Shadows and the Sun
Shadows and the Sun's motion lesson plan
You stand in your own light.
John Heywood
Overview
Introduction
This activity explores the relationship of shadows of the Sun.
It uses a learning cycle lesson plan to create disequilibration or cognitive dissonance about what learners know about shadows cast by the Sun. Information classified in Earth science, physical science, science inquiry and processes; especially relative position and motion.
Related activities
- Using shadows to measure height - trees, flag poles, buildings, water towers, ...
- Light unit - how light moves, interacts with objects, mirrors, lenses, shadows.
- Shadows on a sports field - can youi determine the coaches height?
Pedagogical overview
Methodology & learning
Let's dig deeper and review how learners might construct the science knowledge with science inquiry and process skills.
In a learning cycle lesson learners explore an activity that causes disequilibrium. This might happen when learners mark the position of the shadow for the flagpole and see its shadow is moving in the opposite direction of the Sun, when they thought shadow would move in the same direction as the Sun.
Equilibrium might occur. When they explain what happened. They might point to the Sun and imagine the line that the light travels to hit the flagpole and see how that line can be extended through the pole to the shadow of the flagpole. Or a long stick or pole might be used to show the orientation of that line. Then by repeating the process as the Sun moves across the sky so they can construct a visualization and make drawings to show and explain the motion of the Sun relative to the flagpole's shadows.
Along with this science content, science inquiry and process skills necessary to construct this information could also be analyzed and noted with specific instructional notes included in the lesson plans.
Supporting inquiry and processes which can be include: observation, inference, change, systematic collection of data, reasoning cause from effect, and relative position and motion, measurement, diagraming, and communication with models.
Discussion for science content concepts
Let's explore some possible wordings for the main concept of this lesson from specific to general:
- The Sun makes shadows.
- the Sun's light blocked by the object casts a shadow.
- The shadow of the flag pole moves because the Sun moves.
- The Sun moves from low in the sky to high and then low again during a day.
- The Sun moves one way and the shadow moves the opposite. Relative to objects on the Earth.
- The shadow moves toward the swings (reference object or east) and the Sun moves away from them (or towards an object in the opposite direction or west).
- Shadows positions are opposite the object blocking the light (are cast) and move according to the motion (relative) to the Sun.
- Shadows position and motion are determined by the position and motion of an object relative to the position and motion of a light source.
- The length of a shadow depends on the position of the Sun and its angle.
- The postion of the Sun in the sky depends on the season or the day of the year.
Notice how they vary. Some are specific and others are more comprehensive and general.
This is important for a couple of reasons.
First, it provides information on what learners might know and what they can learn from a specific observation to more general and from less comprehensive to more comprehnsive.
Information which we can use to assess, guide, and facilitate learners to a more general understanding (generalization) so they will be more able to apply what they learn to new experiences.
For planning we must decide a path of outcomes from what learners know to a better understanding of science to select and sequence activites for them to construct deeper understanding as they move through the sequence with a series of learning cycles.
Therefore, the scope of the concept or generalization is directly related to what would be expected in each phase of the lesson plan (exploration, invention, & discovery) across the activity sequence.
For example, the concepts above include specific and general statements. The specific are ideas that can be explored and observed in the Exploration and the general concepts can be constructed in the Invention phase.
Does that make sense?
The generalizations describes all objects and all shadows (generalization).
If a generalization isn't achieved, Discovery phase can provide more experiences for more exploration and observations to refine the learners understanding and move toward a generalization.
If a generalization is achieved, it may seem there is not anything else to expand on with relationship. So can there be a Discovery? or Expansion?
There might not be, however, there probably are other situations in which the generalizatin can be applied as review to see if the learners can genralize their understanding to other situations.
- Phases of the moon? How does the motion and position of the Sun create the moon's pahses we observe on Earth?
- Position of planets and moons in the solar system?
Supporting materials
What Makes a Shadow? by Robert Bulla June Otanni (1994) - Explores the shadows of various objects, Sun makes day and night is a shadow, hand shadows, change size of shadows - close far, shadow puppets,
The Day I Met My Shadow by Melissa Brun (2025) - Young boy explores his shadow outside.
Concepts & outcomes
Concepts
- The position of a light source will determine the position, shape, and size of a shadow.
