Brittney Tuttle

Lesson Title: Investigating Shifting Shadows

READINESS
I.

Goals/Objectives/Standards
A.

Goals

1. Students will be able to identify and predict the shape of the shadow based on the
structure of the object.
2. Students will be able to provide a verbal explanation regarding the relationships between
the suns position and the effect on shadows.
3. Students will be able to identify the various positions of the sun within a time span of 24
hours.
B.

Objectives

1. Upon completion of the lesson, students will be able to identify the relationships between
a lights position and an objects shadow direction when given three or fewer prompts by
recording observational data, constructing visuals with technological processes, and
reading literacy content.
2. Given an unsolved problem, students will be able to demonstrate competency with
shadow concepts by verbally stating and discussing with the class during which time of
the day the cookie in the presented problem was stolen and why with 100% accuracy.
3. After completing the lesson, students will be able to construct observational data using
the results from the cup experiment and the boxed house experiment on a recording sheet
with 80% accuracy.
C.

Standards

Content Standards:
2.2.7 Investigate how the sun appears to move through the sky during the day by observing and
drawing the length and direction of shadows.
Process Standards:
1.
2.
3.

Make and use simple equipment and tools to gather data and extend the senses.
Identify a need or problem to be solved.
Generate questions and make observations about natural processes.

II.

Materials

Time: Total: approximately 45 to 50 minutes

Anticipatory Set: 5 minutes
Mini-lesson: 10 minutes

Stations (4 at 6 minutes each): 24 minutes

Transitions: (4 at approximately 1 minute each): 4 minutes
Closure: 5 minutes

Space
Throughout the lesson, the teacher will utilize the space around the yellow table in the
back corner of the room, the kidney table at the front corner of the room, the reading
carpet, and the students individual desks. During the anticipatory set and the minilesson, students will be seated at their individual desks. During the stations, the
students will move between areas around the room every 6 minutes, with
approximately 1 minute intervals for transitions in between. For the box houses
station, the students will be seated around the kidney table, for the cup experiment
activity the students will be seated around the yellow table in the back corner, for the
literacy station the students will be seated on the reading carpet with books, and for
the technology station the students will be sitting at a group of individual desks. After
each group of students have visited each of the stations, the students will regather at
their individual desks to discuss findings and to solve the problem that was presented
during the mini-lesson.

Behavior
Teacher will be patient and guiding in her questions. Students will learn how to
cooperate with each other during the interactive games built within the lesson plan.
The teacher will enforce a behavior management system. The system will involve
giving students classroom dollars to reinforce good behavior during the lesson
and stations while taking away classroom dollars to monitor bad behavior. The
teacher will use a clapping method to gain student attention and to monitor transitions
integrated into the lesson.
For grouping, the students will be separated into 4 heterogeneous groups. The teacher
will divide the students by handing each student a colored index card, and they will
break into groups based on their index card color. There will be two groups of 6 and
two groups of 5. Each member in each group will be responsible to record their own
observational data on a personal worksheet. Job roles will be assigned, and the
teacher will do this by writing their role inside of their detective file. Students will
collaborate with each other to discover shadows within the organized experiments.
For group management, if students have a question, they are to raise up their
magnifying glass signaling to the teacher that they need assistance. This will keep
them from roaming the room or shouting for teacher assistance.

Groups:
1 (Blue)
Zylah
Tessa
Michael
Olivia
Lucy
Caleb

2 (Pink)
Kalef
Bryan
Kirsten
Kelsey
Nathan

3 (Green)
Jesse
Maylee
Addison
Cyrus
Leo
Gavin

4 (Yellow)
Jack
Aiden
Alex
Delaney
Naomi

Materials

1. Anticipatory Set
Flashlight
2. Mini-lesson
Shadow vocabulary card for each student
Pictures of different shadows
A paper magnifying glass for each student
A flashlight
An object to reflect shadows
Hypothesis/Results chart
3. Box Houses Station
3 boxes
Direction folder
One flashlight
One object (stuffed bear)
Recording sheet and pencil per student
4. Technology Station
IPad for each student (one-to-one technology is available)
Direction folder
Augmented Reality: Space Free App
Shadows App
5. Cup Experiment Station
3 plastic cups
Direction folder
3 flashlights
A recording sheet for each student
One cup discovery worksheet for each student
6. Literacy Station
Dr. Seuss book The Shape of Me and Other Stuff
Wonderopolis article (IPad)
o http://wonderopolis.org/wonder/why-do-the-seasons-change-2

III.

