This page is also available as a PDF.
Standards: 3rd grade Earth Science 2b,c, 4c; Language Arts 1.1, 1.2, 2.2, 2.3 5th Grade Language Arts 1.4
To view sample lessons and to purchase the book go here: http://www.astrosociety.org/education/astro/astropubs/universe.html
Standards: 3rd grade Earth Science 1a, 4d 5th grade Earth Science 5a
Students will:
Give the students time (about 10 minutes) to investigate shadows using the above supplies. (one student holds the flashlight, one the object, one is the recorder of data)
After time is up, the students need to discuss what they found and then, as a group, write a paragraph explaining their conclusions about shadows. They should start with telling what their hypothesis was and then explain if it was correct or not and why. The recorder does the writing but all must help in the wording and proof reading. The graphic artist may also draw pictures to illustrate the conclusions. The speaker will present the group’s findings to the class. Follow the class presentations with an all class discussion about what they have learned about shadows. Complete the KWL charts.
To make the presentations interesting and for others to see the illustrations each group drew, scan in the drawings and written conclusions onto a computer who’s screen is projected for the entire class to see. Alternatively have each group do their writing and drawing using the available technology in the classroom and then load it onto the computer that is used for projection.
(If there is enough space, each student group should set up their own experiment so each group has the experience of collecting the data.)
Time | Shadow Length | Shadow Direction |
---|---|---|
(Group members are to answer the following questions together.)
(Each student is to answer the following questions independently.)
Answer each of the following as best as you can. You may also draw pictures to help illustrate your explanation.
Phase of Experiment | Excellent | Improving | Needs more work |
---|---|---|---|
Conclusion – Shadows with a Flashlight (Group) | Shows a clear understanding of how shadows form and change | Shows some understanding of how shadows form and change but may be somewhat unclear. | Contains many misconceptions. |
Analysis – Sun Shadows/motion (Group) | Questions are fully and accurately answered. | Questions are answered but completeness and/or accuracy could be improved. | Only a few questions are answered and are incomplete. |
Conclusion – Sun Shadows/motion (Individual) | Shows a clear understanding of the Sun’s motion in the sky and how the Sun’s motion affects shadows. | Shows some understanding of the Sun’s motion in the sky and how the Sun’s motion affects shadows but may be unclear in some places | Contains many misconceptions. |
The following standards are covered in one or more of the activities listed:
1.1 Create a single paragraph:
1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.
2.0 Writing Applications (Genres and Their Characteristics)
2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
2.3 Write personal and formal letters, thank-you notes, and invitations:
Students write and speak with a command of standard English conventions appropriate to this grade level.
1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
2.3 Write research reports about important ideas, issues, or events by using the following guidelines:
Students write and speak with a command of standard English conventions appropriate to this grade level.
2.2 Deliver informative presentations about an important idea, issue, or event by the following means: