Kristin Shelton

ELED 3221
3/17/2015
edTPA Indirect Instruction Lesson Plan Template
Shadows
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Central Focus/Big Idea: Recognizing differences in shadows based on the suns position.
Subject of this lesson: Shadows
Grade Level: 3rd
NC Essential Standard(s):
3.E.1.2

Recognize that changes in the length and direction of an

objects shadow indicate the apparent changing position of
the Sun during the day although the patterns of the stars in
the sky, to include the Sun, stay the same.

Next Generation Science Standard(s): What K-5 performance expectation is addressed?

Please list the full code (i.e. K-PS2-1) and the statement. The NGSS are located here:
http://www.nextgenscience.org/next-generation-science-standards.
21st Century Skills: Communication- Students demonstrate understanding and explain their
reasoning.
Academic Language Demand
Language Function: Students describe shadows in relation to the position of the sun.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: sun, shadows, light, observations, cast

Instructional Objective: Students will be able to explain how the position of the sun effects a
shadows length and direction. They will explain how knowing the length and direction of a
shadow can help decide where the sun is.
Prior Knowledge (student): Students have learned about the solar system, including the sun,
which produces shadows.
Content Knowledge (teacher): Shadows are formed when an object blocks the sun. The light
cannot go through the object, so the sunlight shines around it, forming a shadow. The higher the

sun is in the sky, the shorter the shadow is; the lower the sun is, the longer the shadow is.
Shadows are formed on the opposite side of the sun.
Accommodations for special needs (individual and/or small group): Have students write
definitions of the vocabulary (sun, shadows, light, observations, cast). Write the definitions on
the board for students to copy in their science/social studies journals.
Materials and Technology requirements:

Computer
Link http://www.scootle.edu.au/ec/viewing/L756/index.html
Shadow Observation worksheets (one per student)

Total Estimated Time: 2 days

Source of lesson:
Website: http://www.scootle.edu.au/ec/viewing/L756/index.html
Shadows Observation worksheets came from Ms. Griffin
Safety considerations: Tell students not to look at the sun because it can hurt their eyes.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: Ask students:

Where have you seen shadows?

Can you give any examples of something that casts a shadow?
What do you think causes a shadow to form?

Explore: On day 2, students will do a Shadow Observation worksheet. The class will go outside
three times a day (once in the morning, once before lunch, and once at the end of the day) to
observe a shadow of a pole. They will describe the shadow and draw it. Throughout the day they
will observe if the shadow has changed length or direction.
Based on their observation of the shadow, they will decide where the sun is (i.e. high/low,
left/right of the pole)
Have students share their findings.
Ask:

Did the shadow stay the same or change throughout the day?
What changed about it? (length, direction)
What made the shadow change?
Where do you think the sun was in the morning/afternoon?

Explanation:
1. Go to the Light and Shadows interactive http://www.scootle.edu.au/ec/viewing/L756/index.html.
Students will hear how sunlight forms shadows and how it changes the shape and direction of
them.
2. Review once more how the sun casts shadows and how it effects the shape and length.
3. Ask:
When the sun is high in the sky, are shadows long or short? (Long)
What about when it is low? (Short)
Do shadows form on the same side the sun is shining or the opposite? (Opposite)
4. Discuss the vocabulary words (sun, shadows, light, observations, cast) with the students. Ask
what each word means, then write the definition of each one on the board. Students will copy
them and write them in their science/social studies journals.

Elaborate:
1. At the end, there is an activity. Choose objects to discover the shadows each object makes. Move
the sun to show how they change at different times of the day. Ask questions like, If I move the
sun to the left, which side will the shadow be on?
2. Click on Matching Shadows quiz. Do groups 2 and 3 with the class.
3. When choosing their answers, ask:

Which side is the sun on?

Which side should the shadow be on?
Is the sun high or low?
Is the shadow going to be long or short?

Evaluate:
Formative assessment: Do the interactive quiz together as a class. Ask students questions to
make sure they understand how to decide the answers.
Students will do the Shadows Observation worksheet to turn in. Based on their observations of
the shadow, they will decide where the sun is.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________