Word search about shadows

The Dark by Lemony Snicket
Direction folder
Anticipatory Set

For the anticipatory set, the teacher will engage the students by making shadow puppets on the
wall using a flashlight. This will activate students prior background experiences of shadows and
get them interested in the material that the teacher will introduce later on in the lesson. Okay I
am going to use this flashlight and make different shapes on the board with my hands. (The
teacher will shut off a set of lights and make a dog on a wall on the darker side of the
room.) RAISE your hands, and who can guess what this is? (She will call on students.) It is
a dog! I can make a lot of shapes with my hand I the light and it shows up on the wall!
Nathan, how about you come and try to make a shape with the flashlight? The teacher will
talk with the students about Nathans creation and then turn the lights back on for discussion.
The teacher will also explain the different areas in which lightness and darkness can be found in
the world, and the class will brainstorm ideas where light and dark are present within the same
area. There is light and dark all around us! Just now, we were in the dark when the lights
were turned off, but there was light when the flashlight was on! When it is daytime outside
it is light inside of our cars, but when we drive at night it is dark because the sun is not out
anymore. RAISE your hand, and can you tell me another example of light and dark that we
see in the world? The teacher will take a few of the students suggestions, and then move
forward in stating the purpose of why identifying light and dark is important to learn about.
IV.

Purpose

After the anticipatory set, the teacher will state the purpose of the lesson to the students. Light
and dark are all around us! Sometimes the light actually makes dark spots. How is this
possible? When there is something in the way of the light, it makes a shadow. A shadow is a
dark spot, so sometimes when the light makes shadows it is actually making dark spots!
Just like our shadow puppets! A source of light that can make shadows is the sun! We must
learn about shadows and lights so that we can understand the way the Earth goes around
the sun and gives us life!
PLAN FOR INSTRUCTION
V.

Adaptations

The teacher will adapt the lesson to meet the diverse needs of her students. For students at
diverse reading levels, the literacy station will be differentiated to meet their individual learning
needs. The teacher will assign roles at the literacy station to make sure each student get placed
with the activity that is appropriate for him or her. At the literacy station, if students are able to
read with the support of a partner, they will be placed reading the Dr. Seuss book about shadows
and writing down the information that they learn or connect with. For students that struggle with

reading informational article, such as Kalef, Zylah, Michael, and Maylee, they will be placed at
the Wonderpolis station because the program allows for text to audio support. The students will
be able to listen to the reading and follow along. Lastly, students that are competent with reading
will challenge their minds by reading the book The Dark by Lemony Snicket, and finishing with
a word search about shadows, investigating for clues and finding definitions involved with the
relationship between the suns position and the shadows.
For analytical students, recording charts will be provided for them to record their observations.
For visual learners, they will be able to see how a lights position affects the shadow. For
kinesthetic learners, the students will be able to work with the light and become active within
discovery-based learning to solve the problem of shadows presented in the lesson. For students
that are sensing-feeling learners, they will be able to work within groups and with partners in
order to experiment with shadows.
For high ability learners, higher-order of level questions will be asked and discussed in groups.
Also, the teacher will encourage high-ability learners to explore relationships beyond shadows
and the suns position. She will do this by incorporating reading that explains Earths rotation
and the seasons, as well as the app Augmented Reality: Space.
VI.

