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Mat session:
STEM Shadow Tower
- Predict various hand-made shadows onto blank wall using Shadow Trace
Educator to place line of coloured masking tape roughly 1-2 overhead projector. Ask students if they can guess what animal
metres high on wall. Next place line of tape on the floor is being made by their hand: ‘I am making shadows with my Outdoors or underneath a well-lit window, educator sets up
hands. Can you guess what animal this is? It goes quack!’(etc) various plastic animals on blank paper so that a shadow is
roughly 1 metre away from wall. Place torch behind the line
Introduction
facing the wall. Children are given the task to build a tower, cast onto the paper. Children use markers to trace the
- Educator introduces learning intention. That is – to identify and
with unifix cubes. The shadow cast by the unifix cube tower shadow of the animal of their choosing. After shadow has
experiment with shadows, then plains the scientific concept of
must reach the line on wall. Begin with children building been traced children can decorate and add details to their
shadows.
tower on floor at the masking tape line. Then experiment picture using various craft resources.
moving the torch closer and farther from the tower until the Key Teaching Points (KTP’s):
shadow cast by the tower reaches the line marked on the • A shadow is made when an object blocks light, and you can
wall. change the way a shadow looks by moving the object or the Materials:
light source.
Question Prompts: Light source: Window/sunlight
Can you point to the shadow? What happens to the - Introduce text: My Shadow (Robert Louis Stevenson) and elicit Paper
shadow on the wall if you move the torch closer to the children’s prior knowledge by asking: ‘Who knows what a Various toy animals
tower? What happens to the shadow on the wall if you shadow is? Do you have a shadow? When do you see your Markers
move the torch away from the tower? shadow?’Then read text aloud to children, Craft resources
- Educator then places text upon a literacy table which includes
various fiction/non-fiction texts about light and shadow.
o Enabling – Educator assists children to manipulate
Children can access this as part of activity rotations if desired.
cubes and moves the torch. Children simply observe.
o Extending – Children apply the same principle to other
- Educator instructs children to move freely to various activity
objects (e.g. plastic animals, peers etc.). Children ‘measure’
centres set-up around the classroom.
the shadow using non-standard measurements such as
hands.
Centre: Conclusion: Centre:
Projector Play - Children return to mat for concluding mat session. Shadow Portraits
- Educator recaps the Key Teaching Points (KTP’s) about Children to stand so shadow falls on butchers paper whilst
Children explore shadows by placing various loose
shadows using a torch and a plastic animal. Educator educator traces shadow outline with marker. Children can
parts onto overhead projector. Children can also use
moves the torch (light source) and the animal (object) to then colour in their shadow using grey or black crayons.
hats and umbrellas to change the appearance of their
change the size and shape of the shadow. Educator to cut out at later time to put as display around
own shadow. classroom.
- To conclude the lesson, educator guides children in
Materials: singing an action song about their shadow: ‘Hi Materials:
Light source: Overhead projector Shadow!’ (Patty Shukla) https://www.youtube.com/
An Assessment Checklist is used to assess children’s ability to accurately identify a shadow when prompted. Anecdotal notes are also used to record
children’s engagement in experimenting to create shadows.