Record the time of day when the sun shines into different locations of the school and note patterns.
K - 5 The Nature of Science and Engineering
Substrand
1. The Practice of Science
Standard:
2. Scientific inquiry is a set of interrelated processes used to pose questions about the natural world and investigate phenomena
Code:
0.1.1.2.
Benchmark:
Use observations to develop an accurate description of a natural phenomenon and compare one's observations and descriptions with those of others.