Teacher: Tatiana

Subject: The way we see things Year 5 Term 2

Week 2
Week Objectives Main activity Differen Home
Resour vocabulary tia -ting work
ces levels.
 Week To recognise that Low :
beginning shadows change - to write
30/11/2014- throughout the day some of the
04/12/2014 given tasks
To understand that with teacher's
Lesson 1 when Sun is at its assistance
&2 highest in the sky the Science
shadows are the Medium : booklet
Oxford shortest - Students page 49
Internation will write all
al Primary To understand that given tasks
Science when the Sun is at its with little
130-133 lowest in the sky the assistance
shadows are at their ___________
Booklet longest High :
Complete - students to
all left To understand that the write all
pages size and the direction of given tasks
a shadow can be used to with little
tell the time assistance

To demonstrate the
movement of shadows
using a light source such
as a torch
 This topic links work on shadows to the concept of the Sun
appearing to move across the sky. Students will know from (Earths
movement) that this is not the case and instead the Earth is
turning. However, they need to understand that the position of the
Sun in the sky dictates the direction and length of the shadow and
object will cast. Students investigate this by looking at shadows
VOCABULARY: and tracking their course over a period of time.
blocked, light intensity,
length, position, Investigation: The apparent movement of the Sun, the aim of this
silhouette, light source, investigation is to track the apparent movement of the Sun. Each
object, opaque, group will need: a ruler tape measure, chalk or a marker peg. Ask
transparent, solid, students questions: does your shadow move exactly like you, how
translucent, conclusion, long is your shadow, does your shadow change shape, does it change
design, evidence, factor, size, does the darkness of your shadow stay the same.
fair test, interpret,
measurements, observe, Students are going to write conclusions about their investigations
plan, predict, results, in their notebooks. (during the morning my shadow is, at midday
variable. my shadow is, during the afternoon my shadow is,)

The next topic introduces students to the concept that shadows

change in position/direction as well as size during the day. This
builds on students earlier work when they measured the length of
the shadows.

Investigation: Shadow sticks. The aim of this investigation is to

find out how shadows change throughout the day. Ask students if
they think that a shadow cast by the Sun will change throughout
the day. Ask students question to check their understanding of the
topic: what do you notice about the length of the shadow, what do
you notice about the direction of the shadow, what do you predict
will happen to the shadows.

Investigation: Tracking your shadow. The aim of this investigation

is to track the changes in the shadow cast the Sun. Ask them
questions: when was your shadow longest, how did the direction of
your shadow change over the day.

Students will complete formative assessment on page 133. Ask

students to complete these topic-ending questions individually to
consolidate their learning.