Unit Plan Lesson #7

Outdoor Exploration of Shadows at Different Times of the Day

Student Name: Jennifer Sheridan

School Name:Hopewell Elementary School

Grade Level: 2nd Grade

Host Teachers Name: Ms. Harjes

Guidingand/or EssentialQuestions:
Why do our shadows change?
Why do our shadows sometimes look long and thin and other times look short and fat?
What role does the time of day play in our shadows appearance?
Pre-lesson Assignments and/or Student Prior Knowledge(ex. background knowledge,
possible misconceptions, prior lesson content)
The students will already be equipped with knowledge about natural sources of light, like the
sun. They will also have read the book Bear Shadow by Frank Asch where a bear was troubled
by his shadow always getting in the way and experienced misconceptions about why his shadow
differs during certain times of the day.
Standards:
5.2.2.C.3: When light strikes substances and objects through which it cannot pass, shadows
result. Present evidence that represents the relationship between a light source, solid object, and
the resulting shadow.
CCSS.Math.Content.2.MD.A.4
Measure to determine how much longer one object is than another, expressing the length
difference in terms of a standard length unit.
Learning Objectives and Assessments:
Learning Objectives
The students will observe that the closer the Sun is
to the horizon the longer the shadow will be
(morning/afternoon).

Assessment
Students will work with a partner to draw their
shadows with chalk in the early morning on a sunny
day and record it in their science journal
Teachers will assess the drawing in the journal for
depiction of a long skinny shadow

The students will observe that the sun casts the

smallest shadow nearest midday (noon) because the
Sun is near its highest altitude or distance from the
horizon.

The students will measure the lengths of the

shadows they make at both times of the day and
make comparisons.

Students will work with the same partner to draw

their shadows with chalk again near midday on the
same sunny day and record it in their science
journals. This time they will also write about how
the shadow has changed and why it has done so
Teachers will assess the drawing in the journal for
depiction of a short fat shadow and for the written
explanation of the role that time of day plays on the
changing of shadows
Students will work with their partner to measure the
shadows they created both early morning and
midday and record it in their science journals
Teachers will assess the students measurement
skills by observing them in action, discussing the
findings verbally, and reading the measurement they
each report in their science journal for accurate
larger measurement length early morning and
shorter measurement length midday

Materials/Resources:
Chalk
20 Shadow Drawing Worksheets for the Journal
Pencils
Clipboards
Different shaped blocks/objects
(6) Meter sticks or tape measures
Plan for set-up/distribution/cleanup of materials:
In order to ensure organization of the outdoor activities I will place all of the needed materials
into a cardboard box which the Lunch Luggers will carry outside for me. Each student will be
responsible for his or her own science journal as well as clipboard and pencil. The students will
be expected to cleanup all materials outside and return them to their proper place within the box.
Step by Step plan:
*Good morning boys and girls, today is going to be a little bit different than the rest of
the days because this lesson is going to have a early morning part and a midday part. This
morning since it is about 9 am we are going to quietly go outside bringing with us a
clipboard, a pencil, and our science journals. Can I have one or two of the Lunch
Luggers volunteer to carry the box of supplies for me? Everybody can line up and then
once we get outside we will huddle up and I will give further directions. *Students line
up and sing: When our hands are at our sides, were lined up straight and tall. Mouths

are closed, eyes look ahead. Then were ready for the hall.* Alright, I would like for
each person to choose a partner. When choosing that partner I would like you to think
about the behavior I desire from you, if you think maybe I shouldnt work with ______
because we usually get a little too silly I strongly encourage you to pick a different
partner to work with for the day. I really want to give you all the option to choose today
so make sure you show me that you can handle making this decision. Once you have
your partner, find a spot on the ground together with enough room away from any other
group. One partner will stand up tall and the other will trace his/her shadow for them,
once the shadow is traced make sure to trace your feet where you stood and write your
name in it and then switch. I will demonstrate with Ms. Jackie so pay nice and close
attention because we dont have much time. When both partners are traced, measure each
persons shadow and record it in your journals. If you stay focused and get this all done in
10 minutes without goofing around I will reward each group with some chips.
1. Lesson beginning: When it actually is the time for science during the day the students
will take out their science journals, a pencil, and their clipboards again. Good afternoon
now boys and girls, yesterday we read the book Bear Shadow where Bear found himself
to be a little wrong and confused about what was causing his shadow and why his shadow
was changing throughout the day. Turn and talk with a partner about what Bear needs to
know in order to help fix these misconceptions. 3,2,1talking is done. Great!
2. So who would like to tell me what their shadow looked like when we went outside this
morning? *call on volunteers* Lets make a tally who thinks that your shadow will
change from earlier until noon? *count number of raised hands* okay and who thinks that
your shadow will NOT change from earlier until noon? *count number of raised hands*
Can one of the NOT change group (if there is any) tell me why they think that their
shadow will not change from this morning until noon? *call on volunteers* Now can
someone from the will change group tell me why they think that their shadow will
change, how they think it will change, and/or what the cause of the change might be?
*call on volunteers* Im not going to say which group is right just yet because as
scientists these are our hypothesis so now we have to go outside and test them!
3. Lets line up quietly again and return to the same spot we were at this morning. Could
the other two Lunch Luggers grab the box of supplies this time? *Sing song: When
our hands are at our sides, were lined up straight and tall. Mouths are closed, eyes look
ahead. Then were ready for the hall.* Huddle up for quick instructions and then get
right to work with your partner again. Alright so this time you are going to stand exactly
where you drew your feet to be and your partner is going to choose a new chalk color to
trace your shadow with. You are going to draw what you see again but this time also
spend about 5 minutes writing about how your shadow changed and why. Make sure to
measure this shadow and record it on the worksheet again. If you finish early you may
take any of the shapes or objects from the box and trace the shadows they create.
4. When we get back inside take a seat and we are going to discuss what we observed.
First off, did your shadow change? *group response* Who can tell me how it changed?
*call on volunteers* Who can tell me why it changed? *call on volunteers. If we think
back to Bear yesterday remember that in the morning his shadow was very in the way and
just as big as he was but around noon it seemed to have almost disappeared. This is
exactly what happened to our shadows as well. In the morning the sun is very low in the
sky and therefore makes a longer and skinnier shadow and around noon the sun is very

high in the sky and therefore makes a shorter and fatter shadow. Who can tell me what
they think happens to your shadow late afternoon like right when you get home from
school? Would you like to try and it and let me know what you saw tomorrow?
5. Closure: Today we learned that the different angle and placement of the sun at
different times of the day impacts what our shadows look like and if they are even there
at all. Can anyone remind me of something they learned today? *calls on volunteers* At
what time of the day was your shadow tall and skinny? How about when it was short and
fat? *calls on volunteers* This afternoon after school try to remember to look at your
shadow when you get off the bus or walk home and let me know what it looks like.
Tomorrow we are going to focus a little bit more on the idea of distance when it comes to
shadow creating.
Key Questions:

What does your shadow look like in the morning?

Do you think your shadow will change from now until noon? Why or why not?
How do you think it will change? What might be the cause of the change?
What does your shadow look like at midday?
What was the change in length from morning to noon?

Logistics:
Timing:
*Early morning outdoor trip: (9am): 15 minutes*
Lesson beginning: 10 minutes
Midday outdoor trip: (noon): 25 minutes
Discussion of observation: 5 minutes
Closure: 5 minutes
.
Transitions:
This lesson will have a lot of transitions especially between outdoors and indoors. Once back
inside of the classroom the students will stay at the carpet for the remainder of the lesson, taking
with them their clipboards if necessary.
Classroom Management:
Since this activity is going to be very fun the students might get a bit active/off task especially
when going outside. I will explain to them in the lesson beginning that if they want to do the fun
activities planned then they will have to do what is expected of them and behave like the
scientists that they are. Another important management skill I will be using for this lesson
because there will be multiple instances of traveling down the hallways is the song Ms. Harjes
taught them that they sing before entering the halls. Along with these tactics I will utilize the
basic tactics I have been using all semester like quiet symbols, clap patterns, 1,2,3 all eyes on

me, a popsicle stick cup of names, turn & talk with 3,2,1 talking is done, and any others when
necessary.

Differentiation
This lesson is going to be very high energy so most of the differentiation is going to be in
behavior management and strategically making buddy pairs for the partner activities. The
students might have trouble with the measurement aspect but the 3 teachers will be walking
around to offer help and the partners will be able to work together and help one another out. The
students are completing all of the activities together so there shouldnt be any early finishers but
if there are when working outside I will have a bunch of blocks or shapes I will provide the
students with that they can make shadows with to occupy their time until the rest of the class
finish up.

Shadow Drawing
Directions: You will go outside on a sunny day once in the morning and once in the
afternoon. In the morning you will partner up and trace with chalk where your feet are
(where you will write your name) and your partner will trace the outline of the shadow you
make at each time of the day standing in the same spot both times. What do you notice is
different between the shadow outlines at each time of the day?

Time: ______________

Time: ______________

Length of shadow: ___________

Length of shadow: ___________

I observed my shadow change because