Read the book What Makes a Shadow? Tell students that they need to listen carefully to find out whether their current ideas and observations about shadows are correct. As you read the text, call attention to the illustrations. When you have finished the book, have students compare their recorded prior knowledge and observations with the information you have just read to them. Ask students to provide evidence from the book by Bulla that either confirms or refutes their prior knowledge and observations.
Distribute the Shadow Watching handout and ask students to complete the handout for homework. Using several examples, model for students how they should draw an object, its shadow, and the position of the light source.
Session 2: Changing Shadows. Also read the page opposite the poem, which describes how shadows change when the light source is moved. Note: If this book is not available, continue directly to the questions in Step 4. Pose the following questions: Do shadows change? What happens to your shadow when you get close to the light? What happens to your shadow when you move away from the light? Ask students to make predictions regarding these questions and record them on chart paper with the heading, "Do Shadows Change?
Divide the class into groups of three. In each group, assign one student to be the recorder, one student to be in charge of the flashlight, and one student to be the model. Explain to students that they will be conducting an experiment based on the information you have just discussed.
Darken the room by turning off the lights and shading the windows if possible. The student with the flashlight will cast the light on the model, causing a shadow to appear on the wall. The student with the flashlight will move closer to the model and then move farther away from the model.
The recorder will write down the group's observations during this experiment. Turn the room lights back on and bring the class together to share their observations.
Compare their observations to their predictions recorded on the "Do Shadows Change? Record any new understandings and observations on the "Shadow Facts" chart started during Session 1.
Session 3: Bringing Science Knowledge to Fiction. Review all the facts students have acquired about shadows by asking them to share what they have learned. If necessary, remind students that Shadows are formed when light cannot pass through an object. The position of the light affects the direction of the shadow. Shadows are created on the side of the object opposite the light source.
Shadows change size according to the position of the light source i. Tell students that you are going to read them a story that involves shadows, and that you will ask them to use their knowledge to predict the outcome of the story.
Ask students to predict whether Woodchuck or Rabbit will end up with the hat at the end of the story. Have students write down their predictions and the reasons why they believe they are correct, citing knowledge they have learned about shadows. Remind students to refer to the "Shadow Facts" chart to help support their predictions. Have students share their predictions and tally their responses on the board.
Read the rest of the story. Have students discuss the results. Add any new understandings to the "Shadow Facts" chart. Session 4: Shadow Race. Guide students in formulating two alternative hypotheses: a. The shadow will win the race when the sun is behind me.
The shadow will lose the race when the sun is behind me. Ask students which hypothesis they believe to be correct and why. Have them discuss their reasoning.
Make a tally of how many students believe each hypothesis. Take students out to the playground to test the hypotheses.
Explain that they are going to race their own shadows, and they will need to observe whether their shadows cross the finish line ahead of them or behind them. Have students line up side by side with the sun behind them and race to a line across the yard.
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Modeled writing allows our readers to see the connections between the spoken word and written word. What we say, we can write.
What we write, we can read. Classroom Video: Student Inquiry. I will guide my students questions by saying, Boys and girls we can move our objects and move the light source.
Do you wonder what will happen if we do that? Please share your questions with your turn and talk partner. These are the "wonderings" I will try to guide my students to ask:. Our next step is to do some research. You will have to work on the computers to learn about shadows. Your job is to use the game on your computer to learn about shadows to help you make a hypothesis.
Remember a hypothesis is a lot like making a prediction. You have to use what you already and the new research to help you form a smart guess. I allow them to play for about five minutes and bring them back to our meeting area. Classroom Video: Conferencing. Boys and girls let's add our hypotheses to the Investigation Worksheet. I ask each question and record student thinking to our worksheet on the Interactive Whiteboard.
In this exploration the students work with their workshop partners. I pass out a tray to each partnership. The tray has one flashlight, one opaque object and a student copy of our Investigation Worksheet. Today you and your partner will be given a tray with one flashlight, a colored transparency and one opaque object IMAGE of trays.
Your job is to work with your partner to figure out a way to answer our questions. You get to make your own investigation with these tools to discover how a shadow changes when the properties brightness, position, distance of a light source are changed.
You job is to investigate all of our questions on our Investigation Worksheet. I darken the room by turning off the lights and shading the windows. The student with the flashlight cast the light on the model, causing a shadow to appear on the wall, folder or cabinet.
The students have to work together to create a way to answer the above questions. As my students are working I walk around and confer with each student naming and noticing the smart thinking happening. Conferring is the process of listening and recording the work the student or students are doing and then compliment the work. As I listen, I research a teaching point and then work to provide clarification through questioning, modeling and re-teaching.
My goal is to use questioning to guide my students to move the object or the light source and notice the change. I might say, "Did you try to put the object close the light source? I record my observations on science recording sheet and use this data to drive my teaching.
I turn the classroom lights back on and bring the class together to share their observations with their turn and talk partners. The strands of science proficiency involve students to participate productively in scientific practices and discourse. In other words our students need to be able to think science and talk science. I have my students talk about their observations with their turn and talk partners.
I ask my students, "What did you learn? I ask the students to show their results by turning the lights back off and allowing them to prove their findings. Science and Engineering practice 8 requires our students to obtain, evaluate and communicate information. By students sharing their evidence and explaining results students are allowed to engage in scientific reasoning.
My students will communicate information about a shadows using a model. We make the light dimmer and brighter, move the object forward and backward and move the light up and down. As each action is completed we record our findings on our Investigation worksheet and I add the science vocabulary that supports this learning: position, distance, brightness.
After the results, my students talk about their own investigations and determine whether their hypotheses are correct. We record our findings on our Investigation Worksheet. I am sure to tell my students, Remember it is good to recognize when your hypothesis is wrong because scientist discover things every day by discovering what doesn't work. The Science and Engineering Practice 4 asks students to analyze data. At the K-2 level this involves students collecting, recording, and sharing observations.
In this lesson the students are recording information, thoughts and ideas in their science journals. I send my students back to their science journals and ask them to write about our investigation today. I ask, "What did you learn today? I tell them to use information from their recording sheet to help with their scientific writing.
I am looking for answers that include words like shadow, big, small, light, dark, etc.
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