Solar Energy Lesson Plan Monday: Shadow Play Part 1 Materials: -KWL- about what we know about the

shadows, want to learn about shadows, and what we learned about shadows -chalk for each group to trace shadow Content: -Explain to students we will be going outside to observe our shadows. Students will be working in pairs, taking turns outlining their partners feet and tracing the outline of their shadow. Make sure your name is written beside your shadow. (10-15 min.) Go outside to trace shadows (5-10 min.) -Find out what students know about shadows. Guide discussion by asking questions: -What is a shadow? -What do you need in order to make a shadow? -Do you have a shadow all the time? -What would happen to your shadow if you stood in the same spot all day? --While asking questions, make a KWL chart to go along with discussion --Tell students we will go out a second time to observe what happened to their shadows (10 min.) Go back outside and observe/trace shadows again. (5 min.) Come back in and get ready to dismiss Tuesday: Shadow Play Part 2 -Today will be discussion/recap day getting students ready for sun tracking -Ask students what they noticed about their shadows --discuss vocabulary: Shadow - the dark area created by an object that blocks light Orientation -a position or arrangement in relation to another position or location -Your shadow changed in two ways:

--Shape (what it looks like) , Orientation (direction it points) --Why did your shadow change in shape and orientation (talk in groups) --Ask students these questions to discuss in groups: 1. How did you create a shadow when you were outside? Opaque objects, like bodies, block light from the Sun, creating a shadow behind the object. 2. How did your afternoon shadow compare to your morning shadow? The shape and orientation of shadows change as the day progresses. 3. Why did your shadow change shape and orientation? The orientation and shape of outdoor shadows change because the position of the Sun changes continuously. Wednesday- Sun Tracking Part 1 Materials: -Shadow Tracker sheet for students -compass, cardboard, golf tee, tape (10-15 min.) Open topic with discussion questions: -How can you tell where the sun is by looking at a shadow? ---Explain to students that you can tell by the light source. --Use the ruler example from FOSS book. Hold the ruler up and ask students where they think the shadow would fall. --The shadow will fall on the side of the object away from the light.like your shadow on Monday, was it away from the light or towards the light? -Today we are going to see if you can use a shadow to predict the position of the sun. -Group students into groups of two. Pass out compass so students can practice beforehand. -Hand out materials to group. Direct to tape shadow tracking sheet to cardboard. Explain directions: hold golf tee in center of circle to use to track the shadow. ---Sheltons class will measure shadow in the morning. Kelleys class will use the same sheets to measure shadows in the afternoon. Will compare results on Thursday.

(15 min.) -Take class outside to measure the shadows. Have them put the time next to their mark. (10 min.) Come back inside to put materials away and dismiss. Thursday- Sun Tracking Part 2 Materials: -Flashlight & golf tee for each group, sun tracker sheet (15 min.) -Today will be used to discuss and recap from the day before. -Show students each class final shadows. Have students compare the results. -Ask students: 1.Did every group get a similar pattern? 2.What would happen if we went out tomorrow and did the same thing? Why? -Have students discuss these questions in their table groups: 1. How can you tell where the Sun is by looking at a shadow? The Sun is always on the opposite side of the object creating the shadow. 2. Why did the shadows change as the day progressed? The Suns position in the sky changes. The higher the Sun in the sky, the shorter the shadows are. Talk about vocabulary: Compass -an instrument used to determine direction; the needle in a compass always points to magnetic north Sun -a star around which Earth and other planets revolve; it furnishes heat, light, and energy Direction -the course or line along which something moves, lies, or points (10 min.)-Have students get back in their pairs. Hand out flashlights and golf tee. Ask students to reproduce the shadows they recorded on their sheet with the flashlight when the classroom lights are turned off. (5 min.) Bring students back to their desk to discuss the activity. Ask students: -What happened in this activity? What did the flashlight act as? What did you notice about the shadows? (5 min) -Put away materials and dismiss.

Friday-Sun Tracking Part 3 -Student Sheet No. 31Math Extension/ Science Recap of graphing shadows