Name of Teacher Candidate: Madison Durrence Date: March 29, 2018

Grade Level:
Prekindergarten

Lesson Title:
Shadows Big and Small

Curriculum Areas Addressed:

Literacy and science

Time Required: Instructional Groupings:

40-60 minutes I will be using a a whole group of heterogeneous
students. These students will be of different cognitive,
social, emotional, and physical developmental stages. I
will also be using heterogeneous groups of students in
centers. Some students can identify all of the letters in
the alphabet and some students cannot. Some students
interact socially with all of their peers, while some sit
quietly.

Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each of
the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

Science:
CD-SC1 The child will demonstrate scientific inquiry skills.
CD-SC1.4d: Experiments, compares and formulates hypotheses related to scientific properties.

Literacy:
CLL5: The child will acquire meaning from a variety of materials read to him/her.
CLL5.4d: Makes real-world connections between stories and real-life experiences.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)

“Why are some shadows bigger than other shadows?”

“Why are some shadows smaller than other shadows?”

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

Students should be able to compare and contrast shadows of different sizes. Students should be able to compare and contrast
large and small shadows. Students should be able to match large shadows with large objects and small shadows with small
objects. Students should be able to identify what shadow matches what object.

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area.
These may be derived from the standards.)

Big, small, shadow, Sun, rotation, Earth, matching, light, dark, moon, compare, and contrast.
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse, syntax)
is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary
understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary understanding:
reading, writing, listening, or oral language.)

The students will participate in learning tasks that will require them to demonstrate the disciplinary understanding of listening,
oral language, and reading. The students will demonstrate the disciplinary understanding of listening by listening to a read aloud
centered around the topic of shadows. The students will demonstrate the disciplinary understanding of oral language because
they will communicate on the topic of shadows and participate in oral discussion centered around the topic of shadows.

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)

NA

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives? How
will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)

Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each
learning objective should be assessed. DO NOT restate the learning objective.)

The teacher will use formative assessment strategies in this lesson. One assessment strategy that will be used is having the
students identify the different shadows of different shapes and objects of all different sizes.

The teacher will keep an observation sheet and checklist to check for student responses and acquired knowledge throughout
the lesson. This will assess student knowledge through conversation.

The students knowledge of what shadow matches what object will be assessed by having the students play a guessing game
where the students will match the appropriate object to the appropriate shadow outline.

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about
the learner’s degree of success on an assessment.)

The teacher will evaluate student success by having the students show me thumbs up if they understand information/know the
answer, or thumbs down if they do not understand/do not know the answer. If more than 90% of the students show me thumbs up,
we will move forward. If 70-80% of the students show me thumbs up, then the class still needs help so we will continue to review.
If 70% or less of the students show me thumbs up then the teacher will reteach the lesson.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)

Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)

The attention getter of this lesson will be to have the students look at a photo of three shadows, each of a different size, and
decide which shadow is larger/smaller.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

This lesson will be introduced by explaining to the students that some shadows are larger than others and some are smaller. The
students will also travel outside to see their shadows at the beginning of the lesson. This will allow the students to see the
difference between their shadows in the morning and their shadows in the afternoon.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as
well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)

• The teacher will show the students a photo of three shadows against a brick wall.
• The teacher will ask the students which shadow is larger and which shadow is smaller.
• The students will tell the teacher which one they think is smaller or larger and why. This will allow students to look at an image
of the topic and give an explanation.
• The teacher will explain the difference between objects of different shapes and sizes to the students.
• The teacher will read “Playing with Light and Shadows” by Jennifer Boothroyd to the students. This will strengthen the
students’ literacy development.
• The class will then break into small groups and the teacher will explain the directions for the activity.
• The teacher will place four pictures on the ground and four black images that match the picture. The teacher will ask the
students to match the object to the tracing or shadow.
• The students will match the object to the shadow to the best of their ability. This will allow the students to use critical thinking
skills to decide what an object’s shadow might look like.
• The teacher will guide the students through this activity and help them when needed.
• The teacher will then take the whole group of students outdoors to see their shadows have changed due to the time of day
and Earth’s rotation around the sun.
• The class will go back inside and have an oral discussion about their outdoor discoveries.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)

For the closure of this lesson, the students will travel outside to examine their shadows from the previous day and recall the
difference between what their shadows looked like in the morning and what they look like during midday. This will promote
cognitive development because it will allow the students to experience first hand what shadows look like outdoors. It will allow
the students to make connections that they should easily remember. The students will then come back inside and have an oral
discussion about their discoveries.

Instructional Supports

Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)

Chalk, images of duck, car, beach ball, and cube.

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)

https://www.naeyc.org/resources/blog/what-shadow

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

This lesson connects to John Dewey’s theory of learning from experience because it allows the students to participate in
activities such as traveling outside to observe their chalk outlines of their shadows, and use the interactive smart board to match
shadows to the appropriate sized object. This lesson connects to Jean Piaget’s theory that biological maturation and
environmental experience effect development because it allows students to travel outside and use objects in the outside
environment (the sun) to increase learning and development. Curiosity of the topic will promote the students wondering,
puzzling about something, playing with ideas, and following intuition to see what happens. Blooms Taxonomy evaluation of
shadows will be used here by having students compare and contrast the difference in big and small shadows. Questions such as
“Look at _____’s shadow and ____’s shadow, why is one shadow larger than the other?” and “How are the shadows alike and
different?” will be asked. Bloom’s Taxonomy knowledge of shadows will be tested because students will need to know what a
shadow is to further answer this question. Questions like “what is a shadow and how is it made?” will be asked to help the
students recall previous knowledge. Spacial and naturalist intelligence will be used throughout this lesson by having the students
go outdoors and observe their outdoor environments. Bodily/kinesthetic intelligence will be used throughout this lesson by
having the students participate in movement games.

Connections to Technology and/or the Arts:

Technology will be used in this lesson because the book “Playing with Light and Shadows” by Jennifer Boothroyd will be
displayed on the interactive smart board using a website titled “Epic!”.

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

I collaborated with the grade level coordinator to make sure that this lesson appropriately coincides with what the other
teachers are implementing in their classrooms. I collaborated with my host teacher Gloria Johnson to decide on a topic for my
integrated mini unit. I collaborated with my host teacher Gloria Johnson to decide on books to read to the class. I collaborated
with a cohort student; Annie Mason to strengthen lesson plans and work on ideas. I collaborated with a cohort student; Hunter
McDaniel; to strengthen lesson plans and work on ideas. I collaborated with my parapro on ideas for shadow activities.