Lesson Plan: Seven* Adapted from Villis (2014).

Title of Lesson: Moving shadows Year: 3

Prior Learning and Rationale: This lesson plan follows the students exploration of the Earths rotation and aims
to build and extend upon this knowledge by incorporating observable features of the relationship between the sun
and earth. Shadow exploration is an ideal starting point to extend students learning in this area (Charlesworth &
Lind, 2013).
Outcomes & Indicators
(For English outcomes see Curriculum links section in website)
Science:
"ST2-9ES: describes how relationships between the sun and the Earth cause regular changes" (BOSTES NSW, 2012c, p. 55).
"Observe and record changes in the length and direction of a shadow during the day to show how the movement of the
Earth around the sun can be used to measure time, e.g by using a shadow clock or sundial" (BOSTES NSW, 2012c, p.
55).
"ST2-5WT: Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions
that address specific design criteria" (BOSTES NSW, 2012c, p. 52).
"Using creative thinking techniques, including brainstorming, mind-mapping, sketching and modelling" (BOSTES NSW,
2012c, p. 52).
PDHPE
GSS2.8 Participates and uses equipment in a variety of games and modified sports (BOSTES NSW, 2007, p. 28).
Demonstrates a range of skills in practices and modified games (BOSTES NSW, 2007, p. 28).
Practises and refines movement skills in a variety of games (BOSTES NSW, 2007, p. 28).

Whole class objective:

For the children to describe how relationships between the sun and earth cause regular and noticeable changes by
observing and recording changes in the length and direction of their shadows after a lapse in time
Resources & Equipment:
Classroom organisation:
See
Experience needs to occur during two separate time frames (i.e. morning and
resource
afternoon).
section
Introduction and body: To occur outside. Educator needs to ensure there is a space
of
for students to sit in the shade during instructions. Smooth paved area is needed for
website
the body (Basketball court would be ideal)
Conclusion: In classroom, students seated on floor.
CAUTION: Students should be advised about the dangers of looking directly at the
sun.
Lesson development:
Introduction: instruct the students to get into pairs to play a game of shadow tag. The students need to decide
with their partner who is it and has to attempt to tag their partners shadow. Students swap roles once they have
successfully tagged their partners shadow.
Body: Encourage students to share their thoughts from the game in response to the following questions Does
your shadow move in the same direction as you? Did you notice if the position of your shadow changed? i.e.
behind you, to the side or in front of you? Why did this happen? Explain the students are going to work in pairs
again: One student will stand still on the pavement and the other will trace their shadow on the ground. Ensure the
students trace around their partners feet so they know where they were standing. (Approx. 5-10 minutes needed).
Instruct the students to sit back down and ask: What is a shadow? What is needed to make a shadow? What did
you think might happen when we go back to our shadow drawings later? Return to the classroom and allow time to
lapse. Revisit the shadow drawings: Students to stand in their original position and partner to trace new shadow.
Ask: What do you notice? Allow the students ideas and questions to continue the discussion.
Conclusion: Return to the classroom and sit in front of the IWB. Use the ABC splash game as a class to
consolidate learning. Encourage one student at a time to come up to the board and manipulate the images. Use
the Moovly interactive quiz as a formative assessment measure combining the knowledge gained from the past
two experiences connected to the earths rotation.
Differentiation of learning for individual children
Support:
Extend:
For student/s to share their cultural knowledge and background by
For student/s to apply mathematical
sharing how the Indigenous culture use/d the sun to identify the time
thinking and strategies by investigating the
of day.
change in length of the shadows.
Students who identify as Aboriginal will be given the opportunity to
Students will be provided with a tape
share their knowledge of their cultural background with the class and measure or metre ruler to measure the
explain how the Indigenous peoples of Australia use/d the position of lengths of both shadows. The educator will
the sun and casting of shadows to identify the time of day. This
encourage the students to use
allows the students to form a connection between everyday
mathematical skills to work out the
experiences and/or their cultural heritage and scientific learning
difference in length between the shadows
(ACARA, 2015; Hackling, et al., 2014;).
and explain their reasoning.