Lesson Presentation (Input/Output)

Mini-lesson:
The teacher will present the definition of a shadow. Okay detectives, if we are going to try
and work with shadows today, we are going to have to figure out what a shadow is. (the
teacher will write the word shadow on the board) A shadow is a dark image that occurs
when an object blocks light from the light source. The definition of a shadow is on the sheet
that I am passing out (the teacher will pass out the sheets). Okay, now that everyone has a
sheet I would like each row to read the definition of a shadow together when I call on them.
Ready? Nathans row, please read the definition of a shadow. The teacher will continue to
call on the rows until each row has read the definition.
After the students are familiar with the definition of a shadow, the teacher will explain to them
that depending on the suns position in the sky determines the direction of shadows. It will be up
to the students to determine what sun position causes certain shadow directions in their
experiments at the stations. When the sun is in different positions in the sky, it effects where
the shadows are. (The teacher will talk while giving a visual demonstration on the board.)
If the sun is rising, and we are walking outside, we may see our shadow in front of us! But
if we got outside later and the sun is in a different spot in the sky, then our shadow will be
in a different spot too! It might be all the way over here to the side! When the sun moves,
which is a light, then it makes the shadows move too!
After the students are given some background information, the teacher will present the problem
for which the students are to focus on while working at their stations and throughout the lesson.
Not only do shadows help us understand how the Earth moves around the sun, but they
also help us solve mysteries sometimes! I have a problem that I need detectives to solve. Are

you up for the challenge? I got a report from my friend that while she was at home with her
three kids, her IPad suddenly went missing. She was just sitting in the living room watching
a show on her IPad when she got hungry. Because she was hungry, she got up, and walked
to the kitchen to find something to eat. However, she left her IPad here in the living room
(the teacher is drawing a model of the house and the set-up of the house on the board as she
is describing the problem). While she was getting something to eat, she saw a shadow out of
the corner of her eye. The shadow was going in the right direction (the teacher draws a
shadow that is horizontally right). When she went back to the living room, her IPad was
gone. She thinks that one her daughters took her IPad. The teacher will pause and restate
parts of the situation to clarify to the students and make sure they are on track.
The teacher will move forward presenting the problem. Okay, my friends daughters have
different sleeping patterns. One daughter wakes up right when the sun comes up for the
day. (The teacher will draw a sun rising above the house to the left.) Another daughter will
sleep in all the way until 12:00 in the afternoon! She must be tired! (The teacher draws a sun
directly above the house.) And the third daughter likes to sleep all day but is up all night, she
usually gets up when the sun is setting for the day. (The teacher draws a sun that is setting to
the right of the house.)
After the teacher presents the problem, she will have the students form a hypothesis. Okay
before we explore, we are going to write down what time of day we think the IPad went
missing. If the shadow was pointing right, think to yourselves where the sun might be.
Dont say anything to anyone, this is your own thoughts about what happened. When we
write down what we think the solution to an experiment is, it is called a hypothesis (the
teacher will write the word hypothesis on the board). A hypothesis is an educated guess
before you start experimenting. The teacher will have the students repeat the definition back
to her. Okay, now you can form your hypothesis. In your detective file, you will find a piece
of paper that says hypothesis and results chart. Get that out and lay it on your desk.
Good, now under hypothesis, circle whether you think the IPad went missing in the
morning when the sun rises, at noon when the sun is above the house, or in the evening
when the sun is setting on the right. Okay after you have circled your hypothesis, you can
write down why you chose that for your hypothesis (teacher waits.) Good! Now that we
have our problem to solve and our hypothesis, I will show you our experiments.
Modeling of Stations:
The teacher will explain and model each station before she separates the students. Directions will
also be posted at each station and the teacher will be walking around so that students understand
the expectations for each station clearly.
The Box Houses Station:
Okay, we are going to explore shadows! You are going to visit each station in the room,
there are four stations to visit! There is a station at the kidney table, which is where you are
going to shine lights in box houses to record the shadows that you see. There are three
boxes. (The teacher walks to the station and holds up each box as she talks about it.) One

box has a whole in the right side and the front side where the front door is. The front side is
where you look in the box through the front door, and the hole in the right side is where
you shine the light with the flashlight. The whole on the right side demonstrates the sun
when it rises in the morning. Which hole do you shine the light in? (the right hole!) Good,
which hole do you look in? (the hole on the front door!) Good! When you shine the light in
the hole on the right and look into the hole on the front, record on the this sheet (one
recording sheet for this station) here what you see. Where is the shadow pointing? There is an
object in the box that makes a shadow when you shine the light on it, so record the
shadow. The teacher will draw a sample shadow recording on the board to demonstrate to the
students what their drawings should resemble.
The second house box has a hole on the top and a hole on the front side. Again, you look
through the hole on the front side of the box and then shine the light on through the top
hole. Where do you shine the light? (the top hole!) Good, where do you look in? (the front
hole!) Good, when you are shining the light and looking in the hole, record on the sheet
again what you see. Where is the shadow pointing? Remember, the hole on the top of the
box demonstrates the suns position at noon in the day.
The third house box has a hole on the left side and a hole through the front door again.
You shine your light through the hole on the left, and then look through the front door hole
again! Where do you look in? (the front door!) Good, and where do you shine the light?
(the hole on the left!) Good, the hole on the left means that this is the position the sun is in
when it is setting for the day. Okay, when you are shining the light and looking in the hole,
record on the sheet what you see. Where is the shadow pointing? What does the shadow
look like?
Job Roles: flashlight holder, flashlight holder assistant, and observers. The job roles will be
posted and explained at the station. The teacher will explain the job roles associated with this
station. Okay this is a group activity. Which means, with the people in your group you are
going to observe the light and find the shadows. One person will be the flashlight holder.
Then each person takes turns looking in the front door hole to see the shadow and draw
what the shadow looks like! After everyone but the flashlight holder has looked through the
hole, one other person will be the flashlight holder assistant and hold the flashlight so that
the flashlight holder can look through the front door hole and draw the shadow he sees.
Work together as a team, because as detectives we have to work nicely with other people,
like police, to solve the mystery. After everyone has looked through the hole, move on to the
next house. When you look at the next house, one person will be the flashlight holder again,
and then the others will take turns looking at the shadow and drawing what it looks like.
Make sure that you keep your recording sheet in your detective folder with you as you
move around to the other stations. Always have your detective folder with you with all your
papers inside!
The teacher will explain the next station: the Literacy Station.

The next station is the reading station. This is at the reading carpet. At this station you are
going to either read a Dr. Seuss book or a Wonderopolis article about shadows. Two people
can read the Dr. Seuss book together. Two people read the Wonderopolis article together,
and the other students can read the book The Dark by Lemony Snicket. If you get done
early, you can work on the worksheet about shadows. What you are doing at this station is
listed on your detective file. Look at your detective file on the front, and read what your job
is at this station. As you are reading or doing the worksheet, write down a list of interesting
things you learned about shadows. Take a piece of paper at this station, and make a list of
things you learn about shadows.
The teacher will explain the next station: the Cup Experiment Station.
The teacher will walk to the back yellow table and pick up a cup, flashlight and worksheet to
demonstrate the activity to the students. At the yellow table is another experiment station. At
this station, you will shine a light on the cup. You will move the flashlight around like the
different positions of the sun and record the shadows that you see! You will shine the light
on the left side and record the shadow the cup makes on this worksheet. Then you will
shine the flashlight above the cup to see what kind of shadow the cup makes. Make sure
you draw this shadow down as well! Lastly, you will shine the flashlight to the right of the
cup and record the shadow that the cup makes. After you have recording the different
shadows that the flashlight makes on the cup, you can experiment with the flashlight. For
instance, if you move the flashlight closer to the cup, does the shadow get smaller or bigger?
You can investigate these questions at this station.
Job Roles: a flashlight holder and an observer. Two students will be assigned to one cup at this
station, and the partners will switch roles so that each student can hold the flashlight per position
and each person can record the shadow. The teacher will explain the job roles associated with
this station. At this station, two people can be at one cup. One person will hold the
flashlight and their partner will record the shadow on the worksheet. Then the partners
will switch roles so that the other person can hold the flashlight while the other person
observes the shadow created at that light position.
The teacher will explain the last station: the Technology Station.
Lastly, there is the technology station. At this station, you will be using your IPads to play
some apps that investigate shadows. Each person can bring their IPad and open the app.
Play the apps and experiment with the shadows and the suns position. Each person can use
their IPad and chose one of the apps to explore. You can explore both apps if you have time.
The two apps are called Shadows, which shows you how moving an object can effect
shadow, and the other app is called Augmented Reality: Space, where the planets can look
3D on you IPads!
The teacher will be walking around the different stations as the students are discovering and
experimenting with shadows. In addition to modeling and explaining each station, there will be a
detective folder at each station with the directions posted on the file and the materials/worksheets
needs located within. Students will be able to refer to these folders for clarification

