Friday, November 20, 2009

Great Teaching Ideas

lesson & unit viewer


All About Shadows

published on: 5/21/2009

Contributing Teacher(s): Jamie Dugger,

Subject Area: Science/Earth,

Grade Range: Lower Elementary (K-3)

Materials Needed:

  • See materials that are listed for Days 1-4 Unit Lesson Plans (attached)

Objective: See lesson objectives from Days 1-4 of Shadows Unit Lesson Plans (attached).

Essential Question:

Instructional Strategy: Evaluating Student Understanding

Process Standards: Goal 1.10 apply acquired information, ideas and skills to different contexts as students, workers, citizen
Goal 4.1 explain reasoning and identify information used to support decisions
Goal 3.5 reason inductively from a set of specific facts and deductively from general premises

Content Standards: SC6,

G.L.E.:

Time Allowance: one week

Technological Resources:
This website is used on Day 4 of the unit: http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml Other technology resources used during the unit include computers with Internet access and the Microsoft Excel program, and a document camera/overhead projector. A Microsoft Excel document is also used for students to record data into and produce a bar graph of the information.

Extensions:
The guessing game portion of the Day 1 Lesson could be extended by moving the overhead projector/light source forward and backward and having students predict how this will affect the size of the shadow. For more hands-on experience with light and shadows, a center could be set up with a flashlight, several different objects, and a surface to allow students to explore shadow properties. The Day 2 Lesson could be extended by providing a take home opportunity. Students could take home a shadow stick in order to get shadow measurements for times after school (4:00, 5:00, 6:00, etc.). These times could be added to the graph to see the pattern continue.

Integration:
Math measurement skills are integrated in the unit during Day 3 as students are asked to measure the length of the shadow of a dowel rod using a yardstick. Students also spend time comparing/contrasting information from their bar graph in the Day 3 Lesson. Literature is also integrated through the use of a read aloud of the book Bear Shadow by Frank Asch.

Differentiation:
Students who have difficulty coming up with their own light source, object, and/or surface can be provided that information by the teacher (For example, Sun, tree, ground) for the drawing activity during the Day 1 Lesson. Students who have difficulty working in groups can complete their own shadow stick investigation from the Day 2 Lesson Plan. Students who have difficulty entering data into the Excel Document during the Day 3 Lesson can be paired with another student for extra assistance.

Assessment:
See attached Shadows Performance Assessment.

Description: In this unit, students will learn what the three things necessary to produce a shadow are, how the Sun's position in the sky changes the length and positions of shadows, and be able to describe the changes in length and position of shadows from morning to midday to afternoon.

Comments:

Classroom Component:

Shadows Unit: Lesson Plans Day 1

Lesson Objective: Students will correctly identify the three objects needed to produce a shadow with 100% accuracy.

Standards addressed: Science GLE Strand 1, 1A.d                            

Materials:

  • KWL chart
  • Overhead projector
  • Flashlight
  • Glue bottle
  • Dry erase marker
  • Plastic cup
  • Bottle of hand sanitizer

Time required: 20-30 minute class period

Anticipatory Set: Begin Shadows Unit by asking students what they already know about shadows.  Record responses under the “What We Know” section of the KWL chart.

Teaching/Instructional Input:

  • Continue completing the KWL chart with students by filling out the “What We Want to Know” section.  Inform students that the things we want to know and need to learn about shadows are: the three things necessary to produce a shadow, how the Sun’s position in the sky changes the length and positions of shadows, and how to describe the changes in length and position of shadows from morning to midday to afternoon.  The “What I Learned” section of the KWL chart will be completed periodically throughout the unit. 
  • Explain to students that today they will learn about the three things necessary to produce a shadow.  But, before we do that, we are going to play a guessing game.
  • Bring out overhead projector with pieces of black construction paper taped around the sides (this keep students from seeing the objects).  Place the glue bottle, dry erase marker, plastic cup, and bottle of hand sanitizer one at a time on the overhead projector and let students guess what they think is making the shadow before revealing to the class. 
  • Explain to students that it took three things to make each of those shadows: a light source, an object, and a surface.  Ask students to provide that information for the last two items displayed on the overhead.  Then use a flashlight or an additional light source (such as a lamp), and other classroom objects to produce some shadows.  Ask students to provide the light source, object, and surface for each additional example.
  • Students should then be asked to draw a reasonable shadow on a piece of white paper that must include the three things necessary to produce a shadow.  These three items must be labeled and legible.

