Lily Kalczewski

Mrs. Drake
Second Grade
Science

Thursday December 3, 2015

12:40pm

Title: Shadows
Essential Question: What are shadows?
Standards: 5.2.2.C.3 Present evidence that represents the
relationship between a light source, solid object, and the resulting
shadow.
Learning Objectives:

Assessments:

Students will be able to

understand what a shadow is
and what causes them.

Students will be able assessed with

the knowledge and understanding of
how their shadow has changed over
the course of time.

Students will be able to

identify a connection between
the direction of the shadow
and location of the Sun.

Students will be asked to identify

why the location of the sun is
important to where the shadow is
located.

Materials:
Me and My Shadow by Arthur Dorros
KWL chart
aluminum foil
construction paper
flashlight
Prior Knowledge: Students have knowledge about light and limited
knowledge of shadows from previous lessons.
Lesson Beginning: Teacher will call students to the carpet and show
the students Bolts shadow.
Instructional Plan:
The students will be introduced to three questions posed by Bolt, and
be asked to help Bolt find the answers to these questions by the end of
the lesson. The teacher will read Me and My Shadow by Arthur Dorros.
After the book the teacher will split the students up into partners, and
each duo will get a piece of aluminum foil, construction paper, and a
flashlight. The students will use the aluminum foil to create their own

figure. The students will glue their figure to a piece of construction

paper. The teacher will take the students outside, and the students will
trace their figures shadow, caused by the sun. If its cloudy outside,
this will be done with the lights off in the classroom and a flashlight
portraying the sun. The students will shine the flashlight on their
aluminum object at different angles and lengths to show how the
location of light affects the shadow of an object.
Classroom Management: Students will be given instructions when to
move from their desk to the carpet. If the students are being disruptive
the teacher will stop and ring the chime. The teacher will silently wait
until everyone in the room is silent and paying attention. The teacher
will ask them how second graders should be acting. The teacher will
also ask the students the principle usually says when he wants their
attention.
Transitions: The teacher will be called to the carpet by tables and
back to their desks the same way.
Closure: A class discussion the teacher will ask the students about
what they observed. Did anything change in your tracings? What
looks different? The students will then go back and answer Bolts
three questions. Finally, the students will take out their science journals
and write 2-3 things they learned.