- Motion and position of a shadow (on Earth) is determined by the motion of the Sun. (Earth science, relative position and motion process)
- Light travels in a straight line. (physical science)
- Claims, evidence (observations), reason.
Outcomes
- Describe the motion of a shadow relative to the Sun.
- Describe how motion can be measured and represented with a diagram. (communication, representation, model)
Focus questions
- What makes a shadow?
- What is a shadow?
- What makes shadows outdoors?
- Do shadows move?
- How do they move?
- How can we describe and explain their movement?
Activity sequence
- Activity 1 - What is a shadow?
- Activity 2 - My morning, noon, late afternoon shadows?
- Activity 3 - Does a flagpole shadow move?
Scoring guides suggestions (rubric)
Shadows and the Sun(scoring guide)
Top level
- Shadows position and motion are determined by the position and motion of an object relative to the position and motion of a light source.
- Shadows are opposite the object blocking the light (are cast) and move according to the motion (relative) of the Sun.
- The shadow moves toward the swings (reference object or east) and the Sun moves away from them (or towards an object in the opposite direction or west).
- The Sun moves one way and the shadow moves the opposite.
- The shadow of the flag pole moves because the Sun moves.
- The Sun makes shadows.
Lower level
Activities
Activity 1 - What is a shadow?
Materials
- Light source, objects to use to make shadows.
- Paper to trace shadow.
- Safety concern: Never look directly at the Sun.
- Lab note
Focus questions:
- What makes a shadow?
- What is a shadow?
Learning outcomes:
- Explain that when light from a specific source is blocked, it will create (cast) a shadow.
- Explain how multiple shadows can be created by multiple light sources.
- Light travels in a straight line.
Suggested procedures overview:
- Put learners in groups, focus their attention, and assess their initial understanding of the focus questions.
- Activity - Make shadows and explain how he shadow is made.
- Draw a diagram to support the explanation of light, an object and its shadow.
Exploration
- Put learners in pairs.
- Ask. What makes a shadow? accept all answers
- Have each pair select an object to use to make a shadow.
- Provide a light source or ask the learners what they could use as a light source.
- Have them pair share how they are going to make a shadow and trace it on a sheet of paper.
- Share and refine procedures as necessary.
- Have them make a shadow and trace it on paper.
- Randomly arrange objects together in one grouping and randomly arrange tracings in another grouping. So all can see.
Invention
- The learners begin to match tracings to objects.
- Invention continues until an explanation for all shadow tracings are matched.
- Ask. What is a shadow? a surface area where light is being bocked by an object.
- Is there light where a shadow is? Yes. Light from another source is shining there. If there was no light, then you couldn't see the shadow. This concept is difficult for learners who classify with two either light or no light categories. They need to figure out there can be degrees of light from no light to a bunch of light and shades in between.
- Draw a birds eye view to explain how your objects shadow is made.
Example ...
- Discuss the position of a light source relative to the object and its shadow and how it will determine the position, shape, and size of the shadow.
Discover
Create more shadow puzzles with a twist.
Draw a picture to show the shape of the object that is making the shadow.
Activity 2 - My morning, noon, late afternoon shadows?
Materials
- Safety concern: Never look directly at the Sun.
- Outside, Sun, stick or pole, surface to trace shadow, long stick or pole to use to connect shadow to stick and point toward Sun.
- Lab note
Focus questions:
- What does my shadow look like outside during a school day?
Learning outcomes:
- Shadows position and motion are determined by the position and motion of an object relative to the position and motion of a light source.
Suggested procedures overview:
- Put learners in groups, focus their attention, and assess their initial understanding of the focus questions.
- Activity - Mark a persons shadow three times a day and explain what a person's shadow looks like outside during a school day.
Exploration
- The learners go to the playground to collect observational evidence of what happens to their shadow.
- As they watch their shadow they may claim that it is moving, but they aren’t sure because it is soooo slow.
- So if a student doesn’t suggest to mark the shadow, then the teacher might lead them to the idea.
- If the playground is paved it is fun to trace the shadow with sidewalk chalk. First trace around their shoes so they have a reference point to come back and stand in the same place.
- Then repeat the process morning, noon, and late afternoon.
- Wait for learners to begin to ask questions and suggest answers.
- When there is enough observational evidence to begin to explain how the motion of the Sun relates to the shadow's movement, then begin the invention with the claim, observation, reason worksheet.
Invention -
- The learners begin to talk about what is happening and offer explanations.
- See scoring guide for possible answers.
- Discuss continues until an explanation for their shadow. How is it created? Accept all answers. Don't acknowledge accuracy. Tell them they are going to use a COER pattern to analyse theri thinking.
- Share the COER worksheet. Provide the focus question. The sun shines on the surface of the Earth. If it is blocked, then it can't directly shine on it, making a shadow.
- Does this apply to all shadows on the playground?
- Does this apply to all shadows every where?
Discover
Relates to the way that the concept or generalization are written or described for the lesson and achieved in the Invention stage.
Activity 3 - Does a flagpole shadow move?
Materials
- Safety concern: Never look directly at the Sun.
- Outside, Sun, stick or pole, surface to trace shadow, long stick or pole to use to connect shadow to stick and point toward Sun.
- Lab note
Focus questions:
- How does the flagpole shadow move?
Learning outcomes:
- Shadows position and motion are determined by the position and motion of an object relative to the position and motion of a light source.
Suggested procedures overview:
- Put learners in groups, focus their attention, and assess their initial understanding of the focus questions.
- Activity -
Exploration -
- The learners go to the playground to collect observational evidence of what happens to a shadow.
- As they watch the shadow they may claim that it is moving, but they aren’t sure because it is soooo slow.
- So if a student doesn’t suggest to mark the shadow, then the teacher might lead them to the idea.
- If the playground is paved it is fun to trace the shadow with sidewalk chalk.
- Then repeat the process every half hour or so.
- Wait for learners to begin to ask questions and suggest answers.
- When there is enough observational evidence to begin to explain how the motion of the Sun relates to the shadow's movement, then begin the invention.
Invention -
- The learners begin to talk about what is happening and offer explanations.
- See scoring guide for possible answers.
- Discuss continues until an explanation for the shadow in question is created, or all shadows on the playground, or all shadows every where. Depending on the how many investigations or activities the children and teacher desire to do.
Discover
Relates to the way that the concept or generalization are written or described for the lesson and achieved in the Invention stage.
Notice how the expectations of what learners need to know and understand change as the wording of the generalization changes.
Continue with questions related to astronomy and relative position and motion.
- Relative Position & Motion - sample sequence see also measurement ...
- Video on solar system and earth relative position & motion ... rotation, revolution, & the seasons
- Make a scale model of the Solar System & discover a definition of space
- Activities (5E learning cycle) to explore the size and relative position of the solar system aligned to the Common Core Standards, Next Generation Science Standards, National Science Education Standards, & 21st Century Skills: critical thinking, communications and measurement.
Lab notes follow
Lab notes 1 -
Materials
- Object, light source, paper, pencils
- Lab notes
Focus questions:
- What makes a shadow?
- What is a shadow?
Challenge
Select and object and use it to cast a shadow, and trace it's shadow on a piece of paper.
Trace your objects shadow on another piece of paper.
Explain how an object can make (cast) a shadow.
Explain how multiple shadows can be created.
Lab notes 2 - My shadow
Materials
- Pairs of learners, chalk, concrete or asphalt surface.
- Lab notes
Focus questions:
- How does my shadow change in a day?
Challenge
Procedure
- Go outside at the start of school (morning), noon, and 15 minutes before the end of the school day (late afternoon).
- Select one person to cast the shadow.
- Select another person to trace around the person's shoes and their shadow.
- Pick a flat open space where you can stand and trace your shadow three times today.
- First, in the morning trace around your shoes where you choose to stand.
- Stand tracing inside the tracing of your shoes and have your partner trace the outline of your shadow.
- Draw a diagram and mark the time and label it ______'s shadow in the morning.
- Repeat these last two at noon and late afternoon.
Diagram
Summary
What is the relationship between the Sun and a shadow of a student outside on the patio?
Support materials
What shape is my shadow?
Position of shadow for a pole. Morning, noon, and late afternoon.
Label the morning shadow, noon shadow, and late afternoon shadow and explain what is happens to shadows outside over a day.
Question - Claims - Evidence - Reasoning
