Discovering Light and Shadows

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Curriculum Context

Subject: Science
Year Group: Year 3 (Ages 7–8)
Lesson Duration: 50 minutes
Number of Pupils: 29

UK National Curriculum Science Strand:
Physical Processes – Light

• Statutory Objective:
  Pupils should be taught to recognise that shadows are formed when the light from a source is blocked by a solid object.

• Working Scientifically Skills:

  • Asking relevant questions and using different types of scientific enquiries to answer them
  • Making systematic and careful observations
  • Gathering, recording, classifying and presenting data
  • Using results to draw simple conclusions

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Learning Objective

By the end of the lesson, pupils will be able to:

• Identify and explain how shadows are formed
• Make predictions about the size and shape of shadows
• Understand the role of opaque, transparent, and translucent materials in shadow formation

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Success Criteria

✔ I can explain how a shadow is formed using scientific vocabulary
✔ I can predict how a shadow may change based on the position of a light source
✔ I can work collaboratively to carry out a shadow investigation
✔ I can record results and observations using diagrams and brief written captions

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Prior Knowledge

Pupils may have:

• Basic understanding that light travels in a straight line
• Experience of using torches/sunlight in play
• Seen shadows in everyday life

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Vocabulary

• Light Source
• Opaque
• Transparent
• Translucent
• Shadow
• Block
• Reflect
• Position

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Resources

• Torches (1 per table group)
• White card/large A3 paper
• Variety of materials: cardboard, plastic, fabric, netting, tracing paper, foil
• Shadow Puppet Templates
• Mini whiteboards + pens
• Clipboards with recording sheets
• An orb-style lamp or overhead projector
• A large cardboard screen
• Blackout curtain or dimmable lights
• Timer
• Camera/iPad (optional – for recording shadows)

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Teaching and Learning Sequence

⏱️ 0–5 mins: Exciting Starter – What’s in the Shadow?

• As children enter the classroom, use the orb-style lamp to cast a shadow of a mystery object behind a screen. Ask:
  ❓ “What do you think the object is?”
  ❓ “How can you tell?”
  • Encourage vocabulary like “shadow”, “block”, “light”.
  • Reveal the object. Introduce today’s question:
    ➤ How are shadows formed?

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⏱️ 5–15 mins: Explicit Teaching – Light and Shadows Explained

• Use simple diagrams on the board or flipchart to demonstrate how:
  • Light travels in straight lines
  • When light is blocked by an opaque object, a shadow is created
• Show three materials and get quick pupil predictions:
  ➤ “Will this material cast a shadow?”
• Reinforce terms ‘opaque’, ‘transparent’, and ‘translucent’ using real-world examples (e.g., a wooden door vs. a glass window).

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⏱️ 15–35 mins: Group Investigation – Become Shadow Scientists!

Setup: Tables as small investigation stations (5–6 groups of approx. 5–6 pupils)
Task: Pupils investigate how shadows are formed using different materials and object shapes.

🔍 Instructions:

1. Choose one item from the materials tray
2. Predict: Will it produce a strong shadow? Why?
3. Use a torch to shine on the object – investigate at three angles/distances (centre/front/back and high/low positions)
4. Observe and record:
   • Shape of shadow
   • Sharpness or blur
   • Size changes with distance & angle
5. Rotate to test different materials

📝 Pupil recording sheet includes:

• Object/material
• Prediction
• Observation (draw and write)
• Shadow quality: ✅ Strong / ❔ Faint / ❌ None
• Position notes

Support Differentiation:

• Sentence starters for EAL and SEND
• Challenge Extension: Predict how you’d change the size of the shadow without changing the object

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⏱️ 35–45 mins: Whole-Class Discussion and Reflection

Use a large shadow cast by teacher using puppet or object:
Ask:

• “Why does this shadow look smaller now?”
• “What would happen if I moved the torch?”
  Let pupils offer explanations based on their findings.

Record class conclusions collaboratively on flipchart:
✍️ “We discovered that shadows are…”

• Formed when light is blocked
• Bigger if the object is closer to the light
• Clearer with opaque objects
• Blurred with translucent materials

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⏱️ 45–50 mins: Plenary – The Shadow Theatre

Invite a volunteer pair to use shadow puppets behind the screen and classmates guess the shape or story being told. Use this moment to consolidate vocabulary:
❓“What made that shadow look so detailed?”
❓“Was the puppet close or far from the light source?”

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Assessment Opportunities

✅ Teacher Q&A through the session
✅ Observation of group discussion and hands-on work
✅ Completion and explanation on recording sheets
✅ Use of key vocabulary during plenary

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Cross-Curricular Links

• Literacy: Storytelling with shadow puppets, descriptive language around light and dark
• Art: Creating silhouette puppets
• Maths: Measuring distance from light source; comparing shadow length

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Next Steps / Follow-up Activities

🔭 Create a Shadow Tracker outdoors – track the shadow of a stick in the ground throughout the day to see how it moves with the sun
🎭 Art + Drama Collaboration: Pupils create a short shadow puppet play
🔍 Investigation: What surface makes the clearest shadow?

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Teacher Extras

🧠 Stretch Question: Why don’t we always see our shadow inside?
🚀 Wow Factor Idea: Darken the room and bring in a mini “shadow lab” tent – pupils crawl in with torches to explore shadow-making in an immersive way!
📸 Capture photos of the different shadows and build a class “Shadow Gallery” wall display alongside scientific explanations.

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Prepared for curious young minds – ready to discover that sometimes, science really is all about playing with the light! 🌟