independently from the teacher if needed. The teacher will stop at each station and ask the
students different levels of higher-order questions to get the students thinking and to guide them
in their answers. There will also be extra questions posted at each station for the students to read
and discuss as a strategy to ensure that students are active during the whole time spent at the
station. For management purposes, if a group of students needs her help while she is working
with another group, they are to raise up their magnifying glass so that she can see that they need
help and begin to make her way over.
Box Houses Station:
The teacher will ask the following questions:
1. What do you notice when you shine the light in the box with half a hole versus the
one that has a whole hole?
2. If you shine the flashlight on the other side of the box, how would that shadow
change? Maybe try that out.
3. Are your thoughts about your hypothesis changing? If so, how?
Student discussion questions:
1. How do you think the shadow would change if the hole was in the back of the box instead
of the sides?
2. What shadows did you draw on your recording sheet? Are they the same?
Cup Experiment Station:
The teacher will ask the following questions:
1. How does the shadow change when you hold the flashlight over the cup instead of to
the side?
2. What is the light source in this experiment? What is acting like the sun?
3. Would there be a shadow if we turned the flashlight completely off? Why not?
4. Based on the shadows you have made here, what time of the day do you think the
IPad went missing? Which kid took it?
5. Does the shadow get bigger or smaller when you hold the flashlight closer to the
cup? What about when you hold it farther away?
Student discussion questions:
1. How do the shadows look on your recording sheet?
2. Would the shadow change shape if the object was something different from a cup? How?
Technology Station:
The teacher will ask the following questions:
1. Where can we find shadows?
2. How are shadows and space related?
3. How are shadows made?
4. How does the position of an object affect shadows?

5. If you had to make your own shadow, how would you do it?
Student discussion questions:
1. How are the suns position in the sky and the direction of the shadows related?
2. What are you doing on the app?
Literacy Station:
The teacher will ask the following questions:
1. What are some interesting things that you have read about shadows?
2. Where can you find shadows in the book by Dr. Seuss?
3. How many different shapes of shadows can there be?
Student discussion questions:
1. What is something that you have learned from your reading?
2. Have you ever seen any of the shadows described in the book?
3. What are some new words about shadows that we do not know?
VII.

Check for understanding

To check for understanding throughout the lesson, the teacher will ask comprehension questions
and analyze student answers. She will observe the students interactions with each other during
the group station activities, as well as their thought processes when observing and analyzing the
data of shifting shadows. During direct instruction, the teacher will ask the students to repeat the
definition of a shadow to determine their understanding of what a shadow is. In addition to
asking the students to repeat the shadow definition, the teacher will observe student behavior
when they are individually measuring and configuring the shifting shadows in the problems
experiments presented. If students appear to be struggling, the teacher will assist them at their
stations, or prompt collaboration among the group to aid in the solving of the problem. The
teacher will use the recording sheets and observational data of each student to determine each
students ability level regarding the understanding of shadow relationships and data recording
skills.
Based on checklist data and observation: If 80% of the students show mastery of content, move
forward in the lesson and unit. Address the 20% in a small group setting for reinforcement and
re-teaching, scheduled for a meeting time sometime throughout that week. If less than 80% show
mastery, then re-teach the lesson to the whole class, using different instructional strategies.
VII. Review learning outcomes / Closure
For closure, the teacher will direct the students back to their seats. She will conclude with class
discussion revolving around the findings and the experiences the students had while at their
stations. She will remind the students to raise their magnifying glasses to answer questions.
Raise your magnifying glasses to answer a question. To guide discussion, the teacher will
ask the following questions:

