Light Makes Shadows

Overview

This is lesson 4 of 10 in Light and Colour Explorers. Students use torches, hands, puppets and classroom objects to investigate how a shadow forms when an object blocks light, then compare how moving the light source or object changes the shadow’s size, shape and position.

Learning intentions

• WALT explore how shadows are made and changed.
• WALT identify the light source, object and shadow.
• WALT use observations and simple comparisons to describe changes.
• WALT share our ideas and listen to others during an investigation.

Success criteria

• I can make a shadow by blocking light.
• I can identify the light source and the shadow.
• I can change a shadow’s size or shape.
• I can show or tell what happened.

Curriculum links

• Physical Science — Light and shadow: tracking and measuring how shadows form and change when objects block light.
• Physical Science — Light and shadow: using diagrams to show how changing the light source affects shadow length and direction.
• Science capabilities: observing, investigating, communicating and interpreting evidence.
• Values and competencies: participating and contributing, thinking, managing self, and relating to others.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Dim the room slightly and use a torch to make a hand shadow on a screen or wall. Open with the shadow hook slide and ask, “How did the shadow get there?” Students make a prediction using a gesture, drawing or words. Remind students never to shine torches into eyes.

2. 5–10 min · Teach the key idea. Use the source-object-screen diagram to model the three parts: the torch is the light source, the object blocks the light, and the dark shape on the screen is the shadow. Students repeat and act out “source–object–screen” with their bodies, then identify each part in the demonstration.

3. 10–14 min · Demonstrate the investigation. Place a toy or puppet between a torch and a white screen. Move the torch closer and further away, then move the object. Use the investigation instructions to show the safe routine: torch on, object in place, observe, change one position, observe again. Students predict whether the shadow will become bigger, smaller, move or change shape.

4. 14–29 min · Partner investigation. Organise 10 pairs, with one student holding the torch and one moving the object; swap roles halfway through. Provide torches, screens and a selection of large classroom objects, hands and simple puppets. Students make a shadow, name the source and object, then try at least two changes: move the torch, move the object, turn the object, or use their hands to make a different shape. Circulate and ask, “What changed?” and “What stayed the same?” Students may record with a drawing, a dictated sentence or a demonstration on the shadow investigation sheet.

5. 29–36 min · Compare and discuss. Bring students together to show one successful shadow and one change they made. Revisit the compare-and-talk slides. Invite pairs to complete oral sentence frames: “When I moved the ___, the shadow became ___.” “The light source was ___.” Compare examples without suggesting that every change will produce exactly the same result.

6. 36–42 min · Shadow puppet challenge. Give pairs three minutes to create a recognisable shadow shape or two-part puppet scene. Students can use hands, puppets or objects. Each pair demonstrates while the audience identifies the light source, object and shadow. Encourage students to change the shape or size and explain how they did it.

7. 42–45 min · Plenary and assessment. Show the final recap slide with the three-part diagram. Ask each student to point to or tell a partner: “A shadow is made when ___ blocks ___.” Students complete or orally answer the final prompt on the reflection box: draw a shadow and show one way to change it.

Resources

• Torches, one per pair where possible
• White card, sheets or light-coloured fabric screens
• Hands, simple shadow puppets and classroom objects
• Clear floor or table investigation spaces
• the Light Makes Shadows teaching deck
• the shadow investigation sheet
• Blu-tack or masking tape
• Optional dimmable lighting or curtains

Assessment

• During the demonstration and investigation, check whether students can identify the light source, object and shadow.
• Listen for descriptions comparing size, shape or position after one change; prompt students to demonstrate if spoken explanations are difficult.
• Use the final drawing, dictated response or demonstration to assess whether each student understands that an object blocks light to make a shadow and can change one feature.

Differentiation

• Support: Use large, easy-to-hold objects, predictable turn-taking and a visual “source–object–screen” sequence. Model each action slowly and provide adult-supported investigation for students who need it.
• Sensory and movement support: Allow students to act out the light path, work standing or seated, and investigate in a quieter space or with reduced lighting changes. Offer a choice of hands, puppets or objects.
• Communication and EAL support: Use gestures, real objects, picture prompts and sentence frames such as “I see a ___ shadow.” Accept pointing, matching, drawing, home-language discussion, verbal retelling or demonstration.
• Dyslexia-friendly options: Keep slide and worksheet text minimal, use clear pictures and large print, read instructions aloud, repeat the routine verbally, and do not require written recording. Extension learners can investigate how distance changes shadow size and explain their findings, or create a short shadow-puppet story with a beginning, middle and end.

Extension

• Investigate what happens when the torch moves closer to or further from the object. Students make a prediction, test it and show the result with two drawings.
• Create a shadow-puppet story using at least two different shapes. Students explain which movement changed the shadow’s size, shape or position.