Formative Assessment: Teacher observes responses during closure portion of the lesson.  Teacher will also collect student drawings of a shadow being produced and will assess mastery with the Student-Drawn Shadow Assessment Checklist.

Closure: Review what students have learned about what three things are necessary to produce a shadow.  Add the correct response to the “What We Learned” section of the KWL chart.

Name: _____________________

Student-Drawn Shadow Assessment Checklist

 
Yes (1 point)
No (0 points)
Student’s drawing shows a reasonable representation of a shadow being produced.   
_____
_____
Student’s drawing includes the three things necessary to produce a shadow:
  • light source
_____
_____
  • object
_____ 
_____
  • surface
_____
_____
All parts of student’s drawing are labeled.
  • light source
_____
_____
  • object 
_____
_____
  • surface
_____
_____
Student’s drawing and labels are legible and easily understood.   
_____
_____
Total points earned: ______/8 points

Shadows Unit: Lesson Plans Day 2

Lesson Objective: Students will correctly measure and record shadow lengths being produced by a dowel rod with 100% accuracy on Comparing Shadow Lengths Recording Sheet.  Students will also correctly draw the position of the sun and shadow from the dowel rod with 100% accuracy each time a measurement of the shadow length is taken.

Standards addressed: Math GLE Measurement 1A                             

Materials:

  • Dowel rods (1 per group of 3-4 students)
  • Yardsticks (1 per group of 3-4 students)
  • Comparing Shadow Lengths Recording Sheet (1 per child) to record shadow lengths at different times of the day
  • Copy of Bear Shadow by Frank Asch

Time required: 20-30 minute class period; times for measurement throughout the school day

Anticipatory Set: Review with students what we learned yesterday that the three things necessary to produce a shadow are: a light source, an object, and a surface.

Teaching/Instructional Input:  

  • Explain to students that today we are going to begin learning about why shadows are longer at some times during the day than others and what causes that.  Tell students that we are going to start learning about these things through a read-aloud and discussion of the book Bear Shadow by Frank Asch. 
  • Begin reading aloud the book to students stopping periodically for discussion points.  On page 7, stop to discuss why Bear’s shadow disappeared (Bear is standing in front of the tree where the sun can’t reach him).  On page 17, stop to discuss why Bear’s shadow disappeared after he filled the hole with dirt (The sun is directly above him).  On page 27, stop to discuss what makes a shadow fall one direction at one time and another direction earlier or later in the day (Point out it is because of the sun’s location in the sky.  Have students compare picture on this page to the one on page 2).  Following this discussion and completion of the read aloud, explain to students that the sun isn’t actually moving across the sky.  It just looks that way because Earth is rotating on its axis every 24 hours.

Guided Practice:

  • Tell students that we are going to do an activity to see how the sun affects the length and position of shadows.  Explain that we are going to make shadow sticks using dowel rods.  Show students Comparing Shadow Lengths Recording Sheet and explain where to record the length of the shadow stick’s shadow and where to draw a picture of the shadow stick’s shadow and the sun’s location for the times listed. 
  • Review with students how to measure with a yardstick and record on the recording forms listed above.  After modeling, have students practice. 
  • After students are aware of the expectations and have been put into groups, they will go outside at the times listed (while being supervised by the teacher each time) to measure the length of the shadow being produced by their shadow stick and to draw it and the sun’s position in the sky at that time.

