Overview

Duration: 45 minutes
Class size: 2 students
Unit: Illuminating Art and Science (Lesson 3 of 6)
Subject Focus: Art and Design
National Curriculum Link:

• Key Stage 2 – Art and Design
  • Pupils should be taught to:
    • Use sketchbooks to collect, record and evaluate ideas (NC Appendix)
    • Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
    • Explore the roles and purposes of artists and designers, in different times and cultures
• Science KS2 (cross-curricular link):
  • Light is seen from sources or reflected from objects. Shadows are formed when the light from a source is blocked by a solid object (Forces and Light unit).

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Learning Objectives

By the end of this lesson, students will:

1. Explain how shadows are formed and the role of light direction in shaping shadows. (NC Science link)
2. Create simple shadow puppets to explore manipulating shadows for storytelling. (NC Art and Design)
3. Collaborate to perform a short story using their shadow puppets, demonstrating understanding of shadow manipulation.

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Success Criteria

• Can verbally explain the process of shadow formation and how shadows change based on light position.
• Create a shadow puppet with either templates or own design, effectively using the puppet to cast shadows.
• Work collaboratively to use shadow puppets to tell a coherent short story.

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Resources Needed

• Strong torch/desk lamp (adjustable light source)
• Cardboard, coloured paper, scissors
• Wooden sticks or straws for puppet handles
• Templates of shadow puppet shapes (e.g., animals, people, trees) (Differentiation support)
• White wall or screen for shadow casting
• Visual storyboard sheets with images and simple story structure (for script and puppet show planning)
• Pencils, colouring pens
• Basic script framework on worksheet for extension activity

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Lesson Structure

1. Introduction (10 minutes)

• Discussion and Demonstration:

  • Begin by asking: What are shadows? When and where do you see them?
  • Demonstrate making shadows with hands in front of the torch/light.
  • Explain how shadows form when an object blocks light, referencing the National Curriculum's science content. Show how moving the light closer or further changes the size and sharpness of the shadow.

• Key Vocabulary: Shadow, light source, opaque, translucent, silhouette, puppet

• Dyslexia-friendly materials: Use a visual poster with pictures showing light source, shadow formation, and shadow changes with arrows and simple labels.

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2. Main Activity: Shadow Puppet Creation (20 minutes)

• Task: Students create one or two shadow puppets using templates or free-drawing on cardboard.

• Support:

  • Provide templates for students who find drawing challenging.
  • Encourage more able students to create more detailed puppets or experiment with multiple layers to create different shadow effects.

• Instructions:

  • Cut out puppet shapes and attach sticks for manipulation.
  • Test puppets by casting shadows on the wall using the desk lamp.
  • Students manipulate the position and angle of light and puppets to observe changes in shadow size and shape.

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3. Puppet Story Performance Planning (10 minutes)

• Use the Visual Storyboard:

  • Students plan a simple narrative (3-5 scenes) using their puppets.
  • Dyslexia-friendly: The storyboard uses images and brief, simple sentences.
  • For extension: Write their own short script or dialogue for the puppet show using the basic framework worksheet.

• Practise telling the story with their puppets, experimenting with shadow placement and movement to enhance storytelling.

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4. Performance and Reflection (5 minutes)

• Students perform their shadow puppet story for each other using the light source and wall.
• Discuss what they learned about shadows during their performance.

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Differentiation

• For students needing support: Provide fully prepared puppet templates for cutting and assembling; use storyboard with strong visual cues.
• For students requiring challenge: Encourage creation of more complex puppets and layering shadows; write an extended script including character dialogue and shadow effects.
• For dyslexic learners: Use visually rich materials, break reading into chunks with pictorial support, limit text quantity, and encourage verbal storytelling.

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Assessment

• Formative:
  • Observe students’ ability to explain shadow formation verbally.
  • Monitor accuracy and creativity when crafting puppets.
  • Assess collaboration and coherence in the puppet story performance.
• Summative:
  • Collect students’ storyboard and puppet creations to review understanding.
  • Optional written extension script for advanced learners.

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Cross-Curricular Links

• Science: Understanding of light and shadow (Forces and Light unit).
• English: Storytelling, narrative structure, speech for puppet shows.

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Reflection and Next Steps

• Encourage students to experiment with natural (sunlight) and artificial light sources at home to observe shadows in different environments.
• Next lesson focus: Exploring colour and light through stained-glass art inspired designs (Lesson 4 in the unit).

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Teacher’s Notes:

• Keep the torch position adjustable so students can visualise and experiment with shadow size shifts physically.
• This small class size allows for intensive one-to-one support; challenge and support can be personalised in real-time.
• The lesson blends scientific enquiry with creative practice — perfect for learners who benefit from hands-on, multisensory activities.

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This lesson plan ensures that Year 6 students meet the National Curriculum learning objectives for both Art and Design and Science through an engaging, multidisciplinary approach with clear success criteria and support strategies.