1. How did the shadows change in the different boxes at the box houses station?
2. When you read about shadows, what were some things that you learned?
3. After using flashlights and the cups and the boxes, how does the position of the light
change the shadows? What makes the shadows move?
After the teacher and students analyze as a class the observational data gathered as detectives, the
teacher will ask the students what time of the day they think the IPad went missing. She will
remind students to raise their magnifying glasses and she will call on them for an answer. Okay
remember to hold up your magnifying glasses to answer this question. After gathering
evidence about shadows, what time of the day do you think the IPad went missing? The
teacher will take the answers of the students and respond accordingly. After the class goes
through the final results found, the teacher will prompt the students to compare their hypothesis
to their results. She will ask the students to write the found result on the same card as their
original guess and ask them how they compared. Now find the card where you wrote your
guess of what time the IPad was stolen at the beginning of class. I would like you to write
your results of what time the IPad went missing. After experimenting, now what time do
you know the IPad went missing? Write it down. (the teacher waits for students to write
results down on the sheet) Now remember to use your magnifying glasses, were your two
answers on the sheet different? How were they different from the beginning to the end?
The teacher will take the results of four students, and then conclude the lesson by congratulating
the students on their hard detective work and dismissing them by rows to staple and turn in their
papers.
PLAN FOR ASSESSMENT
Formative Assessment:
For formative assessment, the teacher will use the hypothesis/results charts and the recording
sheets completed by each individual student. The teacher will also use informal observations of
student interactions during stations. Lastly, the teacher will assess the students knowledge of the
content by observing and examining their answers of higher-order questions during class
discussion.
Summative Assessment:
For summative assessment, the teacher will ask questions about the relationships between the
suns position and directionality of shadows on a unit exam. The teacher will also maintain a
detective file for each student as a portfolio assessment, where the students will keep all their
observation data, recording sheets, worksheets, and writing assessments within the file to be
assessed by the teacher at the end of the unit.
Extension:
Given time, the teacher will encourage students to observe shadows outside of the classroom.
She will ask the students to take note of the shadows they see at recess, and report it back to the
class after recess. She will also encourage the students to look for shadows of objects (and of

themselves) at home. If possible, the student can take a picture of the shadow and bring it into
school. The teacher may develop a shadow box wall and post the pictures of the unique
shadows that students find.
REFLECTION AND POST-LESSON ANALYSIS
1.

How many students achieved the lesson objective(s)? For those who did not, why not?

80% of the students accomplished the objective, which is a lower percentage than I have recently
dealt with my teaching lessons. I believe that in order to increase this number, I must
differentiate the stations more effectively, to adapt to a wide range of students. I did slightly, but
more should have taken place. Also, the lesson was discovery-based, causing some students to
struggle with abstract concepts without explicit instruction.
2.

What were my strengths and weaknesses?

My strengths were management and technology. The students loved my anticipatory set and
lesson presentation, especially the technology station. They asked if they could take the materials
home to show to their parents. Some weaknesses included the modeling of stations. Students
were unsure of directions even after I modeled.
3.

How should I alter this lesson?

I would alter this lesson by having the students repeat the station directions back to me, that way
I know that they understand their role at the station. I would also give more explicit instruction
regarding the concept of how the Earth moves in the mini-lesson so that students are able to
connect the suns position with the Earths rotation. Lastly, I would allow for more discussion
and comparison of ideas during the closure of the lesson.
4.

How would I pace it differently?

To pace it differently, I would add one or two minutes more to each station, that way students are
not feeling rushed. I would also give more time at the end for discussion.
5.

Were all students actively participating? If not, why not?

All the students were actively participating. They appears to be receptive to the activities;
specifically the technology station.
6.

What adjustments did I make to reach varied learning styles and ability levels?
a.

Blooms Taxonomy

For visual and concrete learners, I had the students draw pictures of their shadow representations.
I also had the students experiment shadows using the flashlight and materials. For kinesthetic

learners, I had the students investigating shadows with flashlights, as well as walking around the
room between stations and within the technology station.
b.

Gardners Multiple Intelligences

For kinesthetic learners, the student were moving around the classroom between stations. For
interpersonal learners, the students worked within groups and with partners. For logicalmathematical students, they were able to record data within a recording chart.
7.

Did the stations run and transition smoothly? Was there a more effective management
system that could be implemented next time?

The stations were able to transition smoothly, but some students struggled with understanding the
stations directions. I had to guide each group in the directions. But after I explained it for the
second time within the small group setting, they understood and were able to adapt more
effectively to later stations. For next time, I will have the students repeat directions back to me,
as well as assign a directions reader job role within each group.
8.

Were students receptive to the shadow activities? Were they confused at any parts? If
so, what part?