Formative Assessment: Teacher will carefully observe groups of students and check their measurements and drawings for their shadow stick.  Teacher will also collect Comparing Shadow Lengths Recording Sheet at the conclusion of the day.  Mastery will be assessed using Comparing Shadow Lengths Scoring Guide.

Closure: Review what students have learned today and add to the “What We Learned” section of the KWL chart.

Name: ___________________________

Comparing Shadow Lengths

Time of Day

Length of Shadow (Feet or Inches)

Position of Sun and Shadow (Drawing)

9:00 AM

 

 

10:00 AM

 

 

11:00 AM

 

 

12:00 PM

 

 

1:00 PM

 

 

2:00 PM

 

 

3:00 PM

 

 

Name: _____________________

Comparing Shadow Lengths Scoring Guide

Circled number represents the number of points the student earned for each part of the task.

Student accurately measure and records shadow lengths at all assigned times.
(7 points possible)

0
1
2
3
4
5
6
7

All recorded measurements have labels included (inches or feet).
(7 points possible)

0
1
2
3
4
5
6
7

All times’ shadow measurements include accurate drawing of sun and shadow’s position.
(7 points possible)

0
1
2
3
4
5
6
7

Student’s recorded measurements, drawings, and labels are legible and easily understood. 
(1 point possible)       

0
1

Student works well with other group members to complete the task. 
(1 point possible)

0
1

Total points earned: ______/23 points

Shadows Unit: Lesson Plans Day 3

Lesson Objective: Students will demonstrate mastery of concepts related to shadows by getting 100% of questions correct on Shadows Review Worksheet.

Standards addressed: Math GLE Data and Probability 1C; Science GLE Strand 6 2.C.c; Science GLE Strand 6 2.C.b                                                                                                   
Materials:

  • Computer with Internet connection and Microsoft Excel program (1 per student)
  • Completed Comparing Shadow Lengths Recording Sheet (1 per child)
  • Comparing Shadows 2 Excel document (open in computer lab on each student computer)
  • Printer
  • Overhead projector/document camera

Time required: 20-30 minute class period

Anticipatory Set: Review with students what they have learned about shadows so far in the unit.  Students can refer back to the KWL chart as a scaffold if needed.

Teaching/Instructional Input:  

  • Hand back original Comparing Shadow Lengths Recording Sheet to students.  Explain to students that we are going to take our measurements from the shadow stick activity and type those into a document at the computer lab that will create a graph.  Looking at and analyzing this graph will help us to learn some new things about shadows.  Show students this document and model for them how to enter the information and how the graph is created as the information is entered.

Guided Practice and additional Teaching/Instructional Input:

  • Take students to the computer lab (making sure that they have their recorded measurements on the Comparing Shadow Lengths Recording Sheet) to type in their shadow stick results individually. 
  • As most students are finishing up typing in this information, model how to send the document to the printer. 
  • After students have their printouts, students need to return to the classroom with this and their original Comparing Shadow Lengths Recording Sheet in hand for a class discussion of the results.  Gather students around on a teaching area in the classroom. 
  • Display some example printouts and Comparing Shadow Lengths Recording Sheets on an overhead projector or document camera.  Guide students on a class discussion about the following questions:  1) At what times of the day are shadows the longest? When are they the shortest?  2) When the sun is in the east, which direction is a shadow cast?  What direction is the shadow cast when it is in the west?  What about when it is overhead?  3) Why does the sun appear to move across the sky and create different shadow lengths? 
  • During the discussion, help students to see that shadows are longest when the sun appears to be in the east shortly after it has risen and in the west near sunset.  At midday, the sun appears to be more directly overhead and shadows are the shortest.  Also, help students to realize that when the sun appears to be in the west, the shadow would be cast to the east.  When the sun appears to be in the east, the shadow is east, the shadow is cast to the west.  When the sun is directly overhead, the shadow made will be very short and underneath an object.  If the sun is behind an object, the shadow will be cast in front of it. 
  • Finally, help students to understand that the sun appears to move because the Earth is rotating.  Students will then complete the Shadows Review worksheet independently.

