Light and shadows

Overview

In this short, small-group session, pupils explore how a light source creates shadows. They will investigate by making simple shadow “puppets” and will talk about what changes when they move the object or the light.

Learning intentions

• Students will observe that objects make shadows when light shines on them.
• Students will identify how shadow size and position change when the object moves closer to or farther from the light source.
• Students will use simple speaking, pointing, or choosing to describe their observations.
• Students will follow turn-taking and safety routines during a shared investigation.

Success criteria

• I can show a shadow with my hands or an object when a light is on.
• I can tell (or point to) what happens to the shadow when I move the object.
• I can wait for my turn and use the equipment safely.
• I can respond to simple questions (for example: “Where is the shadow?” “Is it bigger or smaller?”).

Curriculum links

• Working scientifically: using simple observing and noticing patterns through their own enquiry.
• Using different types of scientific enquiry to answer questions (observing and noticing patterns).
• KS1–KS2 science progression: investigating the relationship between light sources, objects and shadows using shadow puppets (age-appropriate as “hands and simple cut-outs”).

Lesson structure (10 minutes)

1. 0–2 min · Welcome and attention cue. Teacher shows the torch and a screen/wall and says: “Look—what do you see?” Students point to anything they notice (shadow/no shadow) and copy a calm “ready” signal.

2. 2–5 min · Model with “I do, we do”. Teacher places an object between the torch and the screen, then moves it slightly while talking: “Now it’s bigger/smaller—my object moved.” Students hold a prepared shadow shape (or their hand) and repeat the two-step actions: place still → move slightly → observe.

3. 5–8 min · Guided investigation rotations (3 turns each). Teacher runs a quick rotation: for each student, they get a turn with one object. Teacher asks one simple question per turn (“Is the shadow bigger?” “Where is it?”). Students make one change at a time (move closer or farther) and choose a response card (bigger/smaller/left/right) or point to a matching picture.

4. 8–10 min · Share and tidy (formative wrap-up). Teacher brings attention back to the screen: “What makes the shadow?” Students respond using a gesture or sentence starter (“The shadow happens because…”). Teacher praises specific behaviours (turn-taking, safe use) and ends with a quick tidy routine.

Resources

• Small torch or strong LED light (one per group, teacher-controlled if needed)
• A clear wall/screen area (paper sheet/card as a screen is fine)
• Pre-made simple shadow puppets: thick card shapes (star, circle, triangle) with a handle
• Response cards (pictures with simple labels): bigger, smaller, left, right (laminated if possible)
• “First/Then” visual strip for the routine
• Safe table area markers for where objects go
• Sentence starter icons: “I see…”, “Bigger/Smaller”, “Left/Right”
• Timer (visual) for turns
• Optional: low-noise, silent cue card for transitions

Assessment

• Observation checklist: during each turn, note whether pupils can (a) create a shadow, (b) respond to “bigger/smaller” with point/choice, and (c) follow turn-taking.
• Use quick questioning: “What happened?” and “Where is it?” with acceptable non-verbal responses.
• Exit prompt: one shared question at the end—students indicate using cards/gestures the cause (“torch on” / “light shines”).

Differentiation

• Fine motor difficulties: provide thick card handles and allow pupils to use their hands for puppets instead of small pieces; offer a “push and slide” movement with the object positioned to be easier to grip.
• Communication and interaction difficulties: use visual response cards and sentence starters; ask only one question at a time; allow pointing/choosing instead of full sentences; give wait time.
• Challenging behaviour: keep the task short with a timer, predictable routine (First/Then), and a clear “pause” signal; provide sensory regulation breaks between turns (one deep-breath cue or short stretch).
• Reduce language load: teacher models the key words (shadow, bigger, smaller, left, right, light) and pupils respond through matching/gestures.
• Extension for confident pupils (within the same lesson): they can try a third change (move object higher/lower) and select a response card for “up/down” if you include one.