Sun and Shadows

Overview

This 45-minute science lesson for Year 3 Australian students focuses on understanding the Sun and shadows. The key elements include exploring how shadows change during the day, creating and using sundials to document shadow changes, and introducing the Earth's tilt concept if time permits.

This lesson is designed for a composite Stage 2 class of 31 students, including those with ADHD, ASD, EAL/D, and diverse learning needs. It incorporates differentiation, dyslexia-friendly reading options, and appropriate sensory and attention supports.

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Curriculum Alignment

Australian Curriculum v9 Links:

• Science Understanding:
  AC9S3U03 — Identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another (Sun as heat/light source)【5:AC9S3U03】.

• Science Inquiry Skills:
  AC9S3I03 — Follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and digital tools【16:AC9S3I03】.
  AC9S3I06 — Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary【1:AC9S3I06】.

• Mathematics (Time Concepts):
  AC9M3M03 — Recognise and use relationships between formal units of time including days and hours (linking with time of day and shadow length)【2:AC9M3M03】.

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Learning Intentions

WALT (We Are Learning To)

• Understand how the Sun produces shadows and how shadows change shape and length during the day.
• Make and use a sundial to record shadow changes.
• Explain that Earth's tilt affects the position of the Sun and shadows (time permitting).

Success Criteria

• I can describe how shadows are made.
• I can record how my shadow changes over time using a sundial.
• I can explain how the Earth's tilt influences where the Sun appears in the sky (extension).

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Lesson Structure (45 minutes)

1. Introduction & Engagement (10 minutes)

• Hook: Show students their own shadows outside using sunlight. Ask: "Where do you think shadows come from? Why do they change?"
• Visual Explanation: Use a simple illustrated poster (dyslexia-friendly font, bold key words) showing the Sun as light source making shadows.
• Briefly mention Earth's tilt impacts the Sun's position through the year—introduce simply as "sometimes the Sun looks higher or lower in the sky".

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2. Hands-on Activity: Making Sundials (20 minutes)

• Materials: Paper plate, straw (gnomon), marker, tape, ruler.
• Step-by-step Instructions:
  • Attach a straw upright in the centre of the paper plate (secure with tape).
  • Mark the location of the shadow tip on the plate and label the time.
• Procedure:
  • Take students outside around mid-morning or any daylight hour.
  • Each group places their sundial on the ground with the straw pointing upright.
  • Students mark the shadow tip on their sundial paper and label the current time (teacher supports with a clock or digital watch).
• Differentiation:
  • Support students with ADHD or behaviour needs by giving movement breaks before outdoor time.
  • Provide 1:1 help or simplified steps for students with intellectual and learning difficulties (Caleb, Dempsey, Heath, Thinuli).
  • Use picture-based instructions for EAL/D and dyslexic learners.

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3. Observation and Recording (10 minutes)

• Recording: Students draw or write simple notes on their sundial showing shadow length and position.
• Group Discussion: How does the shadow change if we check later in the day? (Discuss planned follow-up for longer observation in coming days.)
• Model how to use a simple table to track time vs shadow length (visual chart displayed).

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4. Consolidation and Extension (5 minutes)

• Recap: "What caused the shadow? How did the shadow change?"
• If time allows: Introduce Earth's tilt more visually with a globe and lamp simulation to show why shadows and Sun position change with seasons.
• Challenge advanced learners: Predict how a shadow might change at noon versus afternoon, and explain why.

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Differentiation Strategies

Student Needs	Support Strategies
ADHD (Ava, Dempsey, Frederick, Siara)	Provide clear, step-by-step instructions; use timers; allow movement breaks outside; pair with peer buddy.
ASD2, ADHD, Physical needs (Caleb)	Provide 1:1 assistance; offer alternative ways to participate if standing is difficult; use concrete manipulative aids.
Intellectual disability (Heath)	Simplify language; use visuals and demonstrations; provide repeated instructions; scaffold recording task.
EAL/D (Thinuli)	Use visual aids, model language, encourage peer support, provide glossaries for scientific terms.

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Extension Activities

• Set up a classroom shadow diary: stocktake shadows over several days/times, graph changes, and relate to weather/daylight.
• Design digital sundials using tablet apps or virtual simulators.
• Explore and explain how First Nations Australians use the Sun and shadows for navigation and timekeeping.

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Assessment & Feedback

• Formative: Observe participation in sundial activity and shadow recording. Ask guiding questions to check conceptual understanding.
• Summative: Simple drawing or written response explaining "How and why do shadows change?"
• Use a checklist for success criteria to track student achievement.

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Resources Needed

• Paper plates, straws, tape, markers, rulers.
• Digital timers or clocks (for time tracking).
• Globe and lamp for tilt demonstration (optional).
• Dyslexia-friendly reading sheets about the Sun and shadows (large font, coloured overlays, simple vocabulary).

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Teacher Reflection Prompts

• Did students engage with the hands-on activity fully?
• Were instructions clear and supportive for diverse learners?
• How well did students connect shadow changes to Sun position?
• Could the Earth tilt concept be further explored next lesson?

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This lesson plan offers a tactile, inquiry-based experience using scientific inquiry skills aligned with the Australian Curriculum for Year 3 Science. It integrates cross-curricular links to Mathematics (time measurement) and supports diverse learners with careful scaffolding and multi-modal resources to maintain engagement and focus.

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References to Australian Curriculum Content Descriptions

• AC9S3U03 (heat energy from Sun)
• AC9S3I03 (make and record observations)
• AC9S3I06 (communicate scientific ideas)
• AC9M3M03 (formal time units)

All have been carefully incorporated in activity and assessment design【5:AC9S3U03】【16:AC9S3I03】【1:AC9S3I06】【2:AC9M3M03】.

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I hope this detailed and differentiated plan helps you impress your mentor teacher and supports your classroom teaching with confidence and clarity!