Formative Assessment: Students will be assessed during the oral questioning portion of the lesson that takes place during guided practice.  The teacher will also collect the Student Review worksheet and grade it to determine individual student mastery of concepts learned related to shadows.

Closure: Review what students have learned today about shadows and record this information under the he “What We Learned” section of the KWL chart.

Please click here for the Excel Spreadsheet

Shadows Review

Directions: Using the words from the Word Bank, fill in the blanks to complete the sentences below.  Hint:  Some blanks will have more than one word.  You will not use every word in the Word Bank.

  1. A shadow is shortest at ___________________.
  1. When the sun is in the west, the shadow being cast is in the ___________________________.
  1. The sun appears to move across the daytime sky because Earth is ______________________ on its axis every 24 hours.
  1. Shadows are longest at ________________________ and ________________________.
  1. When a light source is close to an object, the shadow being produced is _________________________.
  1. If the sun is behind you, your shadow will be ___________________________ you.
  1. Three things needed to produce a shadow are the _____________________, the _____________________, and the ______________________.

Word Bank

behind
east
in front of
large
light source
noon
object
revolving
rotating
small
sunrise
sunset
surface
west

Shadows Unit: Lesson Plans Day 4

Lesson Objective: Students will demonstrate mastery of concepts and skills taught in this shadows unit by scoring 80% or better on a quiz found at the following web address: http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml

Standards addressed: Science GLE Strand 6 2.C.b; Science GLE Strand 6 2.C.c               

Materials:

  • Demonstration computer with Internet access connected to projector (or SMART board)
  • Computer with Internet access (1 per student)

Time required: 20-30 minute class period

Anticipatory Set: Ask students to share some of the things they have learned about shadows.  Allow some students to share.

Teaching/Instructional Input:  

  • Explain to students that today we will be going to the computer lab to do some hands-on activities on a website to review some of the things we have learned about shadows.
  • Using a computer and projector (of SMART board), the teacher will demonstrate for students how to use the activity found on the website for BBC Interactive Science Clips for ages 7-8: http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml

Guided Practice:

  • Students will then use the individual computers (located in the school’s computer lab) to explore the activity on their own.  This interactive site includes many engaging activities including one that allows students to manipulate the light source and objects in order to see the effects on shadows.  There is an option for inside (artificial light) and outside (sun or moon light).  They can also see what happens to the size and direction of the shadow when they “move” the sun so that it simulates different times of the day.  Teacher will provide assistance as needed while students complete all the activities on the website.

Formative Assessment: Teacher will carefully observe as students complete the activities on the website.  Students will complete the web-based quiz on the website as a way for the teacher to assess student mastery.

Closure: Ask students what new information they learned today about shadows.  Add any responses to the “What We Learned” section of the KWL chart.

Please click here for the Shadows Assessment

Shadows
Performance Assessment Scoring Guide

Student’s Name: __________________

Multiple Choice

  1. Correct Response: a light source, an object, and a surface (1 point)
  2. Correct Response: Earth rotates on its axis every 24 hours (1 point)
  3. Correct Response: The shadow gets larger (1 point)

Constructed Response

  1. Shadow Positions

    1 point  — Student correctly drew shadow so that it is being cast to the west/left
    (because the sun is located east/right of the tree)

    0 points — Illegible/No answer/Incorrectly drawn shadow

  2. Shadow Positions

    1 point  — Student correctly drew shadow so that it is being cast to the east/right
    (because the sun is located west/left of the tree)

    0 points — Illegible/No answer/Incorrectly drawn shadow

  3. Shadows and Shadow Lengths

       Part 1
          1 point  — Student correctly circles 12:00 p.m.

          0 points— Student incorrectly circles 8:00 a.m./Student circles both choices/No answer              

       Part 2
          2 points—Student clearly explains that 12:00 p.m. is the correct choice because the sun would be directly overhead.  (For example, “The sun makes shorter shadows when the sun is overhead.” / “The sun makes longer shadows when the sun is closer to rising.”)