The students were extremely receptive to the anticipatory set and mini-lesson, as well as the
technology station. Students were confused slightly at the first cup station, but when prompted
with more explicit directions from the teacher, they became more active.

Name: __________________________________________
Think about the question: If the shadow was going to the right, what time of the day did the
IPad go missing?
Under hypothesis, or your original idea before gathering data, circle the time of the day you think
the IPad went missing.

Hypothesis

Morning

Noon

Night

Why did you choose this time of day for your hypothesis?

______________________________________________________________________________

______________________________________________________________________________

Results

Morning

Noon

Night

How did you get your results? Explain how you know it was the time of day that you chose.

______________________________________________________________________________

______________________________________________________________________________

DIRECTIONS: Box House Station

For this station, you will look inside of the front door and shine the flashlight in the
other hole in the house box. One person will hold the flashlight and then the other
people will take turns looking in the box and drawing what they see on their
recording sheets. When everyone but the flashlight holder gets to look inside, one
person will be the assistant flashlight holder and take the light from the flashlight
holder, and let them look inside and draw the shadow.

Look inside and do this for each box.

Here are some questions to talk about with your group!

1. How do you think the shadow would change if the hole was in the back of the box instead
of the sides?
2. What shadows did you draw on your recording sheet? Are they the same?

REMEMBER!! If you have a question for Ms. Tuttle or need help, raise your
magnifying glass in the air! She will come over as soon as she can!

DIRECTIONS: Reading Station

At this station, you will look at your detective files and find what job you
have at this station. Are you reading the Dr. Seuss book? Are you reading the
Wonderopolis article? Are you reading The Dark? Do what your detective file tells
you to do.
If you get done reading, try a word search. While you are reading or doing
the word search, take a piece of paper and write down some interesting facts or
things you have learned about shadows. What are some interesting things you have
learned about shadows? Where have you seen shadows?
Here is the QR code to scan to bring up the Wonderopolis article to read:
Here are some questions to talk about with your group while you are at this station:
1. What is something that you have learned from your reading?
2. Have you ever seen any of the shadows described in the book?
3. What are some new words about shadows that we do not know?

REMEMBER!! If you have a question for Ms. Tuttle or need help, raise your
magnifying glass in the air! She will come as soon as she can!

DIRECTIONS: Technology Station

At the technology station, get your IPad and open the app that we downloaded in
class! Work on this app while at this station. Think about shadows and how the
suns position can affect what the shadows look like.
While at this station, talk about these questions with your group:
1. How are the suns position in the sky and the direction of the shadows related?
2. What are you doing on the app?

REMEMBER!! If you have a question for Ms. Tuttle or need help, raise your
magnifying glass in the air and she will come as soon as she can!

DIRECTIONS: Cup Experiment

Station
At this station, everyone will get a recording sheet from the folder. You will find a
partner and you and your partner will get a cup and a flashlight. One person will
hold the flashlight and the other person will draw what the shadow looks like on
the sheet. Then you will switch so that the person holding the flashlight can draw
their shadow picture!
Follow the directions on the worksheet!
Here are some questions to talk about with your group:
1. How do the shadows look on your recording sheet?
2. Would the shadow change shape if the object was something different from a cup? How?

REMEMBER!! If you have a question for Ms. Tuttle or need help, raise your
magnifying glass in the air. She will come to you as soon as she can!

Mystery Shadows
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Name: ______________________________________

Directions: Move the flashlight in direction directions and record the shadow that
you see. There are some flashlight positions given. Explore those, and then make
some of your own and record them! Are there any patterns?

Item: Cup
Flashlight Position:
(sun position)
Above cup, shining down
(noon)

To the left of the cup

(evening sunset)

To the right of the cup

(morning sunrise)

Drawing of cup and

shadow:

Describe the shadows

direction:

Name: ______________________________________

Directions: One person looks hold the flashlight in the hole, while others take turns
looking in the front door. Observe and record the shadows that you see when you
look in the front door. Some are given, then you can make your own! Explore!!
Item: Box Houses
Flashlight Position:
(sun position)
Right hole:
(morning sunrise)

Top hole:
(noon)

Left hole:
(evening sunset)

Drawing of Shadow
Direction:

Describe the shadows

direction: