lesson two

observing shadows

science

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 play with their shadows and the shadows of their friends, trying to step on them or get away from them.

  • Students will experiment with light to further their knowledge of shadows.

DOMAIN 2: Physical Development and Health

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

  • Students will demonstrate body awareness by moving their bodies to change their shadows.

  • Students will demonstrate coordination and control of fine and gross motor skills by manipulating objects to form 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 recognize themselves as individuals with unique characteristics by observing their own shadows.

DOMAIN 4: Communication, Language, and Literacy 

How children understand, create, and communicate meaning.

  • Students will incorporate new vocabulary learned within the unit.

  • Students will use vocabulary relevant to observations and draw conclusions based on observations. 

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 discuss the effects of the sun, such as providing light and casting shadows.

lesson description

In this lesson, students will become mini scientists to find shadows, formulate hypotheses & test theories.

lesson rationale

Science is all about exploration and experimentation, things that come naturally to children (Piaget). Children possess the ability to learn about science and deserve the opportunity to take control of their learning experience to explore and understand the world around them (Larimore, 2020).

Larimore, R. A. (2020). Preschool Science Education: A Vision for the Future. Early Childhood Education Journal, 48(6), 703–714. https://doi.org/10.1007/s10643-020-01033-9

activity objectives

Students will be able to:

  • Students will be able to formulate a hypothesis.

  • Students will be able to examine their recorded findings.

connection to Next Generation ELA Prek Standards

  • PK.AL.1 Actively engages in play as a means of exploration and learning

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

  • PK.SCI.9. [P-PS3-1.] Plans and conducts an investigation to determine the effect of sunlight on Earth’s surface

language objectives

  • vocabulary acquisition

  • strengthen writing skills while recording findings

materials needed

  • Sunlight

  • Objects to form shadows (stationary: playground equipment, buildings, trees; movable: hula hoops, balls, fallen leaves)

  • Notebook to record findings

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

step by step

I will grab the children’s attention by presenting different photos of shadows, featuring my dog Louie & his best friend Remy. I will encourage a group discussion by asking open-ended questions such as:

  • What do you notice about the shadows in these pictures?

  • What do you think would happen if the light moved?

  • What clues make you think that?

  • What do you think would change about the shadows if it were nighttime? 

  • How can we find out if your idea is correct?

This group activity will take place outside on the playground, or somewhere where safe freedom of movement is available. I will locate a shadow and light source and model language to formulate a hypothesis and test my prediction (I try). I will encourage active involvement by having the students locate or create different shadows and record their hypotheses, testing methods and observations (we try).

A moveable light source will be set up in the science center of the classroom along with different objects. Children will be encouraged to continue formulating hypotheses about light and shadows. Children will be encouraged to continue to record their findings.

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

ASSESSMENT METHODS

pre-assessment

Students need the following knowledge & skills:

  • Observation skills

  • Descriptive language

  • Understanding of cause and effect

  • Fine and gross motor skills

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 students may know a hypothesis relates to science

  • Some students may know that a hypothesis is a guess

What do we want to know about formulating a hypothesis?

  • How can we make a hypothesis?

  • Why do we make hypotheses?

“What have we learned about light and shadows?”

  • We can use our ideas to make guesses about what might happen

  • We make hypotheses to understand how things work

student learning

The data will be collected through student sample work.

  • Observation & anecdotal notes from listening during class discussions

Differentiated Instruction…

for struggling learners:

  • Simplify language and model concepts

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

  • Provide more guidance through scaffolding

  • Create small groups based on strengths and learning styles

for learners who have mastered the concept:

  • Learners who have mastered the concept will be encouraged to make more advanced hypotheses, such as situations that involve multiple variables

  • Foster leadership skills by encouraging these learners to provide guidance for their peers

for learners with identified delays or disabilities:

  • Provide materials in different formats (braille, picture cards)

  • Simplify language

  • Provide individualized instruction

  • Make physical accommodations, like assisting a child with manipulating objects

  • Individualize goals and adjust activity requirements when it comes to recorded findings

for English Language Learners:

  • Provide vocabulary list in all home languages

Follow Up Activities

Go outside at different times of day and in various weather (sunny and cloudy) to observe shadows and make more predictions.

FAMILY ENGAGEMENT

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

  • Share photos from the activity. 

  • Engage families and encourage them to continue formulating hypotheses with their children.