          1 point —Student explains that 12:00 p.m. is the correct choice but is overly general in his/her explanation (For example, “The shadow will be shorter because it is 12:00.”)

          0 points— Illegible/No response/Student incorrectly explains that 8:00 a.m. should be the correct choice.


  1. Shadows and Shadow Lengths (continued)

       Part 1
          1 point  — Student correctly circles the second choice (the picture with the tree’s shadow being cast in the opposite direction of the sun, which is east/right of the tree).

          0 points— Student incorrectly circles the first choice (the picture with the tree’s shadow being cast in the same direction as the sun, which is west/left of the tree) / Student circles both choices / No answer              

       Part 2
          2 points—Student clearly explains that the second choice (the picture with the tree’s shadow being cast in the opposite direction of the sun, which is east/right of the tree) is the correct choice because a shadow is cast in the opposite direction of the sun.

          1 point —Student explains that the second choice (the picture with the tree’s shadow being cast in the opposite direction of the sun, which is east/right of the tree) is the correct choice, but is overly general in his/her explanation (For example, “The shadow always goes in that direction when the sun is there.”).

          0 points—Illegible/No response/Student incorrectly explains that the picture with the tree’s shadow being cast in the same direction as the sun, which is west/left of the tree should be the correct choice.

  1. Performance Event

Part 1—Drawing
        5 points — Student’s drawing clearly shows a correctly placed shadow AND all parts (shadow, light source, object, and surface) are included and labeled.
        4 points — Student’s drawing clearly shows a correctly placed shadow, but only three parts (shadow, light source, object, surface) are included and labeled.
    OR 
                All parts of student’s drawing (shadow, light source, object, and surface) are included and labeled, but the shadow is incorrectly placed.
        3 points — Student’s drawing clearly shows a correctly placed shadow, but only two parts (shadow, light source, object, surface) are included and labeled.
    OR 
                Three parts of student’s drawing (shadow, light source, object, and/or surface) are included and labeled, and the shadow is incorrectly placed.
        2 points — Student’s drawing clearly shows a correctly placed shadow, but only one part (shadow, light source, object, surface) is included and labeled.
    OR 
                Two parts of student’s drawing (shadow, light source, object, and/or surface) are included and labeled, and the shadow is incorrectly placed.
        1 point  —  Student’s drawing clearly shows a correctly placed shadow, but no parts of the drawing (shadow, light source, object, surface) are labeled.
    OR 
                Only one part of student’s drawing (shadow, light source, object, and surface) is included and labeled, and the shadow is incorrectly placed.
        0 points — Other/Illegible/No drawing

  1. Performance Event (Continued)

Part 2—Explanation (Content)
4 points — Student clearly explains:

  1. WHAT the light source is in the drawing
  2. WHAT the object is in the drawing
  3. WHAT the surface is in the drawing
  4. ONE reason explaining why he/she placed the shadow in the position that he/she did.  (For example, “The shadow had to be on the opposite side of the light source.” OR “I put the shadow on the left side because the sun was on the right side.”)

        3 points — Student is missing one of the four necessary items for a “4 point” response.
        2 points — Student is missing two of the necessary items for a “4 point” response.
        1 point   — Student is missing three of the necessary items for a “4 point” response.
        0 points — Zero items from “4 point” response included/Illegible/No answer

Part 3—Explanation (Grammar)
        3 points  — Most of student’s sentences are complete and student has few punctuation/capitalization mistakes.
        2 points  — Many of student’s sentences are incomplete, OR student has many punctuation/capitalization mistakes.
        1 point    — Most of student’s sentences are incomplete AND student has many punctuation/capitalization mistakes.
        0 points — Illegible/No answer

 Total Points: ________/23

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For additional information contact :
Jamie Dugger
West Elem.
Ozark R-VI
(573) 431-1302
EMAIL: jamiedugger@mail.ozark.k12.mo.us

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