lesson three

measuring shadows

math

timeframe: 20 minutes

supporting the FIVE DOMAINS OF CHILDHOOD DEVELOPMENT

DOMAIN 1: Approaches to Learning

How children become involved in learning and acquiring knowledge.

  • Students will experiment with objects and test theories through exploration.

  • Students will exhibit curiosity by asking “why” and “how” questions during the activity.

DOMAIN 2: Physical Development and Health

Children’s physical health and ability to engage in daily activities, both outdoors and inside.

  • Students will demonstrate hand-eye coordination by using measuring tape to measure shadows.

DOMAIN 3: Social and Emotional Learning

The emotional competence and ability to form positive relationships that give meaning to children’s experiences.

  • Students will demonstrate social skills through turn-taking.

DOMAIN 4: Communication, Language, and Literacy 

How children understand, create, and communicate meaning.

  • Students will communicate understanding of observations using relevant vocabulary.

DOMAIN 5: Cognition and Knowledge of the World (Mathematics, Science, Social Studies, Arts)

What children need to know and understand about their world and how they apply what they know.

  • Students will identify measurable attributes of the objects and shadows.

  • Students will sort shadows by measurable attributes (shortest to tallest).

lesson description

In this lesson, students will be introduced to standard & non-standard measuring tools to measure shadows.

lesson rationale

Because math is fun! It is important to instill a love for math early on. Research suggests that early exposure to math in play-based developmentally appropriate ways will help prepare them for success with math later in their education (Lewis et al., 2015). By giving our students opportunities to have success in mathematical problem solving in early childhood, we will help to build their confidence, which will follow them through their education.

Lewis Presser, A., Clements, M., Ginsburg, H., & Ertle, B. (2015). Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum. Early Education and Development, 26(3), 399–426. https://doi.org/10.1080/10409289.2015.994451

activity objectives

Students will be able to:

  • demonstrate measuring by using standard and non-standard units of measure.

  • examine their recorded findings.

connection to Next Generation ELA Prek Standards

  • PK.PDH.5. Demonstrates eye-hand coordination and fine motor skills

  • PK.AC.3 Demonstrates understanding of what is observed

  • PK.MATH.10. [NY-PK.MD.1.] Identifies measurable attributes of objects, such as length or weight, and describes them using appropriate vocabulary

language objectives

  • vocabulary acquisition

  • strengthen writing skills while recording findings

materials needed

  • Light source

  • Various objects (example: toy dinosaurs, cars, dolls, legos)

  • Standard and non-standard measuring tools

BONUS: Use a camera or smartphone to capture images of the activity to make the experience more memorable & shareable with families.

EXTRA CREDIT: Introduce a digital measuring tool with supervision to demonstrate measuring large distances, for instance a shadow cast across the entire room!

step by step

I will begin by putting on my “special glasses” and asking the children if they can help me sort through some supplies I brought. I will then pass around different measuring tools for them to hold and look at, asking them if they can identify any of the tools or if they have ever seen or used any of the tools before. Supplies will include both standard and non standard measuring tools, such as a child-friendly measuring tape, ruler, string, and blocks. I will also show them how we can even use our own body parts as measuring tools, such as our feet and hands.

I will have a table set up with a light source in the center of the group circle. I will have various objects, selecting one with which to demonstrate first. I will place the object on the table, casting a shadow with the light source. I will model measuring with various tools (I try), then ask them to participate (we try). 

Children will be encouraged to select an object and a measuring tool. They will be asked to place their object on the table in front of the light source and use their selected measuring tool to measure the shadow cast. 

Children will be provided with a document to record their findings and will be encouraged to examine their findings. Language will be modeled such as “bigger / smaller, longer, shorter.”

A light source will be set up at each small table (groups of 4 children) with different objects and measuring tools. Children will be encouraged to continue measuring shadows using standard and non-standard tools and recording their findings.

Large group discussion to reflect on what was learned and observed.

ASSESSMENT METHODS

pre-assessment

Students need the following knowledge & skills:

  • Number concepts

  • Fine motor skills

  • Comparisons

understanding activity objective

A KWL chart will be used to assess knowledge and growth within the lesson. 

What do we know about formulating a hypothesis?

  • Some children may understand concepts of comparing sizes.

What do we want to know about formulating a hypothesis?

  • What are units of measure?

  • What are standard measuring tools?

  • What are non-standard measuring tools?

  • How can we use measuring tools?

  • How can we use our own body to measure things?

“What have we learned about light and shadows?”

  • How to use standard and non-standard measuring tools.

  • How to record & examine findings of measurement.

student learning

The data will be collected through student sample work.

Observation & anecdotal notes from listening during class discussions.

Differentiated Instruction…

for struggling learners:

  • Varied measuring tools will be offered, such as rulers, soft tape measures and non-standard tools like string or blocks.

  • Create small groups based on strengths and learning styles.

  • Use visual aids like pictures of objects casting shadows to accommodate visual learners.

  • Focus on comparing shadow sizes versus insisting children provide precise measurements.

for learners who have mastered the concept:

  • Students who have already mastered the concept of measuring may be challenged by asking them to measure shadows at different times of day.

for learners with identified delays or disabilities:

  • Allow flexibility in accuracy so each child may experience success

  • Be accommodating to sensory processing issues by providing measuring tapes in various materials 

  • Use larger or high-contrast measuring tools for children with visual impairments

  • Use tactile cues or physical guidance

  • Collaborate with related service providers

for English Language Learners:

  • Provide vocabulary list in all home languages

  • Engage families and ask them what words they use to describe measurement and what units of measure they use (incorporate these into the lesson)

Follow Up Activities

Set up a light source in the classroom with various objects and encourage students to continue measuring and recording their findings.

FAMILY ENGAGEMENT

  • Send home a copy of the lesson description and vocabulary list from the unit.

  • Share photos from the activity of their child measuring shadows. Encourage them to continue measuring shadows seen at home. 

  • Send measuring tape home with each child so they can practice measuring objects and shadows at home.